STUDENTS’ VIEW ON THE USE OF CASE METHOD IN CHINA Developments in Business Simulation and Experiential Learning, Volume 32, 2005 STUDENTS’ VIEW ON THE USE OF CASE METHOD IN CHINA Jimmy Chang Kwan-ling Ng Karen Ka-leung Moon Bosco Yu Lai-kuen Chan The Hong Kong Polytechnic University tchangj@inet.polyu.edu.hk ABSTRACT This paper reports the findings of a survey of students’ view on the usage of the case method in China. The findings strongly support the effectiveness of the case method. Problems and difficulties are identified. INTRODUCTION The case method is regarded as very popular among students and they see it as an effective approach to teaching strategic management (Wheelen and Hunger, 2004). Its role in strategic management is confirmed by Alexander, et al, (1986), Jennings (1996), and Chang, et al (1999, 2001). In a recent survey of lecturers, David Jennings (1996) and Jimmy Chang, et al (2001) confirmed that case study method is a major method employed in teaching strategic management, and stressed the need for lecturers to define their objectives in using specific cases. They provided an in- depth analysis of what the case study method is able to achieve. Cases are supposed to be illustrative and can be related to strategic analysis and strategic thinking. They require communication and interpersonal skills, serve pedagogic expedience, are integrative, and related to information skills (Jennings, 1996, Chang et al, 2001). To what extent, would students in China whose first language is not English consider the case method as an effective approach to learning strategic management and achieving what the case method is designed to achieve? Thus, the authors examined how students in China evaluate the objectives of the case study approach and the use of cases in their course. In addition, the authors had sought to find out if the students in Hong Kong agree that the case method can help them in understanding strategic management as a process. Hence, the following hypothesis was established: Working hypothesis, Ho: P=Po=0.5; and Alternative Hypothesis, Ha: P>0.5; Where P = the proportion of students in China, who agree that the case method help them understand the subject of strategic management. Po = 0.5 when there is no difference between the proportion of students in China, who agree and those who disagree. METHODOLOGY A survey questionnaire was conducted with two groups of students in 2004: a) part-time postgraduate students who enrolled in the subject of Strategic Management in quality in Shanghai, China and b) part-time postgraduate students who enrolled in the subject of Strategic Management in quality in Hangzhou, China. Participants in this survey have gone through the case study method in the course of their learning. A total of 57 questionnaires were administered and fifty-seven usable questionnaires were received. DISCUSSION Students were asked if the case method has helped them understand the subject content in strategic management. They could choose to answer agree, disagree, or neutral. Table 1 shows the result. Fifty-four respondents (96.7%) agreed with the statement that the case method has helped them while none of the respondents disagreed. Only two neutral responses were recorded and constitute 3.5%. The z value, 2.000 is significant at 0.000 level. The result supports the alternative hypothesis (Ha) - the percentage of students who agreed that the case method can help them in learning the subject is greater than those that disagreed. In another Hong Kong study by Chang et al (1998), 266 participants (75.78%) agreed with the statement that the case method has helped them while 8 (0.027%) disagreed and 77 (21.93%) neutral responses were recorded. The z values, 4.243 and 6.000, for the Shanghai students and the Hangzhou students respectively are both significant at 0.000 level. It is evident that both Shanghai and Hangzhou students seems to appreciate it more and this may be explained by their exposure to the realities of business and the way that cases are descriptive of experiences of their organisations. 86 mailto:tchangj@inet.polyu.edu.hk Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 1: Students' View on the Effectiveness of Case Method Shanghai Test Postgraduate Statistic Students z Yes No Neutral Hangzhou Test Postgraduate Statistic Students z Yes No Neutral Combined Test Shanghai & Statistic Hangzhou z Postgraduate Students_________ Yes No Neutral Case method helps students understand the subject of strategic management. 18 0 1 4.243*** 36 0 1 6.000*** 54 0 2 2.000*** Note: 1. z = (x-npo)/[npo(1-po)]0.5, Where x = number of students agreed the case method help them understand the subject of strategic management n = sample size = 18 (for Shanghai postgraduate students); n = sample size = 36 (for Hangzhou postgraduate students); n = sample size = 54 (for the combined Shanghai and Hangzhou postgraduate students) po = 0.5. 