Our own research on cases in management education shows that cases provide heroic, individualistic and uncritical perspectives on leadership and organization, that they have a narrow scope and focus exclusively on the company and its shareholders, and that they are biased towards masculinity, managerialism and American capitalism. I argue here that engineering ethics should carefully scrutinize the underlying ideas that a teaching case is representing. What are your cases also a case of? What are your underlying assumptions in having students go through your cases?Blog post at European Society for Engineering Education (SEFI)</p
