Using cases as a teaching tool in IS education

Journal of Information Systems Education, Fall 2003 by Hackney, Ray, McMaster, Tom, Harris, Al

ABSTRACT

Educators use many methods in their classrooms to aid in teaching. One commonly used method of instruction is the use of cases as a teaching tool in IS education. Cases can allow students to develop high-order reasoning skills, bring real world examples into the classroom, allow students to learn by doing, bring organizational impacts, social values, and ethical issues to the forefront of discussion, and include realistic content, objectives and knowledge transfer. As part of its mission to support Information Systems (IS) education, JISE is pleased to publish this special issue devoted to IS teaching cases. The twelve teaching cases in this issue are divided into five IS areas. These teaching cases may be copied and used by IS faculty for any teaching purposes.

1. INTRODUCTION

talk to me and I will listen

show me and I will observe

involve me and I will learn

proverb

There is a longstanding view that the practice of teaching should involve the teaching of practice. Most importantly the perceived distance between teaching methods and practical contexts should be as short as possible. One widely adopted vehicle for this objective is the case method where the opportunity is presented to reduce the divide between simulation (teaching) and reality (practice). The use of case studies in college and university curricula is of course not a new paradigm. Business schools have had a tradition of using this approach for decades to engage students in their field. Harvard University (USA), Stanford University (USA), the University of Western Ontario (CN), and Cranfield (UK) are world leaders in developing cases in business subjects. As a result of their widespread and enthusiastic use of the 'case method' they have both stimulated the adoption of cases within world wide universities. There is no doubt that the use of cases for Information Systems teaching is a recognized teaching tool, and continues to expand.

However, the use of cases in IS classes may be viewed with suspicion and skepticism by some educators. Is the 'case method' really proven to support pedagogic advances or, for example, is there just a commercial expediency from the suppliers involved? The answer is clearly within the experience of educators who claim significant results from case work and its consequent simulated reality.

Teaching cases have been recognized by many IS educators as an important pedagogical tool. The Journal of Information Systems Education (JISE) published its first teaching case in the Winter 2002 issue (Cappel, 2002). Since that time, JISE has continued to receive, review, and publish high quality teaching cases that can be used in IS classes. This Special Issue on IS Teaching Cases reflects the view that teaching cases are a valuable teaching tool for IS educators. All of the contributors are experienced educators who advocate the 'case method' and its real learning advantages.

2. CASE TEACHING METHOD

The choice and implementation of a specific case is related to three broad questions: is it relevant to the topic; is it substantive and complex enough to reflect a real situation; and is it stimulating enough to invoke discussion and subsequent learning (involve me concept)? The overriding principle is the practicality of the theoretical formulations involved. The case method clearly cannot solve all of the teaching and learning problems in IS education. Great care is required to introduce a case, its main constituents, the IS problem in context, and a realistic and valid illustration of any proposed solutions. There is a balance here between a simple observation and the complex environment issues to be considered. Consequently the design of the case is critical if learning is to be achieved through effectively involving students in the process. If the case is deficient, involvement will be minimized and learning will not occur. There are obvious unique and sophisticated competencies required in case design for both faculty and students in this respect.

The case method is not the sole panacea of teaching and learning problems in IS education. The case method of teaching requires considerable effort and planning from students and faculty. For students to be prepared to discuss a case, they must have read the case and spent time studying the issues associated with the case. Faculty must develop teaching skills in the use this method of teaching. The case method is clearly not the easiest method of teaching, but it can be immensely rewarding and valuable when used properly and when good teaching cases are available.

3. CHARACTERISTICS OF GOOD TEACHING CASES

There are many positive learning aspects with the use of cases in information technology classes. However, for a teaching case to be effective, it must have certain characteristics. We believe that all of the cases presented in this Special Issue contain these characteristics.

3.1 Allow Students to Develop High-Order Reasoning Skills

The case method of teaching seems to be an ideal way to develop higher-order reasoning skills. This can be ideal for graduate or upper-level classes, as these students usually have the maturity to develop higher-order reasoning. High-order reasoning allows students to integrate multiple concepts and bring value and judgment into the learning process. Finally, high-order reasoning usually is associated with participatory learning, where student and teacher interchange ideas.