案例研究在研究生教学中的应用

Q4 Business, Management and Accounting
Shreya Mishra, A. Dey
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It is now becoming a known fact, that given the complexity of the business world, organizations expect their employees to develop a research mindset, which can help them to not just solve organizational problems but also identify underlying issues causing that problem. Teaching cases have undoubtedly helped students to develop and hone critical thinking, problem-solving and decision-making skills in simulated risk-free environment, in the comfort of a classroom. However, they are unable to translate the knowledge and skills into ‘doing’ and ‘being’ stages where students apply, critique and evaluate in a different situation. With teaching cases, they simply work with what they have instead of formulating the problem statement, developing a research question, hunting for actual data with appropriate methods and tools and scientifically analysing the same to solve the problem and suggest implications. This gap between knowing, doing and being can effectively be bridged by a research case. Often the problem that is visible is a symptom of an underlying issue which is not obvious. Studying research cases will also expand the student’s knowledge about the current trends in research on various topics and help them understand how to reach to the root of the problem as done by the researchers. Moreover, a research case study includes phenomenon, context and theory within the case itself. Hence, students can clearly see the integration of the three and understand well how practice meets theory. Further, studying published research cases creates an ambience to develop research mindset, in addition to problem solving and decision-making. Using research cases in classes will also develop practice-oriented understanding of the phenomenon and result in effective teaching learning process. In place of having a monotonous, summer internship project, where often the industry mentors as well as students are clueless as to how the interns will add value, this practice can be taken a step forward by actually making the students conduct case study research. A research case can push students to learn to identify the underlying issues. For example, after discussing a phenomenon-based research case on ‘employee engagement’, or ‘job embeddedness’ or ‘transactive memory system’ in a class, students may be asked to do either a short-term field project or the summer internship of assessing the same phenomenon in a real firm. This approach will allow students to identify the weak links that are causing the problem. Methods like observation, interviewing, focused groups and so on, can be applied by them to make recommendations, which will be backed by research, and thus acceptable to the organizations as well. 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引用次数: 0

