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The Search for Asterisks: Teaching Evidence Standards in the Case Classroom

Learning Objectives

The Question Under the Question

HARKing and the Search That Isn't Reported

The Standards, and Selection as the Deeper Problem

Worked Example: Auditing Your Own Teaching Note

Drift Alert: The Misreadings

Expert Depth: The Credibility Movement and Why Method Is Teaching

Practice: Script the Turns

Go Further

Quiz Assessment

Quiz

Quiz: The Bettis et al. (2014) Standards Application

Quiz: Selection Mechanisms and Effect Sizes

Quiz: Auditing Empirical Claims in Teaching Notes

Quiz: The Setting-Direction-Selection Check

Completion and Feedback

Completion

Course Evaluation and Pedagogy Survey

Are you confident that the empirical claims you teach in your case method classroom are built on rigorous evidence. In the dynamic field of strategic management, the gap between confident theoretical assertions and empirically verified phenomena can be surprisingly wide.

Are you confident that the empirical claims you teach in your case method classroom are built on rigorous evidence? In the dynamic field of strategic management, the gap between confident theoretical assertions and empirically verified phenomena can be surprisingly wide. "Auditing Teaching Notes for Empirical Claims and Evidence Standards" is a specialized course designed for educators, professors, and instructional designers who want to elevate the methodological rigor of their teaching. This course dives deep into the "credibility movement" within the social sciences, equipping you with the tools to systematically audit your teaching notes. You will explore the hidden dangers of HARKing (Hypothesizing After the Results are Known), selection bias, and unreported search processes that inflate false positive rates in strategy research. Through practical frameworks like the setting-direction-selection check and the Bettis et al. (2014) standards, you will learn how to deconstruct standard case discussion questions and identify theoretical drift. You will engage with worked examples, auditing real teaching notes to formulate revised teaching plans that explicitly identify evidence gaps. This hands-on approach ensures that you can immediately apply these concepts to your own curriculum, mitigating the transmission of false assertions to future business leaders. Whether you are a seasoned professor or a doctoral student preparing for your first teaching assignment, this course will transform your pedagogical philosophy, proving that demanding rigorous methodological standards is inseparable from effectively teaching strategy.

Auditing Teaching Notes for Empirical Claims and Evidence Standards

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            <p>The intersection of strategic management instruction and empirical research demands a rigorous examination of the evidence standards underlying classroom discourse. Frequently, standard case discussion questions and established teaching notes embed foundational assumptions and theoretical assertions that masquerade as empirically verified phenomena. This course systematically deconstructs these pedagogical materials, addressing the critical gap between confident theoretical assertions and the actual strength of the underlying empirical evidence. By examining the methodological mechanisms that inflate false positive rates—such as HARKing (Hypothesizing After the Results are Known) and unreported search processes—instructors and scholars can better understand how selection bias and analytical overreach compromise the doctoral strategy canon and, consequently, case-method teaching.</p>

<p>To mitigate the transmission of unverified empirical claims, this curriculum introduces a structured analytical framework for auditing teaching notes and guiding active classroom dialogue. Utilizing the setting-direction-selection check, alongside the Bettis et al. (2014) standards, participants will learn to evaluate reported effect sizes and identify underlying selection mechanisms that threaten validity. The progression moves from theoretical critique to applied practice, featuring worked examples of teaching note audits and the design of instructional dialogue scripts that pivot students from confident assertion to rigorous evidence evaluation. Ultimately, this aligns case-method pedagogy with the broader credibility movement in the social sciences, reinforcing the philosophy that demanding rigorous methodological standards is inseparable from the effective teaching of strategy.</p>
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