Strategies for Effective Case Method Teaching in Large Undergraduate Business Classes

Michael Moorhouse

doi:10.32920/ryerson.14654544.v1

Abstract

This study finds that the case method pedagogy, originally designed for use with graduate students, can also be effective in large, undergraduate business classes. While most of the case method research has historically focused on the graduate level, the method has now become popular for undergraduate teaching. There is a growing need for large class pedagogy and best practices due to the fast growing enrolment in North American business schools, and this study presents a preliminary opinion on how the case method could be adapted to meet the needs of large and diverse classes. The study reviews the challenges of teaching cases, and the challenges of using active learning techniques in large class teaching. The study presents a definition for “large” and “very large” classes in the context of case teaching, and suggests several practices from case-teaching instructors that can be used to teach the method effectively in these environments.

Highlights

This study explores whether the case method of teaching can be successfully applied to large size undergraduate business classes, and helps determine strategies and practices that business schools can use to apply the method effectively in a large class environment
To evaluate student perceptions of small and large case classes at Ted Rogers School of Management (TRSM), recent graduates of the undergraduate program were asked to assess their experience in case classes that contained fewer than 60 students, and in classes that contained greater than 80 students
The results of these questions have been organized into three main findings, which will be discussed in more detail below: 1. Students are more satisfied with case teaching in smaller classes 2

Summary

Introduction

This study explores whether the case method of teaching can be successfully applied to large size undergraduate business classes, and helps determine strategies and practices that business schools can use to apply the method effectively in a large class environment.There is a growing need for best practices for teaching large classes driven by the fast growing enrolment in post secondary institutions, and the slower rate of growth for the faculty and funding to support these students (Grant, 2012). According to the latest data from Statistics Canada, the programs of Business Management and Public Administration have experienced one of the fastest rates of growth in recent years, with enrolment increasing by over 12% from 2005/06 to 2008/09, twice the rate of overall enrolment growth (Statistics Canada, 2010). This high rate of growth warrants a review of pedagogy within the business schools to ensure the effectiveness of the teaching methods within the large class environment

Objectives

Methods

Results

Conclusion