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Section 3. Organizational Education

Teaching Business Using the Case Method and Transactional Analysis: A Constructivist Approach

Pages 157-167
Published online: 28 Dec 2017
 
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This article discusses problems and issues arising from using the case method and from attempts to validate a particular innovative case method process that entails using a Classroom De-Gamer™ to start discussions. The article asserts a major purpose of the case method is to produce schema and script learning in students. Data from several surveys are presented showing the opinions of students regarding the random selection device, their performance in the random selection case method process, and the performance of the teacher in the process. The findings show that the process seems to produce superior results regarding the amount and quality of learning produced in students. On the other hand, the data show students feel their grades will not reflect their performance. The problem is how to fairly evaluate the performance of both students and teachers when a random selection case method is used.

Additional information

Author information

Deborah C. Stapleton

Richard John Stapleton, Ph.D., CTA (organizational), has been a transactional analysis student and an ITAA member since 1975. He joined Georgia Southern University in 1970 after finishing his Ph.D. in business at Texas Tech University in 1969. He has been a full professor of management at Georgia Southern since 1977. He has published three books and several articles and cases, several of which have dealt with transactional analysis issues.
Deborah C. Stapleton, M.S.O.R., is an assistant professor of mathematics/learning support and has been at Georgia Southern 10 years, since finishing her master's degree in operations research at the Georgia Institute of Technology in 1984. Her research in recent years has primarily involved analyzing the effects of graphical calculators on the learning of mathematics. She also enjoys attending transactional analysis conferences.