Evaluation process in the application of case teaching method in management education: A study in the perception of professors from Brazilian universities:12th International Symposium on Project Approaches in Engineering Education and 17th International Conference on Active Learning in Engineering Education, PAEE/ALE 2020

Brito, M.I.M. and Araújo, M.V.P. and Brito, M.L.A. and Silva, D.C. and Santana, B.C. and Alves, R.C.A. and Burgoyne, J.G. and Araújo, A.G. (2018) Evaluation process in the application of case teaching method in management education: A study in the perception of professors from Brazilian universities:12th International Symposium on Project Approaches in Engineering Education and 17th International Conference on Active Learning in Engineering Education, PAEE/ALE 2020. In: UNSPECIFIED.

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Active methodologies allow the use of evaluation formats that cover weaknesses of current evaluation methods (Mansur & Alves, 2018). As for teaching cases, Dalfovo (2013) and Ribeiro (2016) discuss the lack of systematic assessment. The work aims to understand the evaluation process in the application of the case method in management courses at Brazilian universities, with specific objectives: to describe the planning process in the application of learning evaluation; investigate the adoption of instruments and strategies used in case evaluation for teaching; identify the monitoring adopted in the evaluation and identify a suggestion for improvement from the data of the evaluation carried out with the students. This is a multiple and exploratory case study. A semi-structured interview script was applied with management professors from two Brazilian universities. The data were discussed from the qualitative approach adopting content analysis. The results of the research are similar to the studies on evaluation in teaching methods, although none of them is the method of the case. All teachers surveyed carry out planning, corroborating the studies by Silva, Santos & Paixão (2014). Some teachers value the moment of the evaluation, elaborating the teaching plan (Tormena & Figueiredo, 2010). Otherwise, the group plans to value the forms of evaluation adopted (Fernandes & Fialho, 2012). Regarding assessment instruments (Depresbiteris & Tavares, 2009), most teachers use student observation. In the monitoring of the evaluation, a large part of it does so through group discussions (Depresbiteris & Tavares, 2017). With the results of the evaluation, most teachers perceive the need for the student to know the theory to associate the content with the resolution of the case (Miranda, 2008). The findings of the work are the different ways of planning, the observation of groups as an assessment tool, as well as the follow-up of discussions, based on these observations and the importance of theory for solving the case. © 2020 University of Minho. All rights reserved.

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Conference code: 162663 Export Date: 24 September 2020 Funding details: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES Funding text 1: This study was financed in part by the Coordenação de Aperfeiçoamento de Brasil(Capes)-Finance Code 001. References: Araujo, MVP, Rejowski, M., Leal, SR, Use of Cases for Teaching in Tourism: Teaching-Learning Strategy for Higher Education in Brazil (2012) Brazilian Journal of Tourism Research, 6 (1), pp. 109-126; Boaventura, PSM, Souza, LLF, Gerhard, F., Brito, EPZ, Challenges in the training of professionals in Administration in Brazil (2018) Administration: Teaching and Research, 19 (1), pp. 1-31. , http://dx.doi.org/10.13058/raep.2018.v19n1.775; Burgoyne, J., Mumford, A., (2001) Learning from the case method, Report to the European Case Clearing House, , ECCH; Christensen, CR, (1987) Teaching and the case method, , HBS Publisching Division Harvard Business School; Cunha, JA, Freitas, NK, Raymundo, MGB, (2000) V Psychodiagnosis, , Porto Alegre, RS: Medical Arts; Dalfovo, MS, (2013) Multiformat Cases in Administration: Analysis of the influence of learning styles and environments, , (Doctoral Thesis). University of Vale do Itajaí, Biguaçu, SC; Depresbiteris, L., Tavares, MR, (2017) Diversifying is necessary... Tools and Techniques for assessing Learning, , São Paulo, SP: Senac; Ferreira, AG, Marques, AAM, Administration teaching at Federal Universities: A perspective from the analysis of the curricula of undergraduate courses at Universities in RS (2016) Anais 4th Brazilian Congress of Organizational Studies, p. 18. , Porto Alegre, RS: Ufrgs; Gil, AC, Elaboration of Cases for the Teaching of Administration (2004) Contemporary Journal of Economics and Management, 2 (2), pp. 07-16; Haydt, RCC, Evaluation of the teaching-learning process (2002) General Didactics Course, , São Paulo, SP: Editora Ática; Kakouris, A., Entrepreneurship pedagogies in lifelong learning: emergence of criticality? (2015) Learning, Culture and Social Interaction, 6, pp. 87-97; Lucena, FO, Ramalho, AMC, Souza, J.. G., Melo Filho, LCF, Evaluation of the teaching-learning process in the course of administration of an HEI: Perspectives of teachers and students (2016) Brazilian Journal of Scientific Administration, 7 (1), pp. 14-30; Mansur, AFU, Alves, AC, The Importance of Peer Review and Self-Assessment in PBL Applied to an Administration Course (2018) Ibero-American Journal of Education Studies, 13, pp. 456-473; Marion, JC, MARION, ALC, (2006) Teaching methodologies in the business area: for courses in administration, management, accounting and MBA, , São Paulo: Atlas; Mendes, MT, Trevisan, AL, Souza, TS, Observation of group work as an instrument for assessing learning in mathematics classes (2016) Journal of the Graduate Program in Mathematics Education at the Federal University of Mato Grosso do Sul, 9 (19), pp. 581-593; Miranda, MG, The researcher teacher and his intention to resolve the relationship between theory and practice in teacher education (2008) The role of research in teacher training and practice, pp. 129-143. , André, M. (Org). Campinas: Papirus; Nogaro, A., Active teaching and learning methodologies and assessment by competence matrix in higher education (2018) Higher Education Evaluation: Teaching and learning perspective, pp. 79-100. , Tauchen, G. & Fávero, AA (Org). Curitiba, PR: Crv; Ribeiro, RP, (2016) Problem-based learning in the teaching of simulation applied to administration, , (Doctoral Thesis). University of São Paulo, São Paulo, SP; Sassaki, RK., (1999) Inclusion: Building a Society for All, , (3rd ed). Rio de Janeiro: WVA; Sauaia, ACA, (2013) Management Laboratory: organizational simulator, business games and applied research, , (3rd ed). Barueri: Manole; Schmitz, EXS, (2016) Inverted Classroom: an approach to combine active methodologies and engage students in the teaching-learning process, , (Masters dissertation). Federal University of Santa Maria, Santa Maria, RS; Silva, AK, Santos, MDL, Paixão, CJ, Teaching and learning in Brazil: a study of curricular practices at universities in the North Region (2014) Evaluation, teaching and learning in higher education in Portugal and Brazil: realities and perspectives Lisbon, , Portugal: EDUCA; Silva, SS, Oliveira, MA, Motta, GS, Business Games and Case Method: Contributions to the Teaching and Learning Process in Administration (2013) Administration: Teaching and Research, 14 (4), pp. 677-705. , http://dx.doi.org/10.13058/raep.2013.v14n4.52; Tormena, AA, Figueiredo, JA, (2010) The PDE teacher and the challenges of the public school in Paraná, , http://www.diaadiaeducacao.pr.gov.br/portals/cadernospde/pdebusca/producoes_pde/2010/2010_fafipa_ped_artigo_ana_aparecida_tormena.pdf, Retrieved from
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