The field of business policy and strategy has evolved and changed over the past 30 years. The accumulation of a body of scholarly work based on empirical and theoretical investigation, the shift in the type of student, and a transformation of the business arena through technological and global forces have all changed the context of the course. As a consequence, sole reliance on the traditional case method is no longer sufficient. Instead, multiple methods that encourage participation, critical thinking, communication, integration, and the translation of theory to practice are necessary. This article suggests that an assessment of the congruence of the outcomes of different methods with the stated goals of the course should be a crucial factor in the choice of pedagogical tools.
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