Naghi Radi Afsouran, Morteza Charkhabi, Seyed Ali Siadat, Reza Hoveida, Hamid Reza Oreyzi and George C. Thornton III
The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as…
Abstract
Purpose
The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods.
Design/methodology/approach
The authors applied a systematic literature review to define, identify and compare CMT with current methods.
Findings
In CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT.
Research limitations/implications
A lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it.
Originality/value
The review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision.
Details
Keywords
Sayed Ali Siadat, Reza Hoveida, Mohammad Abbaszadeh and Leila Moghtadaie
The purpose of this paper is to provide a theoretical picture of the concept of knowledge creation and then investigate the effects on it of such variables as social capital and…
Abstract
Purpose
The purpose of this paper is to provide a theoretical picture of the concept of knowledge creation and then investigate the effects on it of such variables as social capital and organizational culture.
Design/methodology/approach
The population of this study includes faculty members of the University of Isfahan (Iran) in 2008 (476 cases). From among these cases, 142 cases were selected based on the Cochran formula. Survey was used as the research method and a questionnaire was used for data collection. Pearson correlation “r” and multi‐variable regression were employed, and in the next stage, through drawing the model of structural equations, the direct effects, indirect effects and total effects of independent variables on the dependent variable were investigated, based on path analysis model. SPSS and LISREL were employed for statistical analysis.
Findings
The results revealed that social capital and organizational culture had meaningful effect on knowledge creation. The analysis showed that the independent variables mentioned above could determine 36 percent of the effects of the dependent variable.
Research limitations/implications
The findings are based, in the main, on an extensive, single university study; therefore it is necessary to be cautious about generalizing the result of this study to other universities in Iran.
Originality/value
The paper can contribute to organizations through providing a holistic picture of the role of knowledge creation in organizations (especially universities).