RESEARCH QUESTIONS FOR CASES Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 71 RESEARCH QUESTIONS FOR CASES James W. Schreier, Marquette University Cases have played a small, but significant, part of ABSEL’s growth and development. In early conferences and proceedings, references to cases were infrequent and debates were often held to discuss whether or not cases were actually a part of experiential learning. In later years, cases, particularly “live cases,” became part of ABSEL’s research and application streams and, in fact, a major case track was developed for each of the three recent meetings. The involvement of ABSEL and its members in case research and case application raises several critical issues for consideration. A PREVIOUS ARGUMENT Several AESEL conferences ago, I wrote a somewhat controversial (deliberately), occasionally quoted, paper entitled “Experiential Learning: If It Feels Good, Do It!” In that paper and the related discussion, I argued that perhaps we were struggling too hard to evaluate various forms of experiential learning because, in fact, what we were trying to evaluate is not measurable within standard research formats. I concluded, for the sake of argument, that we all are capable of instinctively evaluating what we do. This capability for inductive evaluation is something most professional educators develop after years and years of course work, research attempts, and practical experience. We seem to develop an uncanny ability to sense, if we care to, the success of our lectures, examinations, experiential exercises, simulations, and cases. THE ARGUMENT APPLIED TO CASE RESEARCH My reaction to the topic of “Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises” is quite similar to my position on evaluation. I am professionally and personally concerned that we may be attempting to do the impossible, achieve the unnecessary, and present it to the uninterested. This is particularly evident when we look at the interest shown by practical ABSEL sessions versus purely theoretical research sessions. We are interested, in very practical terms, in what works. And it is apparent that this is what A3SEL members are interested in, writing about, and making work in their classrooms. The issue before us is how this relates to using cases for a research base. But first, there is one final point to clarify. I am not now, either personally nor professionally, opposed to theoretical research. I am opposed to any research, applied or theoretical, which does not have practical application. Too often, practical ideas from one source do not work for another teacher or in a different setting. I suggest simply that the number of variables we deal with in education, particularly in experiential education, are far to numerous to quantify and effectively research using “traditional” research techniques. Cases present some unique problems and opportunities. The development of cases with effective teaching materials is to some observers a declining art. The reward Structure for publishing cases does not equal that of publishing research reports. Yet the benefits of thoroughly examining a company or situation and effectively writing a teaching tool based on that experience are personally very rewarding (a clear internal versus external dilemma). The development of good cases is research and the standards for measurement should not be the need for overall concepts or principles developed from the case. If the case accurately portrays a real or simulated situation, meets objectives in a teaching and learning environment, and can be evaluated for effectiveness, the only conclusion is that it is good research. Cases also present opportunities to teach effective research techniques, although the problems of students simply discovering what really happened do present some of the problems in case development and analysis. There is one example of case research that r think deserves description in this forum: the idea of using cases as a form of feedback to participants and as the basis f data collection for applied research and publication. Using a case as the basis for an assignment, participants can be asked to analyze, present the case, and/or submit written papers. In one format, students can be asked to analyze a number of small cases, in an in-basket format, and record their responses to a standardized set of options. Data can then be collected from a number of different groups and reported. The most serious limitation of this design is that, in many environments, a long period of time elapses before a sufficient data base can be generated. it does, however, meet some of the basic criteria of valid research: practical, interesting, and often replicable. SUMMARY The issues of research are simple questions with very complicated answers. The questions are What, HOW, Why. Maybe the questions are too simple -- and that is why we will never be able to develop a set of final answers. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit