Abstract While the arguments for the usage of cases in undergraduate ace counting courses are receiving Increasing attention, a significant attitudinal barrier appears to exist which inhibits use. A mailed questionnaire was utilized to (1) document current levels and manners of case study usage in undergraduate accounting education, (2) examine current attitudes of faculty at comprehensive colleges and universities concerning the benefits of and impediments to using cases and the importance of these attributes to the instructor's choice of learning experiences, and (3) compare attitudes of users and nonusers of case studies in an attempt to explain pedagogical choices. The results suggest the specific attitudinal barriers that are prevalent, which in turn indicate a variety of actions that could be taken to encourage case usage.
Patricia A. Libby (Sun,) studied this question.