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2018 | OriginalPaper | Buchkapitel

Educational Methods

verfasst von : Kavous Ardalan

Erschienen in: Case Method and Pluralist Economics

Verlag: Springer International Publishing

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Abstract

This chapter builds on the discussions made in the first three chapters, distinguishes between educational methodology and educational method, shows that different educational methodologies use a given educational method differently, and argues against any attempt at ranking the lecture method in comparison with the case method.

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Vorheriges Kapitel Educational Methodologies: Implications for Institutional Mission and Administration

Nächstes Kapitel In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology

For this literature see Ardalan (2003a, 2003b, 2006, 2008, 2013, 2015), Aveni (2014), Barnes et al. (1994), Barrow and White (1993), Barrow and Woods (1989), Blake et al. (2002), Brosio (1998), Burrell and Morgan (1979), Cahn (1996 2009), Carr (2003), Chambliss (1996), Christensen and Garvin (1991), Cromer (1997), Curren (2003, 2007), Dooley and Skinner (1977), Ellis et al. (1991), Erskine et al. (2003), Freedman (1996), Gragg (1954), Gutek (2000a, 2000b, 2003), Hancock (1999), Hare and Portelli (2001), Hickman and Alexander (1998), Kimball and Orrill (1995), Larochelle et al. (1998), Marples (1999), Mauffette-Leenders et al. (2007), McLaren (1998), Morgan (1983, 1985), Noddings (2016), Orrill (1999), Ozmon (2011), Philosophy of Education Society (2003), Popkewitz and Fendler (1999), Power (1995), Reynolds (1978), Rocha (2014), Rorty (1998), Sadovnik et al. (2000), Schrag (1995), Siegel (2012), Talisse and Hester (2002), and Winch and Gingell (1999). This chapter is based on Ardalan (2006), Erskine et al. (2003), and Mauffette-Leenders et al. (2007). This chapter is based on Ardalan (2003b).

Ardalan (2003c), in the context of scholarly activities, similarly shows that clinical method, as a research method, is used differently by the scholars located within the functionalist paradigm than the scholars located within the interpretive paradigm.

Dooley and Skinner’s (1977) Table 2 is replicated in this chapter (Exhibit 10.1) for the reader’s convenience.

