Abstract
This research focused on three main teaching methods: case study, simulation, and management games from both theoretical as well as empirical aspects. It explores the use, the benefits, and the barriers of the mentioned teaching methods related to the main management courses from Faculty Members (FMs) perspectives. The empirical investigation was based on a survey of all business departments' faculty members. This study revealed (1) the predominant use of lecturing despite the respondents' engagement in case study, simulation, and management games. It showed that (2) the frequency use of these teaching supports was particularly related to some courses, not systematically, and depended on the faculty member (rank, experience, place of degree). Finally, (3) the main barriers preventing the FMs from using these teaching methods are associated with resources, more than risk and suitability.
Highlights
A trend towards more active, interactive and experiential-based learning seems to be prevailing in the education world, called "learning by doing" (Senge & Fulmer, 1993)
Teaching supports used by Faculty Members (FMs) Courses and teaching supports Benefits regarding to case study, simulation and management games Barriers regarding to case study, simulation and management games Demographics and professionals
This research has highlighted the business teaching supports in aspects of use, benefits and barriers related to the main taught courses in Undergraduate Business Program (CEAS-IMSIU)
Summary
A trend towards more active, interactive and experiential-based learning seems to be prevailing in the education world, called "learning by doing" (Senge & Fulmer, 1993). A dichotomy in business education, revealed by Lucas and Milford (2009), between two orientations viewed management as a set of courses. The second callededucation about business‘, focused on teaching and learning strategies and considered management as a practice. Considering management as a profession rather than an activity, as understanding situations is not enough; a manager, as an employer, needs to resolve problems, make decisions and think about different issues (Grey, 2004). Courses in business management often use a variety and combination of learning methods, such as: lectures with discussion, case study, role playing, video games, business or management games, and company-based research projects
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