TEACHING CASES IN ADMINISTRATION
A SYSTEMATIC REVIEW IN BRAZILIAN JOURNALS
DOI:
https://doi.org/10.12662/2359-618xregea.v13i2.p7-23.2024Keywords:
systematic review, teaching cases, teaching in administrationAbstract
The objective of this article was to conduct a systematic review of case studies in the field of Administration, identifying trends, gaps, and new possibilities for development for classroom use. Based on a survey of cases published in journals indexed in the Scientific Periodicals Electronic Library (SPELL), 256 cases were analyzed. The presented results include the number of publications per year in the last two decades (2001-2020), with a trend of growth observed since 2010; prominent journals; prominent authors/institutions; analysis of keywords; areas of Administration covered; suggested disciplines; and most recurring themes. Based on the results, there is a need to prioritize different themes than those identified in this review, contributing to the expansion of cases as a pedagogical resource for teaching Administration. New cases can provide a more active learning experience for students developing competencies through real or fictional situations for analysis and debate.
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