Case teaching method: institutional-level experience and development of measurement tool

Abstract

Much has been written about the case method, also known as the case-based teaching (CBT) as a teaching pedagogy. Most commonly adopted in the realm of business studies, the method is rather innovative when applied in other disciplines. The aim of this paper is to share policy-making and implementation experience of one of the public universities in Malaysia in embedding the case method into the teaching of its undergraduate academic programs. This paper also describes development of a tool to measure the effectiveness of the case method in terms of its role in inculcating participants’ generic skills. Contribution of this paper is twofold. Firstly, it describes adoption of this method at an institutional level (compared to individual level, self-reflection of instructors commonly found in the literature). Secondly, the paper is useful for instructors who plan to use the method in their teaching or/and to evaluate its effectiveness to the development of generic skills.