The pedagogies involved in CASE teaching
resonate with the strategies from the classroom that Professor Hattie assigns some of the highest effect sizes to: Piagetian programs (1.
Some SAP educators have responded to the challenges by using case teaching
to recreate the organizational context within which ERP implementations are conducted.
One of the major case teaching
dilemmas is the tension between validating responses and pushing students to think critically and to articulate difficult arguments.
, therefore, emphasizes the centrality of professional decisions or actions and their variance according to distinctive, real-world case situations (Mostert & Kauffman, 1992).
The proposed solutions from Roman, Possehl, and Carter are similar in some respects and different in others, highlighting one of the most powerful aspects of the case teaching
method: reality demands integration.
This partnership provided a vehicle for a local faculty to participate in Harvard's case teaching
colloquia and learn from and teach with peers ranked at the top of their fields," says Ward.
at Harvard Business School: Some advice for new faculty.
Meanwhile, station representatives said they were just fulfilling their roles as journalism teachers (in this case teaching
journalism ethics) and that, by the way, the station itself is fully sustainable as a commercial outlet even though the university owns it.
When the goal is to help students build analytical and synthesis skills, apply concepts, learn to solve problems, develop mature judgement and critical thinking skills, and enhance communications skills, case teaching
has proven to be an excellent tool (Simmons, 2000).
Although the reality of cases is subject to a number of content, process and environmental constraints, Smith's review of empirical research concerning the case method finds positive but not conclusive support for a relationship between the use of case teaching
and improvement in student's problem-solving skills.
To provide insight into the limitations of case teaching
the respondents were asked to identify the main problems, obstacles and difficulties that they encountered in obtaining and using cases.
Carlson and Schodt  have also argued that "one obstacle to the more widespread adoption of case teaching
in economics, apart from a simple lack of information, appears to be that, in [the] minds of many economists, any shift from the traditional lecture format involves an inevitable sacrifice of theoretical rigor.