Title: We flipped the classroom, now we flip the case study: lessons from teaching undergraduate strategic management

Authors: Natasha Katuta Mwila

Addresses: Leicester Castle Business School, De Montfort University, UK

Abstract: This paper describes how to flip a case study, shares lessons from practice of flipping case studies and makes a pedagogical case for flipping. The key principles of flipped instructional strategy were adopted and applied to case studies with the view to have a flipped case study characterised by being developed in partnership with students and enterprises, engaging the student and enabling their active learning, presenting probable solutions to the enterprises featured, and usable for teaching, building on existing knowledge and potentially creating new knowledge. The interventions implemented in this case reveal that case studies have the potential for enabling more than knowledge transfer, they can be used as tool for decolonising learning. Inspired by the success of the flipped classroom instructional strategy, this paper is an account of the exploration of the potential of this methodology in the creation and teaching of case studies in strategic management.

Keywords: case study; case teaching; strategic management; undergraduate; flipping; flipped classroom.

DOI: 10.1504/IJTCS.2022.122953

International Journal of Teaching and Case Studies, 2022 Vol.13 No.1, pp.51 - 69

Received: 23 Nov 2021
Accepted: 23 Jan 2022
Published online: 18 May 2022 *