THE CASE STUDY METHOD IN ENTREPRENEURIAL EDUCATION AND THE FURTHER DEVELOPMENT OF FINANCIAL INSIGHTS ARISING OUT OF IT
THE CASE STUDY METHOD IN ENTREPRENEURIAL EDUCATION AND THE FURTHER DEVELOPMENT OF FINANCIAL INSIGHTS ARISING OUT OF IT

Summary/Abstract: The usual definition of learning is self-consistent, but it frequently involves an assumption that cannot be tested experimentally, viz., that the most complete possible learning outcome is in terms of a particular learning theory that determines only probable results of actual learning and teaching processes. The only way of exploring the truth of this assumption is by trying to find some other interpretation of entrepreneurial education in terms of at present "multiple" situational methods, which in principle determine the actual approaches toward learning, which are in practice averaged over as instructional methods rather than theories. In this paper, an alternative interpretation of the case study method in terms of just such entrepreneurial education is suggested. It is shown how students of entrepreneurship can effectively observe, analyze, record, implement, conclude, summarize, or recommend approaches and solutions for business problems. Indeed, the suggested approach of the author provides a broader conceptual framework than the usual learning theories, because it makes possible a precise and continuous description of all major business processes, even at the start up level of the firm. We show that it is not necessary for us to abandon precise, rational, and objective description of individual learning theories. Furthermore, we find that in principle, the case study method works best in combination with ‘ex cathedra’ lectures. After a brief historical review of the case study method we give a simple illustration of hypothetical cases that are consistent with our approach toward planning entrepreneurial finance.

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