Use of the case method in continuing education Challenges of receptivity and possibilities of use in the Moroccan context
Article Sidebar
Main Article Content
Abstract
This article examines the receptivity of the case method approach in continuing education in Morocco. A qualitative study based on semi-structured interviews with 15 officials was undertaken. The objective was to shed light on the case method approach to staff training through three components, namely the form of instruction, the role of the trainer and the role of the learners. Interviewees said they preferred to learn in teams and had a correct answer at the end of the case study. They also underlined their preference to learn under the guidance of a firm trainer who is considered to be emile in emulation and who takes a structured approach to the case method. As for their preferred role, the interviewees prefer to play the role of apprentices and knowledge receptors in training sessions adopting the case method. These preferences are explained by the cultural values of the environment in which these learners were socialized. The results of this study are intended to contribute to the establishment of good training practices in search of continuous improvement of the staff training system in the Moroccan context.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Apaydin, M. (2008), “A case for the case method in Turkey”, Journal of Management Development, Vol. 27 No. 7, pp. 678-692. DOI: https://doi.org/10.1108/02621710810883599
Dejoy, j. K., & Dejoy, D. M. (1987), “Self-directed learning: The time is now”, Training and Development, Vol. 41 No. 9, pp. 64-66.
Dimitrov, D. (2006), “Cultural Differences in Motivation for Organizational Learning and Training”, International Journal of Diversity in Organisations, Communities and Nations, Vol. 5 No. 4, pp. 37-49. DOI: https://doi.org/10.18848/1447-9532/CGP/v05i04/38837
Erskine, J. A., Leenders, M. R., & Mauffette-Leenders, L. A. (2003), Teaching with Cases (3 ed.), Ivey Publishing, London, ON.
Francis, J. L. (1995), “Training Across Cultures”, Human Resource Development Quarterly, Vol. 6 No. 1, pp. 101-107. DOI: https://doi.org/10.1002/hrdq.3920060109
Fulmer, W. E. (1992), “Using Cases in Management Development Programmes”, Journal of Management Development, Vol. 11 No. 3, pp. 33-37. DOI: https://doi.org/10.1108/02621719210009965
Gutman, J. A. (1993), “Developing cases and scenarios for anticipatory learning”, Journal of Management Development, Vol.12 No. 6, pp. 53-60. DOI: https://doi.org/10.1108/EUM0000000001402
Hall, E. T. (1976), Beyond Culture, Doubleday, New York.
Hassi, A. (2011), “International briefing 23: training and development in Morocco”, International Journal of Training and Development, Vol. 1 No. 4, pp.169-178. DOI: https://doi.org/10.1111/j.1468-2419.2010.00361.x
Hassi, A., & Storti, G. (2011), “Organizational training across cultures: variations in practices and attitudes”, Journal of European Industrial Training, Vol. 30 No. 1, pp. 45-70. DOI: https://doi.org/10.1108/03090591111095736
Hassi, A., Storti, G., & Azennoud, A. (2011), “Corporate Trainers’ Credibility and Cultural Values: Evidence from Canada and Morocco”, Cross-Cultural Management: an International Journal, Vol. 18 No. 4, pp. 499-519. DOI: https://doi.org/10.1108/13527601111179546
Hofstede, G. (1980), Culture's Consequences: International Differences in Work-Related Values (1 ed.), Sage Publications Inc., Thousands Oaks, CA.
Hofstede, G. (1986), “Cultural Differences in Teaching and Learning”, International Journal of Intercultural Relations, Vol. 10 No. 3, pp. 301-320. DOI: https://doi.org/10.1016/0147-1767(86)90015-5
Hofstede, G. (1991), Cultures and Organizations: Software of the Mind, McGraw-Hill, London.
Hofstede, G. (2001), Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations (2 ed.), Sage Publications Inc., Thousands Oaks, CA.
Holland, R. P. (1989), “Learner characteristics and learner preference: implications for instructional decision placement”, in Shade, B. J. R. (Ed.), Culture, Style and the Educative process, Charles, C. Thomas Publisher, Springfield, IL, pp. 167-183.
Johnson, H. (1991), “Cross-Cultural Differences: Implications for Management Education and Training”, Journal of European Industrial Training, Vol. 15 No. 6, pp. 13-16. DOI: https://doi.org/10.1108/03090599110137615
Krueger, R. A. (1988), Focus groups: a practical guide for applied research, Sage Publications, Newbury Park, CA.
Ladd, P. D., & Rubby, R. (1999), “Learning styles and adjustment issues of international students”, Journal of Education in Business, Vol. 74 No. 6, pp. 363-367. DOI: https://doi.org/10.1080/08832329909601712
Odenwald, S. B. (1993), Global Training: How to Design a Program for the Multinational Corporation, American Society for Training and Development, Alexandria, VA.
Pepin, B. (1999), “The influence of national cultural traditions on pedagogy: classroom practices in England, France and Germany”, in Leach, J. & Moon, B. (Eds), Learners and pedagogy, Sage, London.
Roberts, E., & Tuleja, E. A. (2008), “Teaching Chinese Hotel and Tourism Management Students: A Hong Kong Case Study”, in Tourism and Hospitality Research, Training and Practice; "Where the 'bloody hell' are we?" 2008 Proceedings of the CAUTHE conference in Queensland, Australia 2008, Gold Coast, Queensland, Griffith University, pp. 560-566.
Rodrigues, A. C. (2005), “Culture as a determinant of the importance level business students place on ten teaching/learning techniques”, Journal of Management Development, Vol. 24 No. 7/8, pp. 608-621. DOI: https://doi.org/10.1108/02621710510608740
Rosier, G. (2002), “Using reflective report to improve the case method”, Journal of Management Development, Vol. 21 No.8, pp. 589 - 597. DOI: https://doi.org/10.1108/02621710210437563
Saner, R., & Yiu, L. (1994), “European and Asian resistance to the use of American case method in management training”, The International Journal of Human Resource Management, Vol. 5 No. 4, pp. 955-976. DOI: https://doi.org/10.1080/09585199400000074
Schwartz, S. H. (1994), “Beyond Individualism/Collectivism: New Cultural Dimensions of Values”, in Kim, U., Triandis, H. C., Kagitcibasi, C., Choi, S. C., & Yoon, G. (Eds.), Individualism and Collectivism: Theory, Methods and Applications, Sage, London.
Taras, V., Rowney, J., & Steel, P. (2009), “Half a Century of Measuring Culture: Approaches, Challenges, Limitations, and Suggestions Based on the Analysis of 121 Instruments for Quantifying Culture”, Journal of International Management, Vol. 5 No. 14, pp. 357-373. DOI: https://doi.org/10.1016/j.intman.2008.08.005
Warner, M. (1991), “How Chinese managers learn”, Journal of General Management, Vol. 6 No. 4, pp. 66-84. DOI: https://doi.org/10.1177/030630709101600406
Weber, M. (1970), The Protestant Ethic and the Spirit of Capitalism, Unwein, London.
Weech, W. A. (2001), “Training Across Cultures: What to Expect”, Training and Development, pp. 62-65.
Wolfe, J. (1998), “New Developments in the Use of Cases for Learning”, Journal of Workplace Learning, Vol. 10 No. 6/7, pp. 320-323. DOI: https://doi.org/10.1108/13665629810236282