Learning in the Global Classroom

Learning in the Global Classroom

A Guide for Students in the Multicultural University

Carol Dalglish, Peter Evans and Lynda Lawson

This unique and fascinating book is written for tertiary level students in the multicultural classroom, whether studying abroad or at home alongside international students. It relates a genuine understanding of the student perspective of learning in a multicultural classroom, highlighting how students possess different learning styles and attitudes to teaching and learning and demonstrating that students not only face language issues, but also numerous other unanticipated challenges.

Chapter 8: The Case Method: ‘Learning by Doing’

Carol Dalglish, Peter Evans and Lynda Lawson

Subjects: business and management, international business, management education, education, management education, teaching and learning


* Students learn more effectively when they are involved in the learning process (Bonwell and Eison 1991; Sivan et al. 2000). Learning can take on many forms and the case method has developed a solid reputation as a meaningful contributor to the learning processes of students. Almost invariably, as a student you will come across a case study in your university experience. The case method is a problem-based teaching method which is based on a ‘real’ and authentic situation. It is a century ago that Harvard Business School implemented the case study method for teaching business. Over that century, the methodology, experience and practice of case study learning has been refined and the core principles laid down at Harvard University. Cases are now used around the world covering all kinds of disciplines across both undergraduate and postgraduate programmes. By the mid-1990s Harvard alone had a library consisting of over 30 000 cases, with 5000 of these functioning in practice as a resource for universities all over the world (Kjellen et al. 1994). Case study learning is a fully participative model of learning. It is based on the Socratic method which has been a fundamental learning approach. This involves the students discussing and developing their responses to problems posed. It is not a learning process where you can sit back and not contribute. You are actively involved and contribute at various levels which will be discussed. The basic tenet of case study learning is that the student does not learn by memorising...

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