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)

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Using Case Study as a Strategy in Teaching Business Studies