Using the case method of teaching

Abstract

The case method is increasingly popular with instructors teaching about management in the food system. While many have adopted this approach, others would like to but feel they need to know more about the method before doing so. This article aims to help them by explaining this technique. It starts by describing what case studies, or simply “cases,” are, and the benefits of their discussion in class. Then it describes the roles and responsibilities of students and instructors when working with cases. Finally, it gives instructors pointers on how to produce effective class discussions using cases. © 1998 John Wiley & Sons, Inc.

Improving Case Discussion With an Improv Mind-Set

“…(Jennings, 2002, p. 656). Ronstadt (1994) suggests that there are four types of case studies: technical problem-solving cases, short structured vignettes, long unstructured cases, and ground-breaking cases (detailed descriptions of each can also be found in Harling & Akridge, 1998). All cases, to a greater or lesser extent, are meant to build critical thinking skills by forcing students to perform analysis and engage in discussion with their peers and the instructor.…”

“…Although the case method is effective in building critical and creative thinking skills, it can also be effective in building content knowledge. It is generally believed that students retain more information when they discover it for themselves, rather than being handed the information (Dewey, 1916;Harling & Akridge, 1998). Thus, although a case discussion might come at the expense of covering some material, students might retain the material that is covered better.…”

“…The reluctant class is an entire class that seems unwilling to engage in a discussion. Especially in the early days of a class, the class as a whole might be reluctant to participate because they do not know the costs of doing so (Harling & Akridge, 1998). Finally, though there may not be right or wrong answers to a case, there can be mistaken interpretations of theory or facts and pointing these out to a class may stifle discussion.…”

An Approach for Enhancing the Efficiency and Consistency of Qualitative Case Analysis Evaluations

“…Cases analysis is an integral part of contemporary business education (Harling & Akridge, 1998; Stonham, 1995). Although some cases (e.g., finance ones) tend to be quantitative in nature, others focus on qualitative analysis.…”

Como Escrever um Bom Caso para Ensino? Reflexões sobre o Método

“…Inicialmente, apresentamos breves reflexões sobre o que é um caso para ensino, as perspectivas teóricas de aprendizagem implicadas na sua produção e análise enquanto estratégia de ensino ativa, bem como algumas especificidades e orientações que podem auxiliar alunos de pós-graduação, professores e pesquisadores na elaboração de um caso para ensino de qualidade na área de Administração e outras correlatas. O processo de análise e discussão de casos no contexto do ensino (Barnes, Chistensen, & Hansen, 1994;Erskine, Leenders, & Mauffette-Leenders, 1998;Harling & Akridge, 1998;Mauffette-Leenders, Erskine, & Leenders, 1997) não será abordado neste artigo, mas poderá ser objeto de discussão em outras edições.…”