摘要

20世纪20年代初,哈佛商学院率先将案例作为教学工具。从那时起,它就被世界各地的管理学院所采用。课堂教学中使用的教学案例通常基于事件,有一个面临困境的主角,为了解决困境,他有多种选择。人们普遍认为,对于那些需要磨练批判性思维、决策和解决问题技能的学生来说,此类案例更适合课堂教学。然而,在课堂教学中也可以使用案例研究吗?现在已经成为一个众所周知的事实,鉴于商业世界的复杂性,组织希望员工培养一种研究心态,这不仅可以帮助他们解决组织问题,还可以帮助他们确定导致该问题的根本问题。毫无疑问,教学案例帮助学生在舒适的课堂上,在模拟的无风险环境中发展和磨练批判性思维、解决问题和决策技能。然而,他们无法将知识和技能转化为学生在不同情况下应用、批评和评估的“实践”和“存在”阶段。在教学案例中,他们只是根据自己的情况进行处理,而不是制定问题陈述,提出研究问题,用适当的方法和工具寻找实际数据,并对其进行科学分析,以解决问题并提出建议。一个研究案例可以有效地弥合知道、做和存在之间的差距。通常,可见的问题是不明显的潜在问题的症状。研究研究案例还将扩大学生对各种主题研究的当前趋势的了解,并帮助他们了解如何像研究人员所做的那样找到问题的根源。此外,研究案例包括案例本身的现象、背景和理论。因此,学生可以清楚地看到三者的结合,并很好地理解实践与理论的结合。此外,研究已发表的研究案例,除了解决问题和决策外,还创造了一种培养研究心态的氛围。在课堂上使用研究案例也将培养对这一现象的实践理解,并产生有效的教学过程。这种做法可以通过实际让学生进行案例研究来向前迈出一步,而不是进行单调的夏季实习项目,在这个项目中,行业导师和学生通常对实习生如何增值一无所知。一个研究案例可以促使学生学会识别潜在的问题。例如,在课堂上讨论了一个基于现象的关于“员工敬业度”、“工作嵌入性”或“交易记忆系统”的研究案例后,学生可能会被要求进行短期实地项目或暑期实习,以评估真实公司中的同一现象。这种方法将使学生能够识别导致问题的薄弱环节。他们可以采用观察、访谈、焦点小组等方法提出建议,这些建议将得到研究的支持,因此也为组织所接受。通过在课程中调整研究案例,将与行业从业者建立牢固的联系,因为学生将在研究过程中与组织密切接触。此外,社论
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using Case Study Research in Post Graduate Teaching
Harvard Business School pioneered the use of cases as a pedagogical tool in the early 1920s. Since then, it has been adopted by management schools across the globe. Teaching cases used for class teaching are usually based on events, having a protagonist who is facing a dilemma, and has multiple options to choose from in order to resolve that dilemma. It is a shared belief that such cases are better suited for the classroom teaching for such students who are required to hone critical thinking, decision-making and problem-solving skills. However, can a case study research, in which a phenomenon is studied within a context, also be used in classroom teaching? It is now becoming a known fact, that given the complexity of the business world, organizations expect their employees to develop a research mindset, which can help them to not just solve organizational problems but also identify underlying issues causing that problem. Teaching cases have undoubtedly helped students to develop and hone critical thinking, problem-solving and decision-making skills in simulated risk-free environment, in the comfort of a classroom. However, they are unable to translate the knowledge and skills into ‘doing’ and ‘being’ stages where students apply, critique and evaluate in a different situation. With teaching cases, they simply work with what they have instead of formulating the problem statement, developing a research question, hunting for actual data with appropriate methods and tools and scientifically analysing the same to solve the problem and suggest implications. This gap between knowing, doing and being can effectively be bridged by a research case. Often the problem that is visible is a symptom of an underlying issue which is not obvious. Studying research cases will also expand the student’s knowledge about the current trends in research on various topics and help them understand how to reach to the root of the problem as done by the researchers. Moreover, a research case study includes phenomenon, context and theory within the case itself. Hence, students can clearly see the integration of the three and understand well how practice meets theory. Further, studying published research cases creates an ambience to develop research mindset, in addition to problem solving and decision-making. Using research cases in classes will also develop practice-oriented understanding of the phenomenon and result in effective teaching learning process. In place of having a monotonous, summer internship project, where often the industry mentors as well as students are clueless as to how the interns will add value, this practice can be taken a step forward by actually making the students conduct case study research. A research case can push students to learn to identify the underlying issues. For example, after discussing a phenomenon-based research case on ‘employee engagement’, or ‘job embeddedness’ or ‘transactive memory system’ in a class, students may be asked to do either a short-term field project or the summer internship of assessing the same phenomenon in a real firm. This approach will allow students to identify the weak links that are causing the problem. Methods like observation, interviewing, focused groups and so on, can be applied by them to make recommendations, which will be backed by research, and thus acceptable to the organizations as well. By adapting research case within the curriculum will develop strong connect with industry practitioners as the students will be involved closely with the organization during their research. Furthermore, the Editorial
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来源期刊
South Asian Journal of Business and Management Cases
South Asian Journal of Business and Management Cases Business, Management and Accounting-Management of Technology and Innovation
CiteScore
1.70
自引率
0.00%
发文量
19
期刊介绍: South Asian Journal of Business and Management Cases (SAJBMC) is a peer-reviewed, tri-annual journal of Birla Institute of Management Technology, Greater Noida (India). The journal aims to provide a space for high-quality original research or analytical cases, evidence-based case studies, comparative studies on industry sectors, products, and practical applications of management concepts. The journal likes to publish problem-solving, decisional and applied types of cases. Such cases must have linkage with theory, at least one dilemma (also known as case issue) and a protagonist around whom the case issue will revolve. Publication of pure research, applied research and field studies with empirical data do not fall under the domain of SAJBMC. Fictitious cases are not welcome.
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