Survey of Land-Grant Colleges and Universities, Volume 2 Page: 86
iv, 921 p. : tables, charts ; 23 cm.View a full description of this book.
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LAND-GRANT COLLEGES AND UNIVERSITIES
TABLE 38.-Diffloultics of the case method as checked by land-grant institutions
DifficultyVery im- Impor- Least im-
Difficulty portant tant portant
1 2 3 4
Difficulty in deriving basic principles from specific cases------------------ 4 7 6
Students' lack of general background.----------------------------------7 6 3
Students' lack of business experience .... ....--- .- -- -- -. 7 5 4
Members of staff do not have sufficient business experience..--. 1.- 1 6 8
Requires too much time to cover a given unit of instruction-- -------------6 6 5
Requires too much of the time of the instructor to collect and organize case
material--------------------------- .....................................-------------------------........................ 3 3 5
Shortage of good case material that is well organized......---------------------- 8 4 4
Difficult for students to evaluate various factors in the cases--------------7 6 3
Complexity of certain types of cases ----------------------------------- 6 6 5
Difficult for staff members to summarize factors in the case--------------- 2 4 9
Table 39 gives the advantages of the case method as checked by
land-grant institutions. An appreciable number of institutions
checked as very important all the advantages listed in the table. A
very limited number of institutions checked these advantages as
least important. Apparently the land-grant institutions that
answered this question at all are of the opinion that the advantages
of the case method outweigh the disadvantages.
TABLE 39.-Advantages of the case method as checked by land-grant institutions
Very Im Least
Advantage impor- Impor ant impor-
tant n tant
1 2 3 4
Gives student command over new situations-----........-------.....--........-------------- 7 5 1
Encourages analysis of situations by students...... . --------------------------- 12 5 1
Encourages synthesis by students---------------------- --------------.... 10 6
Requires that students evaluate all factors ------------------------------ 7 7-
Teaches students to draw conclusions.---------------------------------13 3 1
Arouses interest.....................................................--------------------------------------------------. 8 6 3
Encourages discussion--------------......................-------------------------------........................... 9 7 2
Holds students in school for graduate and research work------------------........---------- 2 8
Encourages close contact of the staff members with current business
problems----------.................--------...- ---------------------------------- 11 3 2
Another matter involving instructional technique concerns the
methods and results of efforts undertaken to avoid or reduce unde-
sirable duplication of subject matter in commerce and business
courses. Table 40 gives the facts in this connection.
Fifteen institutions leave the matter of duplication entirely or largely to
the initiative of teachers of commerce and business. An equal number of in-
stitutions require the submission of syllabi or course outlines to the head of
department. Eleven institutions require the submission of syllabi or course
outlines to some other authority or agency. Three institutions report ex-
(ellent results, six average results, and two poor results from leaving the
matter of duplication entirely or largely to the initiative of individual staff
members. Seven institutions report excellent results and four average results
from the submission of syllabi or course outlines to heads of departments.
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United States. Office of Education. Survey of Land-Grant Colleges and Universities, Volume 2, book, 1930; Washington D.C.. (https://digital.library.unt.edu/ark:/67531/metadc276272/m1/90/: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Libraries Government Documents Department.