Perceived Benefits and Issues of Student Learning in Business Case Competition - Comparison Study of Serbia, Australia and Thailand

Oct 15, 2026

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Research paper examining how undergraduate business students from Serbia, Australia, and Thailand perceive the case learning method used in business case competitions. The study applies a quantitative survey across three countries and uses descriptive statistics to analyze student benefits, problems, and the most difficult tasks related to defining marketing strategy. Findings identify key advantages such as learning experience, personal and professional improvement, managerial skill development, and stronger job market attractiveness, alongside explored negative aspects of case learning. The results guide professors and students to enhance learning with case studies in marketing.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Case studies and case teaching

Case competitions and active learning

Research focus and survey approach

Percevied Benefits and Issues of Student Learning in Business Case Competition Comparison Study of Serbia, Australia and Thailand By Vesna Damnjanović 􀀍 Bill Proud† Nopporn Ruangwanit‡ The main aims of this research paper are to identify, compare and contrast different perspectives of students from Serbia, Australia and Thailand regarding their perception of the case learning method. This research study investigates the student benefits, problems and most difficult tasks in defining marketing strategy at business undergraduate case competitions where students from the University of Belgrade, QUT and Thammasat University compete. The quantitative survey methodology has been applied in three different countries and all respondents were students who competed at undergraduate business case competitions all around the world. We used descriptive statistics for presenting results in the study. The findings have identified that the main benefits for using case learning for students in all countries are: learning experience, personal and professional improvement, improving managerial skills and being more attractive in the job market. Furthermore, the negative aspects of case learning have been explored. This research should provide a better direction for professors and students, which could help them with improving the learning process with case studies in the field of marketing. Keywords: Australia, case competition, Serbia, student benefits, Thailand Introduction Authors define case studies as "a description of a real event, which includes a decision, a challenge, an opportunity, a problem or an attitude with which a person or people in an organization face" (Erskine, Leenders, & Mauffette-Leender, 1998) . A business case imitates a real situation. The unit of analysis in cases varies enormously, from a single individual or an organization, to an entire nation. Cases can range from one page to fifty or more. Case methods are designed to develop and prepare students in many relevant skills. Case methods are intended to develop the student’s ability to solve problems using knowledge, concepts, and relevant skills. It focuses on"big" issues and on problem-solving and creativity, rather than simply memorizing facts and details. There was a strong focus on students developing problem-solving skills, critical-reasoning, analytical skills and collaborative 􀀍 Associate Professor, University of Belgrade, Serbia. † Director of Studies, QUT Business School, Queensland University of Technology, Australia.‡ Director, IBMP Program, Thammasat Business School, Thammasat University, Thailand. [https://doi.org/10.30958/aje.5-1-3](https://doi.org/10.30958/aje.5-1-3) doi=10.30958/aje.5-1-3 skills which they could apply in the workplace, thus making them better employees (Jerrard, 2005) . The case method contributes to leadership development. Students learn how to formulate readings and to discriminate among them and learn how to frame and resolve business issues in accordance with the prevailing values (Greenhalgh, 2007) . In order to solve a case study, students have to use their logical reasoning skills in some phases, and their intuitive and creative skills (Kreber, 2001) . Case teaching and learning has evolved in Business Schools over the last 50-60 years and is now a sophisticated method seen in teaching business skills. Case teaching is an underused, but very effective way of teaching in a number of contexts, and especially in the business situation. Case teaching is unevenly applied. A number of Business Schools such as Harvard, Ivey, IESE, Stanford and Wharton along with some others use cases as their primary teaching method, while most use it occasionally (Byrne, 2012) . Business colleges and universities may be failing to prepare students adequately for their future career. It is becoming important that higher institutions and academia align better with the needs of business and the work environment (Burke & Rau, 2010).

FAQs

What is the main purpose of the research paper?

To identify, compare, and contrast students’ perspectives from Serbia, Australia, and Thailand regarding their perceptions of the case learning method in business case competitions.

Which benefits of case learning are highlighted across the three countries?

The paper reports benefits including learning experience, personal and professional improvement, improved managerial skills, and increased attractiveness in the job market.

How does the study investigate perceptions of case learning?

It uses a quantitative survey methodology in three countries and applies descriptive statistics to present the results.

Oct 15, 2026

Upload by Mimi