Abstract

Management, a basic course, calls for improvement in its teaching methods. Case teaching is being extensively employed since real management practice is simulated in it.
In spite of some existing researches on “how to divide cases in difficulty” and “the objectives of case teaching”, only a few of them are on the relations between the difficulty of case teaching and the reception of teaching objects. We are lacking in studies on class scale, class time allocation and the number of participants in this field, not to mention those on undergraduates. Based on the three-dimensional cubic model of case difficulty, this paper conducts an empirical research on undergraduates in questionnaire surveys and semi-structured interviews. It is shown in this research that complex cases with multi perspectives involving low difficulty in information collection and analysis are more suitable for students at this stage. In addition, the time allocated for case teaching should be nearly 50% and major and minor cases can be mixed in each chapter. It is also better to have case teaching with a two-class scale. 

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