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Editorial: Save Research—Abandon the Case Method of Teaching

University of Florida, Warrington College of Business, 201B Bryan Hall, P.O. Box 117155, Gainesville, Florida 32611
steven.shugan{at}cba.ufl.edu

The case method of teaching and the corresponding Socratic Method predate the discovery of the scientific method for advancing knowledge and problem solving. The case method applies known principles (e.g., laws) to specific situations while the scientific method focuses on discovering principles. Although the case method might be effective at teaching leadership and persuasion skills, it can lack the spirit of inquiry and the worship of the truth associated with the scientific method. Moreover, unlike legal cases, business cases lack precedent (i.e., stare decisis), the foundation of written law, and rigorous adjudication. More importantly, the traditional case method of teaching often ignores important research findings. Consequently, it helps destroy the link between academic research and classroom learning. Students lose the benefit of important research findings while leaving the classroom with false confidence about what they know. Researchers lose an incentive to do research relevant to their students. Eventually, there is less research worth teaching, and fewer students value the knowledge learned through painstaking research. Although we might covet the skill of persuasion, time might gradually elevate previously less persuasive managers who have better skills with analysis and collecting relevant information. Great teaching requires great content, in addition to active learning.

Key Words: case method; teaching business; learning; M.B.A. education; scholarly research

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