Title

Perceived Value of the Progressive Case Study Concept in Graduate Education

Author

Cynthia Rowley, Concordia University, St. Paul

Date

1999

Document Type

Thesis

Degree Name

Master of Arts

Chairperson (Advisor 1)

Dr. Charles Nuckles

Reader (Advisor 2)

Thomas Gergen

Reader (Advisor 3)

Diane Hinds

Abstract

Case study education is an effective means of assisting students in learning problem solving, analytical skills, oral communication skills, and negotiation skills. Cases simulate the real world, and allow the student to actively participate in the learning process. What is lacking in case teaching is the opportunity for students to simulate a business environment where decision-makers possess a history of the organization.

This research evaluates the potential value of a modified case concept called the progressive case study. A progressive case introduces students to an organization ear1y in their post-secondary program. Throughout the program, new challenges facing the organization are introduced, and students tackle these challenges based on historical perspective and an understanding of prior decisions. The organizational challenges described are tied to the course learning objectives and change over time, but the organization depicted remains the same.

The researcher reviewed the perceived value of case studies from the educator's perspective in a literature review, and concluded that most of the case characteristics that generate value from the educator's perspective could be included in a progressive case. The researcher's literature review also summarizes techniques for writing effective cases. Finally, the researcher surveyed students in the Master's of Organizational Management program at Concordia University, St. Paul, to determine their perceived value of the progressive case study concept, and found that students perceived the progressive case study to have more value than general case studies.

Recommended Citation