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The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass

The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass

David Starr-Glass
Copyright: © 2017 |Pages: 22
ISBN13: 9781522507703|ISBN10: 1522507701|EISBN13: 9781522507710
DOI: 10.4018/978-1-5225-0770-3.ch002
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MLA

Starr-Glass, David. "The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass." Case Studies as a Teaching Tool in Management Education, edited by Dominika Latusek, IGI Global, 2017, pp. 15-36. https://doi.org/10.4018/978-1-5225-0770-3.ch002

APA

Starr-Glass, D. (2017). The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass. In D. Latusek (Ed.), Case Studies as a Teaching Tool in Management Education (pp. 15-36). IGI Global. https://doi.org/10.4018/978-1-5225-0770-3.ch002

Chicago

Starr-Glass, David. "The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass." In Case Studies as a Teaching Tool in Management Education, edited by Dominika Latusek, 15-36. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0770-3.ch002

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Abstract

In management and other business-related studies, case studies have become popular and ubiquitous. Case studies certainly provide significant opportunities for learners and instructors; however, the possibilities of case studies are often not fully utilized. Under-utilization of the case study becomes particularly apparent when students generate their own cases, which are often narrowly focused and constrained by a logic that understands the case as simply an exemplification of existing theory. This chapter advocates that undergraduate exposure to case work should be more expansive, incorporate greater complexity, and explore the possibilities of critically challenging old theories and of generating new ones. It is argued that this teaching approach gives learners a richer appreciation of the case study, introduces them to the challenges and methodology of case construction, and provides them with greater competency in using and in generating case studies in their learning and professional lives.

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