Hatch has written over 170 cases and technical notes and is the co-author of several case books. He has also written several books dealing with the capital markets, small business finance and commercial banking as well as a number of journal articles. He has served on the boards of a variety of academic, private sector and public service organizations.
His research interests are focused on the utilization of the case method in teaching and the theory and practice of learning and teaching. In the past five years this has resulted in two books (both in Mandarin and one printed in English) dealing with the utilization of the case method in China co-authored by Professor Fengli Mu of the China University of Politics and Law in Beijing. It has also resulted in four refereed journal articles. He has a variety of research in progress. Two projects involve literature reviews on the case method. The first is a review of innovations in the case method over the last two decades. The second is a review of empirical research on the efficacy of the case method. With regard to teaching and learning three projects are underway. The first is the development of a new theory of experiential learning. The second is an empirical study of the role of reflection in experiential learning. The third is an empirical study of the challenges facing Chinese students studying abroad. He is a frequent visitor to China and is interested in business education within a Chinese context.
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Hatch, J. E.; Mu, F., 2021, "Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School", Journal of Management Education, April 45(2): 293 - 318.
Abstract: Many business schools continue to use contribution in teaching, research, and service as measures of faculty performance. There has been a long tradition of thinking of faculty as making their research contribution within a specific subdiscipline. We call these teaching and discipline scholars (TDS). However a growing number of faculty who, although they teach in a subdiscipline, are choosing to make their research contribution in the teaching and learning area. We call these persons teaching and learning scholars (TLS). A major hurdle facing TLS candidates is a promotion and tenure (P&T) system primarily designed for teaching and discipline scholars. This article takes a granular look at the typical P&T system within business schools. It proposes a way of thinking about what is typically meant by teaching ability and how it might be measured. It then discusses what is meant by research, how this definition might be applied to measure the output of TLSs and the special challenges for TLSs in having their research accepted as part of their P&T portfolio. Suggestions are provided for how the TLS may navigate the P&T process in light of these challenges.
Link(s) to publication:
https://journals.sagepub.com/doi/10.1177/1052562920939612
http://dx.doi.org/10.1177/1052562920939612
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Mu, F.; Hatch, J. E., 2019, "Accelerating the introduction of the case method into Chinese business schools: an action research approach", Educational Action Research, October 28(4): 609 - 625.
Abstract: This paper is unique in that it demonstrates how a national education department used action research to stimulate the use of the case method of teaching in business schools and other departments in universities in China. It illustrates how four different players; a teacher, her students, a government department in charge of setting education policy and selected faculty in Chinese universities were involved in the research. The research suggests that, contrary to widely held beliefs, given a well-trained and motivated Chinese instructor and careful course design Chinese students will readily accept the case method of teaching. Methods used in influencing potential adopters of the case method are discussed. Current faculty and institutional related barriers to the introduction of the case method are noted along with a proposal to institute the Scholarship of Teaching and Learning as a potential solution. The paper also illustrates how videotapes of classroom processes can be used in multiple ways within an action research project.
Link(s) to publication:
http://dx.doi.org/10.1080/09650792.2019.1642774
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Mu, F.; Hatch, J. E., 2019, "Managing a short international study trip: The case of China", International Journal of Educational Management, September 34(2): 386 - 396.
Abstract: Purpose
The purpose of this paper is to discuss the major planning and implementation practices that should be followed in a short term international study trip (IST). The focus throughout is on how to utilize experiential learning to establish cultural competence.
Design/methodology/approach
The paper shows how to plan and manage an international MBA study trip to China using a specific case to illustrate the methods employed.
Findings
The use of a highly structured approach to an experiential learning exercise combined with a focus on key elements of cultural competencies creates a positive environment and leads to significant focused learning.
Originality/value
This paper fills three key gaps in the literature. First it uniquely focuses on the implementation of a conceptual framework that incorporates the types of cultural competency related learning that are to take place. Second, it illustrates how to design and implement an IST highlighting two key aspects of experiential learning: providing challenging experiences and encouraging reflection. Third, it focuses on a trip to China which, although one of the most popular destinations for business students, is lightly reviewed in the literature. This study fills a significant gap in the literature dealing with the management of short term study trips.
Link(s) to publication:
http://dx.doi.org/10.1108/IJEM-06-2019-0204
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Mu, F.; Hatch, J. E., 2019, "Grading and interim feedback processes for a case method course", Journal of Education for Business, April 34(2): 386 - 396.
Abstract: The authors’ purpose is to describe a grading system that reasonably assesses student performance relative to course goals while at the same time provides interim feedback that is accurate, facilitates learning and motivates students. This method has been effectively used in several iterations of a finance course. The authors explain how to design a course around the four categories of knowledge and six cognitive processes proposed by Bloom; design rubrics for a quiz, a final exam, and classroom contribution; and effectively utilize a spreadsheet to calculate grades and provide timely and transparent interim feedback to students.
Link(s) to publication:
http://dx.doi.org/10.1080/08832323.2019.1583160
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Mu, F.; Hatch, J. E., 2016, "Exploring the Logic of Modern Education", Zhejiang Academic Journal, November 6(221): 24 - 29.
Abstract: Modern management education and especially the case method often incorporates the Socratic Method of learning. This paper discusses three aspects of Socrates’ philosophy you must know yourself, merit comes from knowledge and learning is facilitated by intellectual midwifery. The paper introduces the idea of a mental set possessed by all people consisting of knowledge, skills and values and shows how learning occurs when the mental set is modified.
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Hatch, J. E.; White, R. W., 1986, "A Canadian Perspective on Canadian and United States Capital Market Returns: 1950-1983", Financial Analysts Journal, December 42(3): 60 - 69.
Abstract: A study was conducted of the monthly rates of return available in the Canadian capital market during the years 1950-1983 compared with characteristics of returns available to a Canadian investor in the US for the same period. The return series include equities, Treasury bills, federal bonds, and industrial bonds in both Canada and the US and Canadian municipal and provincial bonds. US return series were adjusted for monthly changes in the value of the Canadian dollar. The return series characteristics studied include: 1. range, 2. standard deviation, 3. correlation, and 4. serial correlation. The statistical characteristics of the Canadian and US return series are very similar. However, the variance of monthly equity returns was higher in Canada in the 1980s than previously this was not true of the US data. US monthly returns are not a good leading indicator of Canadian returns.
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