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Case Method and Pluralist Economics pp 141–169Cite as

In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology

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Abstract

The purpose of this chapter is to show how professors can use entertaining metaphors when introducing the case method to their students. Students are often educated by the lecture method and, therefore, the use of the case method is new and frustrating to them. They require an introduction to the case method which is both foundational and friendly. The foundation of the case method is best introduced in simple terms and should be compared with the lecture method, with which students are most familiar. The friendly environment is best created with an approach which is most comforting to them, i.e., entertainment. This chapter shows how such a foundational and friendly introduction can be made by utilizing entertaining metaphors.

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Notes

  1. 1.

    These transparencies can be scanned and turned into a slide show.

  2. 2.

    These drawings and cartoons were collected long time ago, and therefore, at the present time, the author of this chapter cannot find the origin of the drawings and cartoons. The authors of these drawings and cartoons are welcomed to contact the author of this chapter to claim copyright when they see their drawings and cartoons.

  3. 3.

    Remember, a picture is worth a thousand words.

  4. 4.

    This chapter follows Ardalan (1998) and expands on it. See also Ardalan (2008a, 2008b, 2009). This chapter is based on Ardalan (2015).

  5. 5.

    See also Bohannon (1988), Brown and Kulik (1977), Christianson (1989), Christianson et al. (1991), Craik and Blankstein (1975), Ellis et al. (1971), Heuer and Reisberg (1990), Maltzman et al. (1966), Pillemer (1984), and Walker and Tarte (1963). For a broad review, see McGhee and Goldstein (1983).

  6. 6.

    See Deckers and Devine (1981), Deckers and Hricik (1984), Isen (1985), Kaplan and Pascoe (1977), Kintsch and Bates (1977), Ohman (1979), Schmidt (1991, 1994), Suls (1972), Wanzer et al. 2010, and Zillmann et al. (1980).

  7. 7.

    See also Gibbs (2008), Holland et al. (1986), and Holyoak and Koh (1987).

  8. 8.

    See Gentner and Gentner (1983), Halpern (1987), Rigney and Lutz (1976), Royer and Cable (1976), Rumelhart and Norman (1981), Schustack and Anderson (1979), and Zheng and Song (2010).

  9. 9.

    See Hutchison and Padgett (2007), Mayer and Gallini (1990), and Paivio (1971, 1986).

  10. 10.

    See Halpern (1987), Hayes and Tierney (1982), Mayer and Bromage (1980), Pena and Andrade-Filho (2010), and Schustack and Anderson (1979).

  11. 11.

    See also Gibbs (2008), Glynn et al. (1989), Halpern (1987), Rogers (1960), Spiro et al. (1989), and Vosniadou and Schommer (1988).

  12. 12.

    The author has heavily benefited from the insights of Erskine et al. (2003) and Mauffette-Leenders et al. (2007). See also Christensen (1991) and Christensen and Hansen (1987).

  13. 13.

    For a foundational comparison of the lecture and the case method in a philosophical context see Ardalan (2003a, 2003b). See also Ardalan (2006, 2008a, 2008b, 2013).

  14. 14.

    See Ardalan (2008a, 2008b, 2009).

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  1. School of Management, Marist College, Poughkeepsie, NY, USA

    Kavous Ardalan

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Ardalan, K. (2018). In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology. In: Case Method and Pluralist Economics. Springer, Cham. https://doi.org/10.1007/978-3-319-72071-5_11

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