The case-based pedagogy in business schools: Should it go alone?

Abstract

Most of the leading business schools around the globe today have adopted the case-based pedagogy. Eventually, it has gained acceptance as a dominant learning and teaching method at business schools in the world. Even outside the business schools, e.g., in social science studies, medical sciences, and criminology and psychology studies, the case method of research and teaching is widely getting recognized and practiced. But the case-based pedagogy should not go alone, especially in business schools. It must go with invitational-classroom and transformational-learning. In business education, a case-research is pre-dominantly teaching-case-development-centric. Conducting research with the case-study method for a teaching-case-development, and studying and reviewing a case for a case-study-analysis necessitate different measures and procedures. Considering such differences, the write-up addresses the procedural aspects of writing and analyzing a robust business case. Importantly, the article strongly justifies the sustained competitive advantage of case-study-analysis-based schooling, and how it must go with two other prominent teaching-learning methods – i.e., invitational-classroom and transformational-learning.