Abstract
An experiment on the value of the case study method was carried out at the University of Stuttgart in the Federal Republic of Germany, to ascertain whether the case study method was superior to the traditional teaching methods, especially with a view to increasing requests that university education should be more practice-related. The main deficiencies of traditional business teaching methods are indicated, as well as the perceived satisfaction and importance of the basic needs as seen by a number of students. In the experiment five business administration and five engineering students were used, while a large business firm and some of its sub-contractors gave feedback from the business world itself. Towards the end of the experiment the students' opinions on the value of the case method compared with traditional teaching methods was obtained by means of anonymous questionnaires. They rated the case study method as substantially superior with regard to increasing knowledge, and to improving both technical and inter-personal competence. The same conclusions were drawn as to the affective area of learning, including increased and better satisfied intrinsic motivation to achieve, and to cooperate in small task groups.
Highlights
If we look back at the case method experiment 123 that we have been engaged in for nearly two years, our feelings are somewhat divided
The perceived effectiveness of the case method applied was measured by means of an anonymous questionnaire covering different cognitive
Table 7 Perceived strength and satisfaction of motives according to 7-point rating scales for joining the case method experiment
Summary
If we look back at the case method experiment 123 that we have been engaged in for nearly two years, our feelings are somewhat divided. A positive feeling relates, to the results of the experiment in terms of cognitive and motivational effectiveness reached in spite of, or maybe because of, our initially very restricted expectations of success. The reason for the latter becomes clear if one realizes the conditions for participation; contrary to our own prejudices and to well-minded advice from colleagues working in the same field, we consciously refused to offer any additional incentives for joining the case method experiment other than hard, interesting work and the chance to practise high degrees of self-direction and self-control in largely autonomous task groups. Study the documents that we have prepared for you, come and join the task groups.' We are still surprised that under these circumstances the whole experiment did not have to be dropped sooner or later because of a lack of participants ready and qualified enough to meet the high project requirements
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