APPLICATION OF CONSULTING AND CASE METHODS IN BUSINESS PEDAGOGY

<jats:p>This article examines the case method and the consulting method as two of the principal interactive instructional approaches within business pedagogy, and substantiates their comparative characteristics and complementary application in forming the practical economic-managerial competencies of students. Drawing on the case-method tradition established at Harvard and the action-learning tradition developed by Revans, the study compares the two methods across seven pedagogical criteria and proposes an integrated “case–consulting cycle” model that sequences case-based analysis with consulting-based intervention within a single instructional cycle. The effectiveness of the combined model was verified through a pedagogical experiment comparing a case-method-only group, a consulting-method-only group, and a combined case–consulting group across five competency indicators. The results show that while the case method more strongly develops analytical-diagnostic thinking and the consulting method more strongly develops practical problem-solving and client communication, the combined group outperformed both single-method groups on every indicator, confirming the pedagogical value of integrating the two methods rather than applying them in isolation.</jats:p>