2. *** significant at 0.000 level. (All at single-tail test) Only 2 responses fall into this category of neutral response and no disagreement was recorded. This is true in the HK study (Chang, Lee, and Ng, 1998). Further enquiry is needed to find out why they are not comfortable with the cases used in their programme study. A list of learning objectives associated with the case method Romm and Mahler (1991), Osigweh (1989), Christensen (1987), and Dooley and Skinner (1977), Jennings (1996), Chang et al (2001) was used to examine whether or not students agree with them. Table 2 summarizes the result. All of the respondents involved in the study agreed that learning objectives are to acquire knowledge (Item a): to develop analysis and synthesis (Item c); and to relate theory to practice and assist with the long-term retention of that understanding (Item d). This is consistent with the previous study conducted in Hong Kong (Chang, Lee and Ng, 1999). Over ninety percent of the students agreed that learning objectives are to confront the complexities of specific situations (Item b); to transfer knowledge and techniques from classroom to the manager’s own organization (Item e); to illustrate issues or managerial principles (Item g); to develop judgment and wisdom. (Item j); to enliven teaching (Item k); and to bring realism into instructional settings (Item m). Less than six percent of the students disagreed that the above objectives can achieve what they were intended to achieve! ‘Neutral’ responses (less than 9 percent) were recorded for all except the three items only (a, c, & d). When compared these results with the HK study (Chang, Lee, and Ng, 1999), less than forty percent of the Hong Kong respondents had neutral responses in all category while less than nine percent in ten out of thirteen items in China. ‘Disagree’ responses were also recorded in eight items (e, f, h, i, j, k, l, & m). When compared with the previous Hong Kong study on case method, less than eight percent of the respondents disagreed on all the thirteen items. Though the ‘neutral’ responses and “disagree’ responses are low, there is still a need for lecturers to question the use of case studies, to clarify particular objectives associated with the choice of specific cases and, to select the appropriate case to use in strategic management as suggested by Jennings (1996). It could be also the result of poor implementation of the case study rather than the criticism of the case method itself (Osigweh, 1989). In addition, lecturers need to be aware of the reasons why they employ the case method for their classes. In other words, they have to define their teaching objectives before the selection of the case (Jennings, 1996, Chang et al 2001). The current study documents how students in China evaluate the learning objectives of the case method and their effectiveness. Students were asked if they agreed with the objectives of case study as identified by Jennings (1996) and Chang et al (2001) in their studies in UK and HK. Table 3 summarizes the result. 87 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 2: Students' View on the Learning Objectives of the Case Method Learning Objectives Disagree(%) Neutral(%) Agree(%) a) To acquire knowledge 0* 10# (2.9) 0* 62# (17.6)# 57* (100) 279# (79.0) # b) To confront the complexities of specific situations 0 9 (2.5) 2 (3.5) 118 (33.4) 55 (96.5) 224 (63.8) c) To develop analysis and synthesis 0 6 (1.7) 0 77 (21.8) 57 (100) 268 (75.9) d) To relate theory to practice and assist the long term retention of that understanding. 0 2 (2.3) 0 86 (24.4) 57 (100) 256 (72.5) e) To transfer knowledge and techniques from classroom to the manager’s own organization. 2 (3.5) 23 (6.5) 2 (3.5) 107 (30.3) 53 (93) 221 (62.6) f) To develop interpersonal skills, communication and listening skills. 5 (8.8) 25 (7.1) 2 (3.5) 110 (31.1) 50 (87.7) 215 (60.9) g) To illustrate issues or managerial principles. 0 13 (3.7) 1 (1.8) 109 (30.9) 56 (98.2) 229 (65.3) h) To provide managers with a neutral situation in which they are free to explore problem that are not their own 2 (3.5) 19 (5.4) 5 (8.8) 120 (34.0) 50 (87.7) 212 (60.0) i) To develop self analysis, attitudes, confidence, Responsibilities. 5 (8.8) 24 (6.8) 2 (3.5) 96 (27.2) 50 (87.7) 230 (65.2) j) To develop judgment and wisdom. 3 (5.3) 19 (5.4) 2 (3.5) 104 (29.5) 52 (91.2) 227 (64.3) k) To enliven teaching. 2 (3.5) 19 (5.4) 2 (3.5) 145 (41.1) 53 (93) 184 (52.1) l) To involve students intellectually and emotionally. 3 (5.3) 23 (6.5) 4 (7.0) 105 (29.7) 50 (87.7) 222 (62.9) m) To bring realism into instructional settings 2 (3.5) 13 (3.7) 2 (3.5) 103 (29.2) 53 (93) 235 (66.5) Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong 3. # - Missing cases for (a) 2; (b) 2; (c) 2; (d) 3; (e) 2; (f) 3; (g) 2; (h) 2; (i) 2; (j) 2; (k)5; (l) 3; (m) 2 for the Hong Kong Study only. 88 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 3: Students' Views on the Case Study Objectives Disagree (%) Neutral (%) Agree (%) a) Illustrative purposes 0* 9# (2.6) # 4* (7.0)* 83# (23.5) # 53* (93)* 256# (72.5) # b) Strategic analysis/ strategic thinking objective 1 (1.8) 7 (2.0) 1 (1.8) 68 (19.3) 55 (96.5) 275 (77.9) c) Pedagogic expedience 3 (5.3) 23 (6.5) 6(10.5) 119 (33.7) 48 (84.2) 205 (58.1) d) Communication and interpersonal skills 2 (3.5) 14 (4.0) 5(8.8) 62 (17.6) 50 (87.7) 275 (77.9) f) Integrative objective 1 (1.8) 10 (2.8) 6(10.5) 98 (27.8) 50 (87.7) 243 (68.8) g) Information skills 2 (3.5) 18 (5.1) 6(10.5) 97 (27.5) 49 (86) 236 (66.8) Note: 1. * - Current survey responses from China study. 