It is widely acknowledged that the university system incentivizes departments and faculty toward research at the cost of teaching quality. In addition to this, students' expectations are increasing, and the desire for relevant and practical classes is high. Especially with regard to business education, junior faculty members are often torn between the institutional pressure to focus on publishing academic articles and both a lack of training (and experience) in techniques and a lack of understanding of the practical relevance of their material. (1) In short, there are both demand-side and supply-side forces that suggest there is room for improvement. This paper discusses one particular form of participant-centered learning, the "case method," and recounts the author's own attempts to introduce it into the classroom. In addition, a link is made between the pedagogy and the actual content of the discipline. The argument being made is not only that the case method is an effective way to generate positive learning experiences but that it is especially conducive to teaching economics courses that are grounded in the Austrian school.
Find article at the Journal of Private Enterprise.