Recent accounting and finance education literature indicates a trend towards increasing use of case studies. The literature in this field is primarily descriptive, with no empirical evidence on
the use or effectiveness of the method. This study examines students’ perceptions of the use of case studies in a finance course and the potential influences of gender and prior academic performance on such perceptions. The study focuses, in particular, on students’ perceptions about whether case studies develop particular skills suggested in the literature. The questionnaire based study was conducted in a post graduate (Honours) class at a South African university. Analyses of the results reveal significant differences in students' perceptions of the benefits of the use of cases. Gender and prior academic performance based differences in perception were also found. The study is useful for educators who use, or intend to use, case studies in delivering a course, as it highlights issues, such as the learning objectives of the course, which need to be addressed prior to curriculum design.[Show full abstract]
![[PDF]](/themes/LURA/images/mimes/b_pdf.png "PDF file"){kind=small}
