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Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

Are Teaching Cases Appropriate in a Mainland

Chinese Context? Evidence From Beijing MBA

Students

Edmund R. Thompson

To cite this article: Edmund R. Thompson (2000) Are Teaching Cases Appropriate in a Mainland Chinese Context? Evidence From Beijing MBA Students, Journal of Education for Business, 76:2, 108-112, DOI: 10.1080/08832320009599961

To link to this article: http://dx.doi.org/10.1080/08832320009599961

Published online: 31 Mar 2010.

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Are Teaching Cases Appropriate

in a Mainland Chinese Context?

Evidence From Beijing

MBA Students

EDMUND R. THOMPSON

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University of

Hong Kong

Hong Kong, China

s demand for business education

A

in East Asia has grown, so too has interest in writing Asia-specific teaching cases. The past decade has seen an increase in publications devoted to business cases on most Asian countries,

including China (Calingo, 1997; Tang

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&

Whitely, 1991; Yang & Yau, 1989). Since 1997 there has been a journal devoted to publishing Asian cases (Wiley, 1997), and the Asian Institute of Management in Manila, which has been producing Asian-oriented cases for some decades, has now been joined by other universities devoted to writing Asian, particularly Chinese, cases (Uni- versity of Hong Kong, 2000). Such is recent interest in Asian cases that there is now an Asia-specific case writing competition (Hong Kong Management Development Centre, 1999), and Har- vard Business School was, by the begin- ning of 2000, listing 150 Asia-related cases (Harvard Business School, 2000). This figure represents a near 25-fold increase from the six cases in its cata- logue under “Asia” just 4 years earlier (Harvard Business School, 1996).

Though some of the burgeoning number of business cases concerning Asia are written with a view to teaching students outside the region about doing business in Asia, many are produced for teaching use within Asia itself, particularly China. These latter cases are, how-

108

Journal of Education for

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Business

ABSTRACT. Business programs in Mainland China have witnessed an increased interest in the use of China- and Asia-related cases. This increased interest is predicated on two assumptions: (a) Chinese students are as receptive to case-method teaching as Western students, and (b) locally oriented cases are more effective than material developed outside Asia. Using data gathered directly from over

76 MBA students at a top Beijing uni-

versity, this study offers strong empir-

ical support for the use of cases, particularly those concerning Chinese firms. These results also support decisional over illustrative cases, and cases on service as opposed to manufacturing firms, and highlight some significant gender-related differences.

ever, written based on two unproven assumptions.

First, the assumption that students in China will be as amenable to case- method teaching as those in Europe and North America (Whitely, 1995) is somewhat risky, given the well-documented differences in teaching and learning approaches between Asian and Western societies. The case method, which was developed in the predominantly Anglo- Saxon societies (Biggs, 1996; Hofstede, 1980, Lau & Ling, 1997;), relies on openly interactive and sometimes argu- mentative student input to orchestrate discussion of management situations in which there are very often no “right” or single answers. This method does not sit

well with the more reverential, less-disputatious, memory-oriented learning style characteristic of many Asian, particularly Chinese, societies (Redding, 1980). The Anglo-Saxon use of cases “because wisdom can’t be told” is almost diametrically opposed to the Chinese notion that wisdom is learnable by rote directly from acknowledged masters (Cragg, 1954). It could be pro- posed, therefore, that cases might be less highly regarded by students in China than more formal textbook and lecturing methods (Watkins, 1998, 1991). It might also be hazarded that illustrative rather than decisional cases could be preferred by Chinese students because they often appear not only to show a memorizable either “right” or “wrong” answer to a situation, but to obviate the possibility of disagreement or confrontation within the classroom.

