The full circle: case teaching and writing in business courses (original) (raw)
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During 2002-03, fifty-three undergraduate students from the University of Zagreb participated in the development of case studies on strategic decisions facing Croatian enterprises at a critical juncture in the country's history. This paper describes the informing patterns among students, faculty, and business executives that were formed during the case writing process and examines the impact of these informing patterns upon the educational experience of the participants and their subsequent careers. The paper begins by describing the context in which a small group of Croatian students took the initiative to learn about the case method in the absence of formal university support. It then documents the process by which a workshop on the case method led to the search for companies willing to receive groups of undergraduate students conducting case research in the field, to the development of a case collection, the discussion of selected cases among leading Croatian executives, and to their use in international settings. The paper presents information on the influence and benefits of the experience as perceived by the participants ten years later and draws conclusions regarding the influence of student case research on management practice.
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The case method in business and management education is generally considered to have been developed as an executive education technology in the United States in the early years of the twentieth century. Much of the literature on the method reflects these origins and is culturally or institutionally specific. However, cases are used today in a wide variety of contexts, including undergraduate business education. In this paper we discuss key themes in the current context of higher education, explore the use of cases in large and diverse undergraduate business education programmes, and examine how the changing institutional context of these programmes has affected the use of the business case as a pedagogical technology.
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Case-based instruction is one method of active learning that has proven to be beneficial in many educational settings. This chapter will provide a background in the use of case-based instruction in various settings across higher education, discussing the benefits and the limitations. Instruction on how to write case studies, how to introduce the use of this instructional method to students, and how to implement case-based instruction with excellence will be offered. Every educational setting has a slightly different set of expectations and parameters. The information contained in this chapter will include how to write and implement case studies in higher education. Information concerning the medical fields, business education, and teacher preparation courses will be included.
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Developing Case Writing in Smaller Universities
Central European Review of Economics and Management (CEREM), vol. 6, No 2. , 2022
Study programmes in economics and management should be more focused on developing students' critical thinking skills and the capabilities to solve practical problems. Case method is admittedly one of the best techniques to accomplish these goals. Thus, disseminating the benefits of case method in academic teaching as well as supporting case writing among scholars is of great importance. Despite the many proven benefits of the case method and the growing use of cases in teaching management and economics, it seems that the writing of cases is undertaken by not so many academics. There is evidence of the lack of support at smaller schools to potential case writers from administrators, in terms of motivation, recognition, training, time, and funding, and on the other hand, there is little awareness among faculty about international scholarships, available peer-reviewed publishing opportunities for cases, and peer support via international case conferences. This paper attempts to fill in the existing information gap and offer helpful guidance to faculty and school administrators.