Teaching with Cases Quotes

“We argue that the role of teachers is becoming less that of a knowledge transmitter, and closer to that of an “animator of collective intelligence” who provides analytical tools (the proverbial “fishing rod”) rather than simply giving away raw information (“fish”).”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“Cases are usually not linear or very straightforward, in an attempt to replicate the complexity and information overload of real life. According to Jackson (2011): Whereas textbooks are logical and coherent in their presentation, cases attempt to introduce more realism by adding uncertainty, fluidity and contingency. Thus, many cases have ‘complicating properties’: information that includes ‘noise’ (irrelevancies, dead ends, and false, biased or limited testimony by characters in the case), unstated information that must be inferred, and a nonlinear structure in which related evidence is scattered throughout the text and is often disguised or left to chance.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“The traditional lecture format of the twentieth century (which is still largely used in business schools) was quite adapted to the bygone industrial era. In that format, one enlightened person talks (the teacher as knowledge giver) while the students (a-lumni, “those who do not see the light”) listen passively. Such traditional setting worked well in a world in which knowledge access was limited, environmental changes were slower and hierarchical organizations relied on passive workers mostly to relay information and obey orders. In our digital, post-industrial age, organizations that thrive are those that have flexible structures, adaptable strategies and a culture of constant learning and collaboration among so-called “knowledge workers”. Modern companies expect students to become autonomous information seekers and problem solvers. Students expect to be given tools, methods and concepts that will make them better at thinking critically and creatively (Lima, 2003). But that is not always what they find in passive learning environments.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“Case studies provide individual reflection through an in-depth perusal of a given problem to be understood and at the same time boost interactions among students and instructors, thus leveraging the overall learning process. From the instructor´s perspective, case studies may be particularly useful when tackling complex phenomena. Indeed, by using an inductive approach, instructors can start from a real situation and help students to understand and combine different theoretical constructs to analyze not only the case under scrutiny but also other analogous situations.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“This book is really a primer on the case method. It takes the reader through the various aspects which make the case method so important for teaching. It reveals both the potential and the challenges associated to the method.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“discovered what Chris was talking about, we realized that the teaching skills required by the method could not simply be learned by reading about them, but by practicing them. Practice involves both teaching and writing cases or about them. There are very few books about writing cases and teaching with them. Despite its many advantages, the case method is still met with skepticism from traditional teachers, but they find little possibilities to learn about it.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach

“The case method provides such an opportunity. For collective and individual discovery to happen, and for sharing to take place, teachers by the case method have to build the class as “a safe place.” Discovering is a dangerous exercise and only by reducing the perceived risk for students would they be willing to venture into new territory.”
― Marcos C. Lima, Teaching with Cases: A Framework-Based Approach