The second assumption is that China- focused business cases will be more effective than non-China cases. It has been assumed, reasonably, that case writing on business situations local to students is a better learning vehicle than nonlocal cases (Culliton, 1973; Naumes, 1997; Thandi & Siti,1989). However, there has been no published evidence to support this in regard to China. More- over, the recent “Asian crisis” has cast doubt on the appropriateness of some managerial practices in some Asian, par-

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ticularly mainland China, firms, and some businesspersons may believe that cases on nonlocal businesses could better illustrate leading-edge managerial technology to Chinese students than local Chinese cases.

Shedding light on these propositions by quantifying the perceptions of students, the ultimate consumers of cases, is important if case writers are to modi- fy and refine their work for maximum efficacy in China. In this study, I col-

lected data directly from

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76 MBA stu-

dents in Beijing to find out the relative importance, in the students’ opinion, of teaching cases compared with other pedagogical devices. I also investigated whether or not Chinese, as opposed to non-Chinese, cases are more appropriate learning vehicles, and whether decisional as opposed to illustrative cases are preferred. The study also tested for differences in student perceptions by sex, following research that has found differences in student perceptions of effec- tiveness of pedagogical methods and approaches according to sex (NASSP,

1997), and recent research in Asia that

has found gender-related differences in students’ attitudes to MBA programs

(Thompson

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& Gui, 2000a, 2000b).

Method

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Sample and Procedure

The survey was conducted among MBA students studying at one of China’s elite universities in Beijing where the primary language of MBA instruction is English. All were in the second year of their degree and had had considerable experience with both case and other methods. The majority were between 25 and 29 years old, with

around one third between 30 and 34. All

had undergraduate degrees, and 14 %

had postgraduate degrees. Just over one quarter were female (see Table 1).

The instrument was based on one developed in a Hong Kong university through a grounded research process. The instrument had been constructed by asking Hong Kong Chinese students to respond in writing to an open-ended question about what pedagogical methods and tools they regarded as important and not important to good MBA cours-

es. A total of 68 qualitative responses

had been collated into an inventory of items relating to case and other pedagogical methods, plus different types of cases. The instrument was pilot tested in Hong Kong. The instrument, in English,

asked Beijing students to state on a

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5-

point scale to what extent they either agreed or disagreed that various items were important. To enhance response rate and check nonresponse bias, the instrument was readministered twice, urging nonrespondents to reply, at 2-

week intervals.

Response

A total of 76 usable instrument

returns was finally achieved, 43 from

the first administration, 21 from the sec-

ond, and 12 from the third. Demograph-

ic details of the whole population were not accessible; however, comparison of first- with second- and third-wave respondents revealed no significant biases, so the results might be regarded as being reasonably representative of the overall population (see Table 1).

Though a population of MBA students in just one university in Beijing cannot be taken as a completely reliable indica- tor of all Chinese MBA students, it can be regarded as a reasonable proxy for producing a benchmark for more extensive, future research.

Analysis

I used paired

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t tests to test significant

differences between the mean scores for use of teaching cases and the means for other pedagogical devices and methods. The same procedure was used to test sig-

TABLE 1. Sample Profile

Item No. %

Total responses 76 Females 20 27 Males 54 73 25-29 years old 43 58 30-34 years old 24 32 Postgraduate-degree holders 10 14 Undergraduate-degree holders 59 82 35 years or older 7 10

nificant differences between cases of various types. However, because of the small number of female respondents (as

low

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as 17 for some items), and because

of the asymmetry of male to female responses, differences between male and female respondent means were tested through a nonparametric statistical procedure, Mann-Whitney’s U test. The sample size was insufficient to allow male and female means to be compared through multivariate analysis of covari- ance (MANCOVA) to control for the effects of age and educational back- ground.

Results and Discussion

Use of Cases

The use of cases was unequivocally considered highly important in a generally good MBA course (see Table 2).

The item “use of case teaching” obtained the highest mean, 4.33, of all

pedagogically related items in the inventory, other than “small group discussions among classmates,” which scored a very marginally higher mean of

4.37. “Use of teaching cases” also had

the lowest standard deviation, just 0.62,

of all items, indicating considerable unanimity among respondents as to its importance. The item scoring the lowest mean was “use of a textbook,” which got a fairly low mean of 3.70.