2. # - Previous survey responses from Hong Kong study. 3. # - Missing cases for (a) 5; (b) 3; (c) 6; (d) 2; (e) 2; and (f) 2 for the Hong Kong Study only. The case method appears to be a highly suitable tool for illustrative purposes (Item a) and the development of strategic analysis/strategic thinking (Item b). In fact, over eighty percent of the students in China indicated their agreement with the objectives stated in case method. This is also supported by the HK study though the percentages of support were around sixty to seventy percents compared with eighty and ninety percents in China. The development of analytical skills, teamwork, and report writing comes from having to deal with the complexity of the case and the subsequent demand on students to justify the recommendations they make. LIMITATION OF CASE STUDY METHOD The authors also discovered the students' views on the limitations of the case study method. Based on Kennings study (1996), three areas were examined in the current study. Namely demand on student's time, scope for analysis, and relevance. Table 4 summarizes the result. Table 4: Limitation of the Case Study Disagree (%) Neutral (%) Agree (%) a) Demands on student's time 1* (1.8)* 6# (1.7) # 4* (7.0)* 84# (23.8) # 52* (91.2)* 261# (74.0) # b) Scope for analysis 2 (3.5) 11 (3.1) 5 (8.8) 96 (27.2) 50 (87.7) 244 (69.5) c) Relevance 3 (5.3) 13 (3.7) 3 (5.3) 100 (28.3) 51 (89.5) 238 (67.4) Note: 1. * - Current survey responses from China study. 2. # - Previous survey responses from Hong Kong study. 3. # - Missing cases for (a) 2; (b) 2; and (c) 2for the Hong Kong Study only. 89 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Eighty-nine percent of the total students admitted the company described in the case was not known to them. The need to familiarize themselves with such a company means learning about the company from scratch! This signifies the importance of the availability of local cases. As Jennings (1996) suggested the problems could be alleviated through case research writing to include case that have a regional or local focus. Nevertheless exposure to unfamiliar organizations can be a real challenge and not all students will find that undesirable! CONCLUSION The present study confirms that the case method is effective in helping students to learn the subject of strategic management. It helps lecturers to understand the students' view on the use of the case approach and the objectives normally associated with cases. Suitable strategic management cases serve to help students acquire knowledge, to develop analysis and synthesis, to relate theory to practice and assist the long term retention of that understanding. More emphasis and efforts need to be invested by lecturers in enhancing the achievement of the other objectives which may be less obvious to students. This means careful selection of cases and making learning objectives more explicit to students. The case method is a suitable tool for illustrative purposes, for the development of strategic analysis/strategic thinking and communication and interpersonal skills. Well organized discussions which tend to develop analytical skills, teamwork, and subsequent report writing do make significant demands on the students' time and their capacity to manage complex descriptive material. This must be understood in the light of the fact that English is not their first language. Overall, the use of case method is supported by students in China to effect learning and understanding of the strategic management. REFERENCES Alexander, L.D., O’Neil, H.M., Snyder, N.H. and Townsend, J.B. (1986). How Academy Members Teach Business Policy/Strategic Management Case Course. Journal of Management Case Studies, 2:3, 333-344. Chang, J., Lee, M., & Ng, K.L., (1999). "The Use of Case Method as a Teaching Tool", Developments in Business Simulation and Experiential Learning, Vol. 26, pp. 176-177. Chang, J., Lee, M., & Ng, K.L., and Jennings, David (2001). "Strategic Management and the Case Study Method: Survey and Evaluation in Hong Kong ", Developments in Business Simulation and Experiential Learning, Vol. 27, pp. 32-36. Christensen, C.R., and Hansen, A.J. (1987). Teaching and the Case Method. Harvard Business School, Boston Massachusetts.Dooley, A.R., and Skinner, W. (1977). Casing Case Methods, Academy of Management Review. Vol. 12 No. 2, 227-89. Jennings, D. (1996). Strategic Management and the Case Method: Survey and Evaluation, Developments in Business Simulation & Experiential Exercises, 23, 105- 110. Osigweh, C. A.B. (1989). Casing the Case Approach in Management Development, Journal of Management Development. Vol. 8 No.2, 41-57. Romm, T. and Mahler, S. (1991). The Case Study Challenge - A New Approach to an Old Method. Management Education and Development, Vol. 22 Pt. 4, 292-301 Wheelen, T. L. and Hunger, J.D. (2004) Strategic Management. Reading, Mass: Addison-Wesley. 90 Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING