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Educational Methodologies: Implications for Institutional Mission and Administration

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Case Method and Pluralist Economics

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Abstract

This chapter discusses the implications of the first three chapters with respect to institutional mission and administration. For this purpose, this chapter brings major aspects of the first three chapters to the forefront, and elaborates on their connections and implications for the way educational methodologies are applied.

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Notes

  1. 1.

    For this literature see Alpert (1980), Aveni (2014), Baltmale (1975), Barnett (1988), Belford (1987), Bell (1975), Bergen (1994), Berube (2006), Bess (1975), Bilsky (1954), Breneman (1994), Bryant (1983), Calkins (1969), Carr (1990), Chopp et al. (2013), Cohen and Brawer (1982), Conn (1989), Conrad and Wyer (1982), Cross and Applebaum (1998), Curren (2007), Deresiewicz (2015), Draper (2015), Farnham and Yarmolinsky (1997), Feldman (1979), Ferrall (2011), Flynn (2004), Freeman (1996), Fry and Kolb (1979), Glyer and Weeks (1998), Gray (1981), Hancock (1999), Harbert (1983), Hayes (2015), Hersh (1997), Hitchcock (1972), Hoyt (1979), Hutton (2006), Keller (1986), Kenny (1993), Keohane (1988), Kimball (1990), Koblik and Graubard (2000), Kuss (1989), Lawrason (1984), Lee and Wallerstein (2015), Litz and Bloomquist (1980), McPherson (1998), Miles (1986), Morgan (1977), Murchland (1976), Noll and Ball (1979), Nussbaum (1997), Nuttall (1980), Olson (1975), O’Neill (1985), Pascarella et al. (2005), Patterson (1984), Plaza (1999), Ridley and Gallaer (1993), Rivera (1988), Roche (2010), Roth (2015), Rudolph (1962), Ryan (1980), Sagen (1979), Schaefer (1990), Schneider (2004), Selleck (1980), Simmons et al. (1979), Simpson (1980), Snow and Collini (1998), Stark and Lowther (1988), Stark et al. (1986), Tichenor (2001), Truxal (1986), Turner (1996), Viti (1984), Wicks (1980), Winter et al. (1981), Woodward et al. (1976), Wyman (1985), and Zakaria (2015). This chapter is based on Rudolph (1962) and Alpert (1980).

  2. 2.

    The difference between “educational method” and “educational methodology” should be kept in mind. The former refers to a tool, whereas the latter signifies an approach, an orientation, and a way of thinking about how to generate and apply respective educational methods.

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  1. School of Management, Marist College, Poughkeepsie, NY, USA

    Kavous Ardalan

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Ardalan, K. (2018). Educational Methodologies: Implications for Institutional Mission and Administration. In: Case Method and Pluralist Economics. Springer, Cham. https://doi.org/10.1007/978-3-319-72071-5_9

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