There was no significant difference between the means for “use of case teaching” and “small group discussions among classmates” (items 1 and 2,

Table 2, t = 0.531, p > .lo). The mean for “use of case teaching” was, however, significantly higher, by lo%, than

that for the next highest scoring item, “use of outside speakers,” with a mean of 4.13 (item 3, Table 2, t = -1.979, p <

.lo). The mean for teaching cases was

very significantly higher, at the level of

1%, than those for all other items (items 4 to 11, Table 2), indicating overall that

respondents thought far more highly of actively using and discussing cases than of more passive, less participative teaching methods such as videos, textbooks, and lectures.

These findings support the assumption that business students in China may well be as receptive as students else-

November/December 2000 109

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TABLE 2. Rating of Case Teaching Compared With Other Pedagogical

Methods

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Question: The following are very, very important in making an

M B A course (any

individual course, not the overall M B A program) a good one:

Item No.

M SD

t statistica

1. Small group discussions among classmates 75 4.37 0.65 0.531 2. Use of case teaching 75 4.33 0.62

4. Use of in-class exercises (imaginary scenario

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5 . Provision of class notes (extra to readings) 72 3.99 0.76 -3.878*** 6. Use of videos 73 3.95 0.80 4.159*** 7. Presentations by students 74 3.92 0.87 4.088*** 8. Use of non-textbook reading materials (book

chapters, articles, etc.) 73 3.92 0.72 4.919*** 3. Use of outside speakers 75 4.13 0.88 -1.979*

analysis, games, etc.) 75 4.01 0.76 -3.636*** 9. Discussions involving whole class 73 3.74 0.87 -5.853*** 10. Formal lecturing 74 3.73 0.90 -5.796*** 11. Use of a textbook 71 3.70 0.82 -6.484***

Note. Scale ranged through 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5

(strongly agree). Items are listed in order

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of mean score and not by the order in which they origi- nally appeared in the survey instrument.

“Paired t tests were conducted to test for differences between the mean for item 2 (use of case

teaching) and the respective means for all other items.

**p < .05. * p < .lo.

***p < .01.

where to case-method teaching. It also indicates that learning and teaching stereotypes concerning the passive as opposed to active educational styles sup- posedly preferred by Chinese students may be an overgeneralization regarding MBA students. This overgeneralization may be a result of the perception of the MBA as a culturally “Anglo-Saxon” degree that embodies a particular teaching and learning style. Further research is needed to investigate this.

There is some evidence that Chinese MBA students are perhaps reluctant to embrace the openly disputatious nature of orchestrated case analyses. The data indicate that respondents significantly preferred “small group discussions among classmates” to “discussions involving the whole class,” the usual circumstances in using cases (item 1, mean = 4.37; item 9, mean = 3.74, t =

-8.400, p c -01). The reason may be that the majority of Chinese students have been schooled in an environment where questioning wisdom received from teachers has not been encouraged. In the traditional, and widely criticized (Yun, 1994), Chinese learning environ-

1 10 Journal of Education for Business

ment, the teacher is a source of “cor- rect” knowledge and the right answer is generally “knowable” and to be memo- rized by the student. Hence, in the classroom, Chinese students feel com- fortable speaking out only if they feel they know the right answer. More recently, learning in China has been largely subsumed to rigid central gov- ernment political planning objectives, and student participation has been actively discouraged (Zhang, 1999). This has led to a certain reticence, even fear, of openly challenging or even discussing equivocal points and issues that could offend teachers or prejudice student advantage. Such reticence is com- pounded by a strong cultural sense of “face”-a desire not to be embarrassed, or to embarrass others, publicly.

Comparison of female and male means reveals some significant differences (see Table 3). “Use of case teaching” scored a mean of 4.53 for females, compared with 4.28 for males-very nearly significant at the 10% level

(z

=

-1.627, p = .104). Females agreed significantly more strongly than males that “use of outside speakers” is important in

designing a good MBA course

(z

=

-1.729, p < .lo). Also, females scored significantly higher means than males for “provision of class notes” ( z =

-2.325, p < .05), and for “use of videos”

(z

= -2.141, p c .05). In addition, females scored substantially, although not statistically significantly, higher means for “presentations by students,” “discussions involving the whole class,” and “use of a textbook.” These results could imply that female Chinese MBA students are slightly more outgoing than their male counterparts, but perhaps more wedded to rote learning habits. Further research would be needed to shed light on these suggestions.

Types of Cases

The data in Table 4 show that respondents gave the highest means to recent cases, decisional cases, and cases on well-known firms. “Use of recent cases,” with a mean of 4.44, was regarded as very significantly more important in desiging an MBA course than “use of good cases regardless of how old they are,” which scored a mean of 3.60 ( t =

-7.268, p < .01). Descisional cases received a significantly higher mean than purely illustrative, nondecisional cases ( t = -8.475, p c .Ol). “Cases on well-known f m s ” were considered significantly more important than “cases on local frms” (t = -1.698, p c .lo). The mean for “cases on local f m s ” (4.16) was not significantly higher than that for “cases on international frms” (3.99)

( t = -1.203, p >.lo), nor was it signifi- cantly higher than that for “cases on regional firms” (t = -0.802, p > .lo). In terms of sector, cases on service firms obtained a significantly higher mean than cases on manufacturing f m s ( t =

Comparison of female and male views about types of cases revealed a significant difference regarding “cases on local f m s ” (see Table 5). Females gave such cases a significantly higher mean (4.47) than males did (4.06) ( z =

-2.043, p < .05). Females recorded somewhat higher means for almost all kinds of cases; however, male mean scores were somewhat higher for “use of good cases no matter how old they are.” Although none of these mean dif- -3.006, p < .Ol).

[image:4.612.65.379.116.287.2]

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TABLE 3. Gender Differences in Ratings of Case Teaching Compared With Other Pedagogical Methods

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Question: The following are very, very important in making an MBA course (any individual course, not the overall MBA program) a good one:

Females Males

Item No.

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M

SD

No. M SD

z statistic

1. Small group discussions among classmates 19 4.26 0.81 54 4.41 0.60 -0.500 2. Use of case teaching 19 4.53 0.6 1 54 4.28 0.60 -1.627 3. Use of outside speakers 19 4.42 0.61 54 4.02 0.94 -1.729* 4. Use of in-class exercises (imaginary scenario

analysis, games, etc.) 19 4.16 0.60 54 3.98 0.81 -0.683 5. Provision of class notes (extra to readings) 19 4.35 0.61 53 3.89 0.12 -2.325** 6. Use of videos 19 4.26 0.87 52 3.85 0.75 -2.141** 7. Presentations by students 19 4.16 0.60 53 3.85 0.95 -1.080

8. Use of non-textbook reading materials (book

chapters, articles, etc.) 18 3.83 0.86 53 3.94 0.69 -0.538 10. Formal lecturing 18 3.61 .070 54 3.74 0.96 -0.935 9. Discussions involving whole class 18 3.94 0.80 53 3.66 0.88 -1.317

11. Use of a textbook 29 3.89 0.8 1 50 3.62 0.81 -1.304

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Note. Scale ranged through I (stmngly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5 (strongly agree). *p < .lo.

