Abstract
This article investigates the current use of case studies in the teaching of Operational Research (OR) in the UK: how and where they are used; how they are developed; and whether there is an interest in training this area. It is aimed at lecturers teaching OR who are using or planning to use case studies in their teaching. It may also be of interest to policy-makers who wish to know what is being done in OR. The article focuses on the results of a survey sent to lecturers of OR in higher education in the UK. These are combined with an examination of the literature on using case studies in teaching in general and a small number of specific examples of how case studies are used in OR teaching. Case studies are included in OR teaching in a variety of ways and to develop a range of skills; particularly the ability to transfer academic knowledge to real-life contexts. The article identifies that the most significant barrier to the use of case studies in OR teaching is the development of new case studies; suggestions are made to address this, including providing training and collaboration opportunities. Overall this article provides an assessment of the ways in which case studies are used in OR; the advantages and limitations of using them; and specific examples of their use which will provide ideas to assist in improving OR teaching.
Highlights
Over a hundred years ago when Harvard Business School initiated a case study method of teaching this was a novel approach (Herreid, 2011)
We arranged interviews with a selection who were chosen to provide a wide range of examples of ways in which case studies are used in Operational Research (OR) teaching
This section explores the variety of programmes and modules in which case studies are used in OR teaching as well as the teaching contexts in which they are used and assessed
Summary
Over a hundred years ago when Harvard Business School initiated a case study method of teaching this was a novel approach (Herreid, 2011). Sodhi and Son’s (2008) exploration of the skills requested in adverts for OR-related jobs in the USA identified that in contrast to many management programmes many OR programmes lack ‘the development of “soft” skills – communication, leadership, team-related skills – that are invaluable for improving operations and business processes’. These are skills that can be developed by teaching with case studies. A detailed discussion of the results is given in Section 3, the main points of which are summarised in the Conclusion
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