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Business schools have globally applied the case method as an initiative to assimilate real-life business knowledge and skills. Researchers have found that the case method, compared to other teaching methods, provides an excellent opportunity for students to participate in the analysis of different business situations, as well as to invent solutions, generating interest and positive motivation towards learning. This study aimed to examine students’ perceptions about the influence of the case method on students’ performance and critical thinking. The sample included 141 freshman undergraduate students from Business Informatics and Economics programs at Epoka University enrolled in a management course that utilizes the case study method. Forty-seven questionnaires were analyzed through descriptive and inferential statistics. Questions were divided in three categories: general perception, performance, and critical thinking. The result showed a positive general perception of the case method. Additionally, the study found a positive perception on students’ performance and critical thinking through the case study method. https://doi.org/10.26803/ijlter.19.3.11

Based on empirical material in the form of case studies prepared at Harvard Business School and Kozminski University, the article analyses the content of teaching materials in the field of business history. The Harvard case studies served as a model for the Polish ones. In contrast to the United States, at Kozminski University and in other Polish business schools, business history is not taught as a separate subject. The article puts forward the thesis that history education could provide an opportunity for future managers to broaden their knowledge of the social environment in which they will operate and to shape attitudes of responsibility for the social consequences of decisions made. However, this opportunity remains largely untapped in both the United States and Poland. American teaching materials are still influenced by the Chandlerian paradigm, and therefore they focus on the evolution of structures and changes in the strategy of large multinational corporations. These materials present students with role models of successful entrepreneurs and companies. Their social environment is presented in a sketchy manner, and questions about the motivations of human actions or hierarchies of values are rarely asked. The teaching materials also shy away from questions about the social consequences of managerial decisions. This is so, despite the fact that scientific publications are moving away from concentrating solely on the centre of global capitalism, the history of the largest corporations, and the treatment of the social environment as a variable on which the entrepreneur or company have no influence. Business history as a scientific discipline in Poland is still at an early stage of development. However, one can notice a gap between research and teaching similar to the one that exists in the USA: there are works critically analysing the period of transformation and showing the peripheral character of Polish capitalism as well as the social consequences of this peripheral nature that are completely ignored in teaching. Publication of English-language versions of the volumes of the "Annales. Ethics in Economic Life" financed through contract no. 501/1/P-DUN/2017 from the funds of the Ministry of Science and Higher Education devoted to the promotion of scholarship.

The case study explains the need for social entrepreneurship while remaining in the premise of mainstream economics. A detailed discussion is carried out on the vulnerabilities of economic policy making that has led to some of the new initiatives at Harvard Business School to promote such pedagogy practices at Business Schools that may eventually influence national and international policy making to the benefit of the society and not only the economies of developed and developing countries. Two brief cases are presented. First one takes evolution of HBS course at a Pakistani university to develop superior pedagogy for student learning towards social entrepreneurship. The other case maps the journey of bilateral relationships between China and Pakistan from Free trade agreement to CPEC as a matter of national policy to evaluate local business risks and potentials. Keywords. Economics case study, Harvard Business School, Business policy through.JEL. A11, A20, A29.

Based on case studies prepared at the Harvard Business School, the article analyses the content of university courses on business history. Its aim is to answer the question whether or not business history courses are used for discussing the problems of CSR or moral dilemmas behind strategic decisions made by managers. The article argues that the chance of enhancing the understanding of social problems on the part of the managers and shaping their responsiveness to them, created by the presence of courses on history in the academic curriculum, remains, to a large extent, unrealised. Teaching materials are still influenced by the Chandlerian paradigm and thus focus on changes in organisational structures and strategies of large multinational companies. They pay little attention to the social environment of business, rarely pose questions on the motivations of human actions or value hierarchies and avoid discussions on the social consequences of management decisions.

The quandaries of business valuation have marked the pedagogy of business administration since early attempts at institutionalizing the managerial discipline. It is however now commonly admitted, at least in legitimate financial and entrepreneurial circles, that the value of a business (that is, the monetary assessment of a functioning enterprise established in a competitive environment) resides primarily in its earning power or, in other words, that what a business is worth equals its capacity to generate a stream of revenues for the investor or investors that provide it with funding. How did this idea take shape and how did it permeate the business mind? An examination of early pedagogical materials at the Harvard Business School (an influential reference for the socialization of the businessperson) and, in particular, of the vagaries of the idea of capitalization and its exercising in the classroom provides a fine occasion to advance understanding of the meaning of such ideals of business and business value, and of their institutionalization. This empirical study can, in turn, be employed in order to discuss and refine critically our interpretation of what a convention of economic valuation is and how it operates., Historical Social Research / Historische Sozialforschung Vol. 41, No. 2 (2016): Special Issue: Conventions and Quantification – Transdisciplinary Perspectives on Statistics and Classifications. Starting Point and Frequency: Year: 1979, Issues per volume: 4, Volumes per year: 1