**p < .05.

[image:5.612.53.566.110.292.2]

***p < .01.

TABLE 4. Ratings of Cases by Type

Question: The following are very, very important in making an MBA course (any individual course, not the overall MBA program) a good one:

Item No. M SD 1. Use of recent cases 73 4.44 0.58

2. Cases that force you to make a management decision 74 4.39 0.68 3. Cases on well-known f m s 73 4.33 0.65

4. Cases on local firms 74 4.16 0.84 5. Cases on regional (Asia-Pacific) firms 74 4.09 0.72 6. Cases on international firms 73 3.99 0.63 7. Cases on service firms 73 3.89 0.87

8. Cases on manufacturing firms 74 3.61 0.81 9. Use of good cases regardless of how old they are 73 3.60 0.98

decision 72 3.56 0.84 10. Cases that illustrate conceptual points without forcing a

Nore. Scale ranged through 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree). and 5

(strongly agree). Items are listed

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in order of mean score and not by the order in which they origi-

nally appeared in the survey instrument.

ferences are statistically significant, Conclusion

they tend to suggest that female Chinese

MBA students generally agree that all The results of this study decisively kinds of cases, with the possible excep- demonstrate that students in China tion of older ones, are important in a unambiguously regard cases to be high-quality MBA course. This is com- important in creating a good MBA mensurate with female respondents’ course-indeed, relatively much more higher rating, compared with the important than the Pedagogical males’, for “use of case teaching.” approaches stereotypically thought to

cater to Chinese learning styles, such as lecturing and use of textbooks. Findings also strongly support the production of cases based on local and regional firms, although not to the exclusion of interna- tional firms. Though further research is needed to establish the generalizability

of these findings to different parts of China, they may be regarded as a useful starting point for an objectively informed plan for researching and writing cases for use in China.

Case writers may profitably bear in mind a number of key pedagogical implications suggested by this research. First, effort might best be directed at very recent business situations. Given the time it can take to research, write, produce, or publish a case, this should be at the forefront of writers’ minds when deciding case subjects. To main- tain “currency” in student eyes, prefer- ence should be given to cases capable of being updated without extensive rewrit- ing, where possible.

Second, time and energy spent on researching case material will be better appreciated by Chinese students when it is devoted to firms they know well. This does not mean every case should con- cern McDonalds. There are many well- known firms in every locale, and, as the

NovembedDecember 2000 11 1

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TABLE 5. Gender Differences in Ratings of Cases by Type

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Question: The following are very, very important in making an MBA course (any individual course, not the overall MBA program) a good one:

Females Males

Item No.

M SD No. M SD z statistic

1. Use of recent cases

2. Cases that force you to make a 3. Cases on well-known firms 4. Cases o n local firms

5. Cases on regional (Asia-Pacific) firms 6 . Cases on international firms

7. Cases on service firms

8. Cases on manufacturing firms

9. Use of good cases regardless o f how old management decision

they are

without forcing a decision

10. Cases that illustrate conceptual points

1 9 1 9 19 19 19 18 19 19 18 18

4.58 0.5 1

4.58 0.6 1 4.47 0.61

4.47 0.84 4.32 0.67

4.17 0.62 3.95 1.22 3.84 0.90 3.44 1.15

3.50 0.86

53 53 52 53 53 53 52 53 53 52 4.38 4.34 4.29 4.06 4.02 3.94 3.88 3.53 3.66 3.58 0.60 0.71 0.67 0.84 0.75 0.63 0.73 0.77 0.94 0.85 -1.230 -1.292 -1.036

-2.043

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**

-1.491

-1.294

-0.93 1

-1.576

-0.700

-0.258

Note. Scale ranged through 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), and 5 (strongly agree).

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*p < .lo.

**p < .05.

***p < .01.

“localness” of case material is highly appreciated by students, plenty of com- panies and situations to write on throughout different locations in China. Further, because “disguised” cases are comparatively inferior, and given the somewhat secretive nature of Chinese firms (Lau & Ling, 1997), researchers may want subject firms to inform them as soon as possible that the case will not need to be anonymous.

Third, researchers should make cases decisional rather than illustrative from the start, and finally, if they are aware of the sex ratio of Chinese classes that will be using their material, they might con- sider tailoring their cases according to the different preferences outlined above.

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