Exhibit 10.1

Dooley and Skinner’s (1977) Table 2

Table 2. A profile of pedagogy in the teaching of business administration
Category	Educational objective	Case description (example)	Application of a case	Teacher’s role	Student’s role	Class percentage teacher talks	Teacher’s preparation	Teacher’s skills and knowledge required	Problems and hazards frequently encountered	Requirements for success	Judging success of class
I	Acquire knowledge	Exposition of business practice	Very poor	Narrate Expose Enlighten Provide expertise	Listen	95%	Organize facts so as to be interesting, relevant and clear	Public speaking, Clarity of thinking and lucidity Organization of material	Student impatience, boredom	Student is concerned, feels problem exists and desires knowledge	Student interest, knowledge retention, ability to playback
II	Develop concepts	Exposition of problem or in business	Poor	Explain taxonomies and inter-relationships	Listen and question	85%	Organize facts to develop useful and meaningful inter-relationships	Cometence in theory and ability to explain it simply	Student unawareness, unconcern with problems to which concept is addressed	Student hungers for concept after much wrestling with problem without conceptual scheme	Grasp of ability to playback and verbalize
III	Understand techniques	Problemette	Fair	Explain technique and its derivation and application	Work problem, examples Derive technique	70%	Understand theory and derivation and implications of technique	Ability to explain/derive and demonstrate	Student failure to see usefulness, practically, relevance of techniques confusion	Student sees need for technique before he/she gets it. Student derives technique himself/herself	Ability to work problems correctly
IV	Acquire skill in use of technique	Short realistic business situation structured	Good	Question and probe to develop realism	Work out effective use of technique in business situation	33%	Understand applications and limitations and problems in use of technique	Realistic recognition of problems in use of technique	“It seems too easy; it seems too hard; it seems too universal; it seems too limited”	Realistically demanding case. Teacher can restrain self from resolving problems	Practicality of student recommendations
V	Acquire skill in analysis of business problems	Complex unstructured slice of life	Excellent	Probe clarify inter-relate	Analyze Determine cause/effect relationships by analysis of facts and inferences	10%	Case analysis Develop many alternatives and predict possible student approaches	Questions to open up areas for discussion Careful listening Sense of realism	Teacher domination Teacher “telling” Teacher impatience, Teacher solving	Student willing to work, de-sires to analyze problem and feels competent	Thorough-ness, variety, complete-ness of analysis in breath and depth
VI	Acquire skill in synthesis of action plans	Problem with clear emphasis on action	Excellent	Challenge Question Extrapolate Role-play	Establish priorities, plan of action: Develop possible outcomes and implications	10%	Develop understanding of situation and possible approaches	Interpretation of student plan without domination	Teacher temptation to settle it with own ingenious analysis	Student feels he/she has necessary facts and is challenged to develop solution which he/she feels does exist	Creativity and realism of action plans
VII	Develop useful attitudes	V, VI, VII with emphasis on key executives	Excellent	Lift up the problem of executive attitudes	Discuss/debate outcomes Personalize	10%	Consider variety of attitudes, present and possible	Seeing problem from its many sides	Teacher imposition of own attitudes/values	Teacher trusts that attitudes emerges as a long-term by-product of a demanding education	Changes in attitudes, increased confidence, humility, responsibility
VIII	Develop mature judgement/wisdom	Complex, realistic, unstructured problem	Excellent	Give feedback restate listen	Discuss/debate develop alternatives and their implications	5%	Case analysis in all possible dimensions	Self-restraint Perception of student state of progress	Teacher impatience, teacher inability to tolerate student frustration	Teacher can tolerate student frustrations	Waiting and trusting

Dooley and Skinner (1977), p. 282.

Reynolds’ (1978) Table 1 is reproduced in this chapter (Exhibit 10.2) for the reader’s convenience.

Exhibit 10.2

Reynolds’ (1978) Table 1

Table 1. Case characteristics and educational objectives
Category	Educational objective	Case description	Data dimensions	Analytical methods	Value dimensions
II	Develop concepts	Exposition of problem in Business	Facts clustered to highlight cause and effect relationships	“Worked-out example”	Objective function made explicit
III	Understand techniques	Problemette	Facts clustered to highlight cause and effect relationships	“Worked-out example”	Objective function made explicit
IV	Acquire skill in use of techniques	Short realistic business problem, structured	Facts “selected” for relevance, but not clustered to attach meaning	Method signalled, but not worked out	Value system clear (usually profit-oriented), but objective function open for choice by student
V	Acquire skill in analysis of business problems	Complex, unstructured slice of life	More facts added, mainly within one value system, but amenable to more than one analytical method	No clear signals regarding methods; analytical techniques open to students’ choice, including mixed and sequential analysis
VI	Acquire skill in synthesis of action plans	Problem with clear emphasis on action
VII	Develop useful attitudes	V, VI, VII with emphasis on key executives	Still more facts, (often including seemingly irrelevant facts), related to more than one value system; heavy use of opinions of case characters		Choice of value system left open to student
VIII	Develop mature judgement, wisdom	Complex, realistic, unstructured problem		No known satisfactory technique	Choice of value system left open to student

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Titel: Educational Methods
verfasst von: Kavous Ardalan
Verlag: Springer International Publishing
Buch: Case Method and Pluralist Economics
Print ISBN: 978-3-319-72070-8

Electronic ISBN: 978-3-319-72071-5

Copyright-Jahr: 2018
DOI: https://doi.org/10.1007/978-3-319-72071-5_10