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
ISBN13: 9781799830221|ISBN10: 1799830225|EISBN13: 9781799830238
DOI: 10.4018/978-1-7998-3022-1.ch022
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MLA

Starr-Glass, David. "The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass." Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, IGI Global, 2021, pp. 429-449. https://doi.org/10.4018/978-1-7998-3022-1.ch022

APA

Starr-Glass, D. (2021). The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass. In I. Management Association (Ed.), Research Anthology on Developing Critical Thinking Skills in Students (pp. 429-449). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch022

Chicago

Starr-Glass, David. "The Pedagogic Possibilities of Student-Generated Case Studies: Moving through the Looking Glass." In Research Anthology on Developing Critical Thinking Skills in Students, edited by Information Resources Management Association, 429-449. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3022-1.ch022

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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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