Case solving as a type of educational work

  • The case study method began to be applied at the beginning of the 20th century in the field of law and medicine. The leading role in the spread of the case method belongs to the Harvard Business School. In the period from 1909 to 1919. the training took place according to the scheme, when students-practitioners were asked to present a specific situation (problem), and then to give an analysis of the problem and appropriate recommendations. The first collection of cases was published in 1921 (Dr. Copeland, Dean Donhman). Subsequently, especially recently, the case method has found wide application in the West in the field of management and marketing studies. However, specialist teachers who practice the case method understand its essence in different ways. For example, the above-mentioned Harvard Business School defines the case method as follows: "A teaching method in which students and teachers participate in direct discussion of business situations or problems solving by personal statement writing service. These cases, usually prepared in writing and based on the experience of real people working in the field of entrepreneurship , are read, studied and discussed by students. These cases form the basis of the class conversation under the guidance of the teacher. Therefore, the case method includes both a special kind of educational material and special ways of using this material in the educational process. " The task of the teacher, as follows from this definition, is to select the appropriate real material, and the students must solve the problem and get the reaction of others (other students and the teacher) to their actions. At the same time, you need to understand that various solutions to the problem are possible. Therefore, the teacher should help students to reason, argue, and not impose their opinion on them. Students should understand from the very beginning that the risk of making decisions lies with them, the teacher only explains the consequences of the risk of making rash decisions. The role of the teacher is to direct the conversation or discussion, for example, with the help of problematic questions in controlling the time of work, in encouraging students to abandon superficial thinking, in involving all students in the group in the process of analyzing the case. From time to time, the teacher can summarize, explain, remind theoretical aspects or make references to the relevant literature.

    By Robert Phelps from

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