Taking Stock of the Century‐long Utilization of the Case Method in Management Education

Abstract

AbstractOver the last century, the case method has been a key teaching tool in management education. This article takes stock of the main characteristics of the case method, clarifies its learning goals, and exposes the relationships between these goals and supporting learning theories, in particular active‐learning theory and experiential learning. It then examines the multiple variations of the case method that have developed over the years and discusses arguments against the case method. Finally, four proposals are made in view of strengthening the case method's value: extend case variety, moderate the case method's ambition to foster experiential learning, conduct empirical research about the case method's learning impacts, and emphasize the close relationship between case research and case teaching. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd.