Research On Evaluation Scales For Business Administration Case Development And Teaching Effectiveness

Case teaching method originated in the 1920s,Harvard Business School in the United States aims to break the traditional teaching mode dominated by teachers and passively accepted by students,so that students can understand management theoretical knowledge,accumulate management experience,and enhance comprehensive ability in real and complex enterprise practice.Over the past hundred years,the case teaching method has been widely applied in domestic and international business education,and has become an effective means of cultivating talents in business administration disciplines and one of the core teaching methods of business administration courses.However,in practice,the case teaching method has not yet achieved the ideal teaching effect in China’s business administration education.Scholars have reported that the current process of case collecting and writing is not standardized,especially in the classroom inspection process.Many management cases are entered into the case library without being tested in the classroom after the completion of writing,resulting in the quality of writing is uneven,which leads to a series of problems that do not meet the needs of teaching.Through the in-depth analysis of this process,found that one of the main reasons for this problem is that there is no suitable measurement tool for evaluation,so that the management case manuscript cannot be fully tested by teachers and students,and it is impossible to judge whether the written case can achieve the ideal teaching effect and whether it meets the needs of teachers and students for case teaching real needs.Although many scholars have put forward valuable suggestions on improving the quality of case collecting and writing and the effectiveness of teaching based on classic literature and representative cases,the research on measuring the reasonableness of case collecting and writing and the effectiveness of case teaching by empirical methods is still in its infancy.Based on the comprehensive literature review and questionnaire interviews,from the dual perspectives of teaching and learning,the study uses qualitative and quantitative approaches,and follows the standardized scale development procedure to develop the scale of case writing reasonableness and the scale of case teaching effectiveness,and conduct the verification with reliability and validity testing,exploratory factor analysis,and confirmatory factor analysis.The results indicate that metric for the former includes 6 dimensions as the clarity of teaching objective,the typicality of case selection,the logic of case story,the attractiveness of case plots,the matching of questions with theories and knowledge,and the openness of case questions,with 23 items.The metric for the latter comprises of theoretical knowledge,practical and experience,and comprehensive ability,with 12-item.Then,the positive influence of case writing reasonableness on case teaching effectiveness was further verified by using two scales,and the mediating role played by the teaching attitude of teachers.On the one hand,the research results of this paper expand the empirical research related to case collecting and writing and case teaching in the field of business administration in China,help attract more researchers to participate in the exploration of the theory and practice of management case teaching,and promote the development of research in this field from qualitative to qualitative and quantitative.On the other hand,the scale developed by this research is close to the reality,complete in structure and easy to operate.It provides a suitable measuring tool for the future classroom test of case collecting and writing,with a certain degree of innovation.