IDEAS home Printed from https://ideas.repec.org/p/osf/thesis/a49cv.html
   My bibliography  Save this paper

Making leadership cases impactful: a comparison of teaching methods

Author

Listed:
  • Young, Sam

Abstract

In New Zealand, tertiary educators tend to use teaching cases as a tool to teach management subjects, including leadership. Teaching cases are usually delivered in a lecturer-led combination theory lecture/case discussion pattern; the ‘Hybrid’ approach. In contrast, the “Case in Point” method delivers cases in a student-led, solely discussion-based way. This thesis aimed to compare these two methods to find which provided the most effective leadership learning. The research design was based on retroductive grounded theory seeking to answer whether students make sense of leadership teaching cases differently when they are delivered using different methods. Using the same teaching plans, resources and teaching cases to teach the same sub-topics, two sets of ‘Hybrid’ and “Case in Point” sessions were run in Leadership classes, with students undertaking a Bachelor of Sport and Recreation degree at three AUT campuses: on the North Shore, in Manukau and in Nelson. Overall, 42 students took part. Methods of observations, interviews, questionnaires and focus-groups were used to collect qualitative data from the participants, coded for effective teaching characteristics and analysed using the CAQDAS software, QDA Miner Lite. The results indicate that students do make sense of leadership teaching cases differently when they are delivered using different methods. Effective learning of leadership is enhanced when teaching with cases which have impact. More effective learning takes place in the “Case in Point” sessions, discussion was student-led and the learning had more longevity for the participants. The “Case in Point” method of teaching appears to be a more effective delivery method for leadership learning than the ‘Hybrid’ method. The evidence, however, is not entirely clear due to difficulties in ensuring consistency in teaching approach and session delivery between campuses, and differences in impact between the cases used. In this thesis, the clarification of the factors which comprise impactful cases will assist the writers of cases, and those who seek to teach with them. The solutions proposed to avoid the difficulties encountered in this research will be useful to future researchers seeking to compare the “Case in Point” and ‘Hybrid’ approaches.

Suggested Citation

  • Young, Sam, 2014. "Making leadership cases impactful: a comparison of teaching methods," Thesis Commons a49cv, Center for Open Science.
    • Handle: RePEc:osf:thesis:a49cv
    DOI: 10.31219/osf.io/a49cv
    as

    Download full text from publisher

    File URL: https://osf.io/download/5af60eb87bf0b90013e3f51c/
    Download Restriction: no
    File URL: https://libkey.io/10.31219/osf.io/a49cv?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Kenneth Winston, 2000. "Teaching ethics by the case method," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 19(1), pages 153-160.
    2. Krom, Cynthia L. & Williams, Satina V., 2011. "Tell me a story: Using creative writing in introductory accounting courses to enhance and assess student learning," Journal of Accounting Education, Elsevier, vol. 29(4), pages 234-249.
    3. Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2004. "Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 213-229.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. De Villiers, Rouxelle & Hess, Alexandra Claudia, 2018. "Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy," Australasian marketing journal, Elsevier, vol. 26(2), pages 140-156.
    2. Tan, Hwee Cheng, 2019. "Using a structured collaborative learning approach in a case-based management accounting course," Journal of Accounting Education, Elsevier, vol. 49(C).
    3. Margaret Healy & Maeve McCutcheon, 2010. "Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences," Accounting Education, Taylor & Francis Journals, vol. 19(6), pages 555-567.
    4. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Watson, Stephanie F., 2013. "Accounting education literature review (2010–2012)," Journal of Accounting Education, Elsevier, vol. 31(2), pages 107-161.
    5. Paisey, Catriona & Paisey, Nicholas J., 2010. "Developing skills via work placements in accounting: Student and employer views," Accounting forum, Elsevier, vol. 34(2), pages 89-108.
    6. Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2008. "On Approaches to Learning versus Learning Styles: A Reply to Duff et al.'s Comment," Accounting Education, Taylor & Francis Journals, vol. 17(2), pages 145-149.
    7. Grimm, Stephanie Dehning & Blazovich, Janell L., 2016. "Developing student competencies: An integrated approach to a financial statement analysis project," Journal of Accounting Education, Elsevier, vol. 35(C), pages 69-101.
    8. Joseph, George & Trubey, Richard, 2022. "Café Solar® – Sustainable coffee in Central America," Journal of Accounting Education, Elsevier, vol. 61(C).
    9. Aaltola, Pasi & Manninen, Ari, 2021. "Drawing the premises for personalized learning: Illustrations of management and accounting," Journal of Accounting Education, Elsevier, vol. 54(C).
    10. Victoria McWilliams & Afsaneh Nahavandi, 2006. "Using Live Cases to Teach Ethics," Journal of Business Ethics, Springer, vol. 67(4), pages 421-433, September.
    11. Michaelson, Christopher, 2015. "Accounting for meaning: On §22 of David Foster Wallace's The Pale King," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 29(C), pages 54-64.
    12. Robyn Cameron & Pat Clark & Laura De Zwaan & Diane English & Dawne Lamminmaki & Conor O'Leary & Kirsty Rae & John Sands, 2015. "The Importance of Understanding Student Learning Styles in Accounting Degree Programs," Australian Accounting Review, CPA Australia, vol. 25(3), pages 218-231, September.
    13. Fordham, David R., 2012. "Applying a real-world fraud to multiple learning objectives: Considerations and an example from the systems course," Journal of Accounting Education, Elsevier, vol. 30(3), pages 325-354.
    14. Dellaportas, Steven & Hassall, Trevor, 2013. "Experiential learning in accounting education: A prison visit," The British Accounting Review, Elsevier, vol. 45(1), pages 24-36.
    15. Kate Wynn-Williams & Nicola Beatson & Cameron Anderson, 2016. "The impact of unstructured case studies on surface learners: a study of second-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 25(3), pages 272-286, June.
    16. Paul M. Goldwater & Timothy J. Fogarty, 2007. "Protecting the Solution: A 'High-Tech.' Method to Guarantee Individual Effort in Accounting Classes," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 129-143.
    17. Gregory Boland & Satoshi Sugahara & Evelien Opdecam & Patricia Everaert, 2011. "The impact of cultural factors on students’ learning style preferences," Asian Review of Accounting, Emerald Group Publishing Limited, vol. 19(3), pages 243-265, September.
    18. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2017. "Analysis of trends in the accounting education literature (1997–2016)," Journal of Accounting Education, Elsevier, vol. 41(C), pages 1-14.
    19. Conor O’Leary & Jenny Stewart, 2013. "The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction," Journal of Business Ethics, Springer, vol. 113(2), pages 225-241, March.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:osf:thesis:a49cv. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: OSF (email available below). General contact details of provider: https://thesiscommons.org .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.