Case Study Approach in
Teaching Entrepreneurship:
Contextual Relevance &
Effectiveness
Theresa Lau
K.F. Chan
Hong Kong Polytechnic University
Dept. of Management & Marketing
Thomas W.Y. Man
Hong Kong Institute of Education
Department of Information Technology
Why Using Case Studies in
Teaching Entrepreneurship?
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Bringing undergraduate classes to life, sparking
discussion about realistic business venture
Providing a forum for discussion of controversial
issues in “entrepreneurship”
Developing students’ diagnostic skills
Integrating functional disciplines
Cultivating deep (vs.surface) learning, e.g.
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Developing intellectual & imaginative powers
Understanding & judgments
Problem-solving skills
Ability to communicate
Defining Case Method & Process
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It involves giving students a real historic business
situation consisting of a detailed factual description of an
issue faced by an organization together with the
surrounding facts, circumstances, events, and
management opinions
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Students analyze and discuss the case with the objective
of determining an appropriate action
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Instructors (skilled discussion leader) ask challenging
pertinent questions and stimulate the class into reaching
the correct conclusions
Case Method Objectives
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Greater learning with active student
involvement
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Increased coursework relevancy and
applicability
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Exposing students to a chunk of
reality
The Challenges of Teaching
Entrepreneurship
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Integrative: synthesis of accounting, marketing,
management, strategy, etc.
Both techniques application and concepts
orientation required
Teaching process:
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Lecture provides conceptual inputs while case study
method provides students with realistic application and
practice
Combination Approach:
Lecture  case study  lecture  case study  Lecture
Effectiveness of Case Method in
Teaching Entrepreneurship (1)
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A comprehensive case on business new
venture in mainland China is constructed
based on archive, field work and in-depth
interview
To make the case contextual relevant, it is
designed to facilitate students’ understanding
& familiarity of the local environment.
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the motorcycle industry
the mainland business environment
Effectiveness of Case Method in
Teaching Entrepreneurship (2)
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A Pre- & Post- test of students’
perception on the following attributes
before and after using the case study
method
 Self
Esteem
 Achievement
 Innovativeness
 Personal control
Effectiveness of Case Method in
Teaching Entrepreneurship (3)
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The subject:
A
class of undergraduate final students taking
entrepreneurship as an elective in a business
program
 Number of students is 20
 Female and male is half to half
 Majority is local Hong Kong students
 Other background (e.g. age, education) is similar
Effectiveness of Case Method in
Teaching Entrepreneurship (4)
Effectiveness of Case Method in
Teaching Entrepreneurship (5)
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Using pair comparison analysis, it is found
that:
 “Self-esteem”
is increased after case study
(statistically significant at 95%)
 “Achievement orientation” is increased after case
study (statistically significant at 95%)
 “Innovativeness” is increased after case study
(statistically significant at 95%)
 No statistical significance on “personal control”
after case study
Interpretation (1)
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Students’ self esteem is increased because the
incidents in the real case show that the founder/
entrepreneur is just an ordinary person, not a
superman!
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Self-image
Self-confidence
Determination to start-up
Students’ achievement-orientation is increased
because the case analysis reveals that besides profit
incentive, business growth & success, personal
achievement are also the great drive for
entrepreneurs
Interpretation (2)
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Students’ attribute on innovativeness is increased because the
case study provides them with an opportunity to learn how
entrepreneurs act and behave with innovation in business
development process, including
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Creative business ideas
Novel ways of operation
Unique marketing techniques
Students’ perception on “personal control” is unchanged due to
fact that case study could not provide strong evidence on self
control on business environment, particularly in the mainland
context.
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Feeling of helplessness
High level of external locus of control
 Vulnerable to environmental uncertainty
Conclusion
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Teaching Entrepreneurship by case study
method can help enhance students’
perceived attributes on “self-esteem”,
“achievement-orientation” & “innovativeness”
but not “personal control”
Case context should be local in order to
increase its effectiveness.
Combination of lecture and case approach is
more desirable