Accelerating the introduction of the case method into Chinese business schools: an action research approach

ABSTRACT

This paper is unique in that it demonstrates how a national education department used action research to stimulate the use of the case method of teaching in business schools and other departments in universities in China. It illustrates how four different players; a teacher, her students, a government department in charge of setting education policy and selected faculty in Chinese universities were involved in the research. The research suggests that, contrary to widely held beliefs, given a well-trained and motivated Chinese instructor and careful course design Chinese students will readily accept the case method of teaching. Methods used in influencing potential adopters of the case method are discussed. Current faculty and institutional related barriers to the introduction of the case method are noted along with a proposal to institute the Scholarship of Teaching and Learning as a potential solution. The paper also illustrates how videotapes of classroom processes can be used in multiple ways within an action research project.

KEYWORDS:

• Case method
• case teaching
• MBA education
• action research
• China

Acknowledgments

This project was funded by the China Academic Degrees and Graduate Education Development Center of the central government of China. The authors wish to acknowledge the contributions of Fatima Bansel to earlier versions of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the China Academic Degrees & Graduate Education Development Center (CDGDC),Ministry of Education of the People’s Republic of China (MOE).