Using Case Study as a Strategy in Teaching Business Studies

The strategy of using Case Study in teaching Business Studies

Case Study – what is it?

Teaching strategy of using Case Study is defined as a particular instance of something used or analysed in order to illustrate a thesis or principle (Oxford University Press, 2013).  This method refers to teaching a completed story which presents realistic, complex, and contextually rich situations and often involves a dilemma, conflict, or problem that one or more of the characters in the case must negotiate.

Case Study – Why is it important?

Using Case Study is crucial in teaching Business Studies. It provides a stimulating and relevant framework for students to apply to problems encountered in the business environment. Students also investigate business planning and use a range of information to assess and evaluate business performance (Board of Studies NSW, 2010).    

Carnegie Mellon University (2013) extracted an advice from Professor Paul Lawrence who states that Case Study is “the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and the instructor. A good case keeps the class discussion grounded upon some of the stubborn facts that must be faced in real life situations.” Using of Case Study strategy is a formal activity which often runs throughout the lesson. It bridges the gap between theory and practice and between academic and real situations (Barkley et al., as cited in Carnegie Mellon University, 2013) Case Study is an effective strategy in teaching Business Studies because it fosters problematic knowledge, deep understanding in intellectual quality required by the course set by the Board of Studies NSW. In addition, learning through Case Study fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society (Board of Studies NSW, 2010). Furthermore, teaching Case Study promotes students learning in investigating, synthesising and evaluating contemporary business issues and hypothetical and actual business situations. This provides communicational business, and pushes students to apply mathematical concepts appropriate to business situations in order to achieve the syllabus outcomes.  From a different point of view, Stand Ford University(2013) cites Hamel (n.d.) who argued that a qualitative case study is limited as it depends on the sensitivity and integrity of the writer/researcher. The researcher is the primary instrument of data collection and analysis to produce the product [case study]. Both the learners of case studies and the writer/s, need to be aware of biases that can affect the final product because the issues of reliability, and validity are limited. It is also very difficult to draw a definite cause/effect from case studies. Further, the case study ‘has basically been criticised for its lack of representativeness and its lack of rigor in the collection, construction, and analysis of the empirical materials that give rise to this study (Hamel as cited in Stand Ford University, 2013)  

Case Study – How is it implemented? - Depending on the purpose of learning outcomes and teaching contexts, the teacher selects appropriate case studies It is advised that the teacher should apply six steps to implement the teaching strategy of using Case Study (Carnegie Melon University, 2013):

References:  Board of Studies NSW (2010). Business Studies. Stage 6 Syllabus,pp4,5. Carnegie Melon University(2013). Case Study. Retrieved 25 November 2013 from  http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/casestudies.html Oxford University Press(2013). Definition of case study in English. Retrieved 19 October 2013 from  http://www.oxforddictionaries.com/definition/english/case-study Stand Ford University(2013). Tomorrow's Professor Msg.#1013 Strengths and Limitations of Case Studies. Retrieved 18 October 2013 from  http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1013    

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