Case-Based Teaching Driven by Financial Scenarios: Exploring the Case Method in the Course of Financial Enterprise Management

Abstract

Students in the course of Financial Enterprise Management generally lack exposure to real financial institutions, which tends to produce a gap between textbook theory and actual management practice. To address this problem, the course team developed a set of teaching cases grounded in authentic scenarios drawn from banking, fund management and securities firms, and organized them into a five-stage implementation sequence, namely theory anchor, case scenario, role immersion, decision output and debrief feedback. Three design principles are distilled from this practice: industry authenticity, theory mapping, and closed-loop output with debrief. Course supervision ratings reached 90 and 98 points in two separate observations, the mean student course evaluation score was 98, and participation in every case-based activity exceeded 80%. Classroom observation further indicates that students moved from rote recall to situational transfer in the decision simulation tasks. Drawing on representative cases including the quantitative fund crisis at Star Fund, the night-shift inspection case and the cross-departmental communication case at Zhitouying, this paper summarizes the design principles and implementation experience of case-based teaching, and discusses limitations such as an underdeveloped case updating mechanism, weak alignment between assessment and case-based output, and uneven student engagement, together with corresponding directions for improvement.