Using Case Studies in Business Education to Promote Networked Thinking: Findings of an Intervention Study

Autor/inn/en	Pilz, Matthias; Zenner, Lea
Titel	Using Case Studies in Business Education to Promote Networked Thinking: Findings of an Intervention Study
Quelle	In: Teaching in Higher Education, 23 (2018) 3, S.325-342 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1382467
Schlagwörter	Case Method (Teaching Technique); Business Administration Education; Thinking Skills; Pretests Posttests; Intervention; Instructional Effectiveness; Foreign Countries; Undergraduate Students; Statistical Analysis; College Instruction; Germany + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Denkfähigkeit; Unterrichtserfolg; Ausland; Statistische Analyse; Hochschullehre; Deutschland
Abstract	Case studies are central to the way management is currently taught at universities. Among other benefits attributed to the case study method is that it promotes networked thinking by learners. 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. However, there is virtually no empirical evidence of the extent to which the case study method actually delivers the advantages attributed to it. This paper aims to remedy that gap in the literature. The paper considers the extent to which the case study method promotes networked thinking on the part of students on business and management courses. The research is designed as an intervention study involving pre- and post-testing. The study finds that students who have worked on a case study correctly identify more interactions in post-testing than in pre-testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01