| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
Daria C. Kirby, Business AdministrationThe telltale signs of an invigorating case discussion are (1) a free flowing dialogue that uses the case scenario to highlight the theory and (2) students engaged in a thoughtful debate on how to implement their solutions.
Since experience is qualitative and interpretative in nature, to suggest that the quest for the right answer is the goal in learning is faulty. The case study method offers an alternative approach that enhances learning. Case teaching, the examination of experience and theory combined, is a common pedagogical tool used in business schools for undergraduate and graduate education. At the foundation of this method are the roles played by students and professor (or case facilitator). The telltale signs of an invigorating case discussion are (1) a free flowing dialogue that uses the case scenario to highlight the theory and (2) students engaged in a thoughtful debate on how to implement their solutions. A central component of the discussion is the suggested solutions and strategies, which often are multiple in nature. Students often find this frustrating because they usually are looking for the one right answer. The facilitator role is critical at this juncture because in many management situations there isn’t always just one solution. As a case teacher my goal is to guide students to find their own pathway to the solution. Part of the guiding process requires that I create an open and safe space where students embody the role of the manager and articulate their strategy as the manager instead of as a bystander. At times students find this task daunting, especially when it comes as a result of a “cold call,” the technique of calling on students unsolicited. As the facilitator, my objective is to encourage students to join the dialogue by sharing their theoretical knowledge and practical experiences. A significant component of case discussion method is students’ willingness to dialogue with one another whereby they can test out strategies and together identify the multiple yet feasible pathways to a final solution. The omission of the students’ active role in questioning the facilitator and one another could lead us unwittingly down the one right solution pathway. Since experience alone is a poor teacher, and learning is qualitative and interpretative, the case discussion method provides the opportunity to critique and provide critical feedback on the multiple explanations raised during the discussion. | ||||
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