Using case studies in business education to promote networked thinking: findings of an intervention study

Pilz, Matthias; Zenner, Lea

doi:10.1080/13562517.2017.1382467

Cited by 25 publications

(18 citation statements)

References 21 publications

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“…Popil (2011) was also argued that using case studies in teaching assists educators in promoting and developing active learning critical thinking skills. Pilz and Zenner (2018) investigate the extent to which using case study method can help to promote networked thinking in business education. Networked thinking takes account of interactions and repercussions, making it crucial to decision-making within the complex system of rules that shapes current business reality.…”

Section: Case Study Methods and Critical Thinking Skillsmentioning

confidence: 99%

“…This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments (Fynn & Klein, 2001;Murray-Nseula, 2011;Yadav et al, 2007). For these reasons, case-based teaching has been widely used in business education for many years (Bridgman, Cummings, & McLaughlin, 2016;Carlson & Schodt, 1995;Hammond, 2002;Knechel, 1992;Pilz & Zenner, 2018). Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate business management courses.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Mahdi

Nassar

Almuslamani

2020

IJHE

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Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.

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Section: Case Study Methods and Critical Thinking Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

Mahdi

Nassar

Almuslamani

2020

IJHE

View full text Add to dashboard Cite

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“…Research focused on case instruction highlighted several benefits. Case studies are considered to contribute to enhancing students' critical-thinking skills, the ability to synthesise complex analytical questions and connect theoretical issues with real life practice, as well as analyzing an issue from multiple perspectives in medical studies (Thomas et al 2001;Thistlethwaite et al 2012), business (Pilz and Zenner 2018), science (Bonney 2015) and engineering education (Yadav et al 2007).…”

Section: Interactivitymentioning

confidence: 99%

The role of role-play in student awareness of the social dimension of the engineering profession

Martin

Conlon

Bowe

2019

European Journal of Engineering Education

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The article aims to expand upon traditional case based instruction through role-play and to explore the effectiveness of the approach in raising students' awareness of the social dimension of the engineering profession. For this purpose, we added a contextual description to the case study Cutting Roadside Trees driven by a macroethical outlook. Our contribution draws on an exercise based on the contextualised case study in which 80 students at Technological University Dublin participated. The results gathered show that role-playing contributed to complex student responses to the scenario and an awareness of the social factors that are part of engineering practice and which can constrain or enable decision-making. We suggest that exposing students to the perspectives of the different stakeholders that are involved in engineering professional practice can contribute to their understanding of the social context of engineering practice.

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“…Priem (2018) advocates the most effective way to improve students' critical thinking is to utilize innovative teaching tools like "flipping" the classroom, examining past and current strategy narratives, evidence-based management, and case studies in order to "nudge" strategy students onto a continuing path of improving their critical thinking. Aiming to enhance students' critical-thinking skills can help close the gap between theory and practice in strategic management pedagogy (Pilz and Zenner 2018). Barney and Mackey (2018, p. 359) propose that two theories dominate strategicmanagement pedagogy: (1) structure-conduct-performance (SCP) theory (Porter 1980) and resource-based theory (RBT) (Barney 1991).…”

Section: Strategic Management Theorymentioning

confidence: 99%

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

David

2021

Administrative Sciences

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Strategic management has long been the capstone course for business majors at most colleges and universities globally. As originally designed, the capstone course sought to teach students an array of skills and tools needed to actually perform strategic planning, primarily through integration and application of functional business concepts and techniques. Times have changed, however, and business schools have come under scrutiny regarding their ineffectiveness in developing graduates’ skills commensurate with employers’ requirements. Such criticism is justified as academics teaching the capstone business course have partitioned their instruction efforts to focus increasingly on theory rather than practical applications. After a pertinent evaluation of current academic research, we illuminate how and why increased focus on practice is needed in strategic-management pedagogy. We delineate how the once well-designed business capstone course has evolved into a course that too often fails to impart practical competencies to graduating students. To facilitate closing the gap between graduates’ skills and employers’ requirements, we present a strategic management pedagogical model designed to promote student learning and development of hard and soft skills related to actually doing strategic planning. The proposed model can help reduce the gap between graduates’ skills and employers’ requirements with the intended purpose to provide increased interest for teaching practical tools that were developed by practitioners. Such tools include the BCG matrix, developed by the Boston Consulting Group, and the Internal-External (IE) portfolio matrix derived from the General Electric (GE) Business Screen developed by Jack Welch, former CEO of GE. The proposed model also reveals the process of including both internal and external aspects into strategic decision making as evidenced by countless organizations performing Strength-Weakness-Opportunity-Threat (SWOT) analyses. The proposed model significantly enhances previous theory-based approaches for teaching the capstone strategic-management course.

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Using case studies in business education to promote networked thinking: findings of an intervention study

Cited by 25 publications

References 21 publications

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education

The role of role-play in student awareness of the social dimension of the engineering profession

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

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