Part 4: Faculty Reflect on the Challenges and Opportunities of Case Teaching
We reached out to numerous educators at different schools and asked them to share their perspectives on the case method. Though there were similarities in educators’ responses, the differences reflect the variety of circumstances in which faculty members use cases. The institutions where our interviewees teach vary in their emphasis on case-method teaching and the infrastructure they provide to support it.
Overall, however, the similarities in perspectives were more prominent. Our interviewees emphasized the case method’s unique power to engage and deepen active learning for both learners and educators. We consider these themes below as we explore faculty responses to six key questions.
The Initial Draw to Cases
We first asked interviewees to describe their experience with case teaching and how they started teaching with cases. Most of our respondents had some experience with cases when they were students, noting how much they enjoyed them and the experiences that they facilitated.
Associate Professor Ryan Buell, for instance, referred to when he realized as a student how engaging and transformational cases could be long before he began teaching them. Professorial Lecturer Meredith Burnett came to value case studies when she began teaching because of their ability to help students analyze issues that were relevant to their current or future careers, and for enabling her to dive into the challenges these issues posed for organizations. Professor Joshua Margolis noted how seeing an expert case teacher in action helped bring cases to life during an MBA class he took as a doctoral student.
At institutions where the case method is emphasized, our interviewees’ experiences with cases overlapped substantially with their time teaching in these programs. Sometimes, however, the decision to use cases was driven in part by pragmatism, as Associate Professor Leon Prieto suggested in his response about using cases so that his students would find his classes more meaningful.
Ao longo deste período habitual de férias, semanalmente, sugerindo a leitura de um caso.
Boa leitura e boas férias!
Autores do Caso
Pedro Alvito, Professor de Política de Empresa
Adrián Caldart, Responsável Académico e Professor de Política de Empresa da AESE
Santini – “I gelati più fini del mondo”
O caso apresenta um pequeno negócio familiar de uma geladaria artesanal com uma marca muito prestigiada.
Em primeira apresentação histórica analisa o passado de uma família de várias gerações ligada à produção de gelados. Duas gerações fora de Portugal e três em Portugal mas sempre com muito prestígio e com elevada qualidade. A primeira grande interrogação põe-se quando Eduardo Santini (neto do fundador em Portugal) questiona em 2009 a continuidade do negócio só em termos familiares dado o seu excessivo envolvimento pessoal, o seu desconhecimento em termos de gestão e a sua falta de capacidade financeira para sozinho fazer crescer o negócio e profissionalizá-lo.
A partir de 2009 e com um novo sócio (Filipe de Botton) o negócio profissionaliza-se e cresce.
Em 2007 os dois sócios reúnem-se e interrogam-se sobre o futuro da empresa. Para onde crescer e que estratégia desenvolver?