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Case Method in Business

The document discusses the case method approach to teaching business education. It provides 6 major learning objectives for the course including acquiring native-like English proficiency, learning key business concepts, improving public speaking skills, sharpening business judgment, challenging critical thinking, and expanding quantitative skills. It then recommends using the case method approach to help non-native English speakers master these competencies. The case method involves students watching a lecture by Professor Mary Barth explaining the advantages of using case studies in teaching. Students are then asked to reflect on 27 questions about the case method and Professor Barth's lecture and record a 5 minute presentation with their reflections.

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Alejandra Montesinos
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48 views2 pages

Case Method in Business

The document discusses the case method approach to teaching business education. It provides 6 major learning objectives for the course including acquiring native-like English proficiency, learning key business concepts, improving public speaking skills, sharpening business judgment, challenging critical thinking, and expanding quantitative skills. It then recommends using the case method approach to help non-native English speakers master these competencies. The case method involves students watching a lecture by Professor Mary Barth explaining the advantages of using case studies in teaching. Students are then asked to reflect on 27 questions about the case method and Professor Barth's lecture and record a 5 minute presentation with their reflections.

Uploaded by

Alejandra Montesinos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Business English I / II

Professor: Luis Reyes

THE CASE METHOD IN BUSINESS


EDUCATION

As you already know, in this course we look forward to developing sets of skills, what we call advanced
communicational competencies in Business English. Our life-long training will revolve around 6 major areas as
follows: (listed as learning objectives)

1. To progressively acquire native-like English proficiency


2. To learn key concepts in business
3. To improve public speaking skills
4. To sharpen business judgment
5. To challenge Critical Thinking
6. To expand Quantitative skills and data sufficiency capabilities

Keep in mind that a mere transfer of information is inadequate to become a successful business professional, so
you need to aim for advanced skills to be an articulate professional. As learned in this course, you need to
communicate from the constitutive view in order to create and negotiate new social realities.

But, as non-native English speakers, what can we do to be able to master these competencies? The answer is
TRAINING USING THE CASE METHOD. In this lecture, a professor at STANFORD UNIVERSITY, Mary Barth explains the
many advantages of teaching by the case method.

ACTIVITY:

1. Watch Prof. Barth’s lecture here: https://www.youtube.com/watch?v=YYvN9rpwkfU


2. Reflect on the questions provided here / write an essay and use it when recording
3. RECORD a 5 MINUTE presentation on the topic. Email your reflection to: [email protected]
REFLECT ON THE FOLLOWING POINTS:

1. What does Professor Barth start with in every session?


2. Getting to know your students, is it important?
3. What is the case method?
4. Can a professor write his/her own cases?
5. Are students expected to interact?
6. Should a student be prepared for discussion?
7. What are the three elements?
8. What does Prof. Barth believe in?
9. Own it? What did she mean?
10. Is feedback important?
11. Judgment? Critical thinking? What about it?
12. Analyzing and weighting pros and cons.
13. Classroom vs. real world? Your reflections on this.
14. Are cases something like a simulation?
15. Example of primary vs. secondary learning. What company did she use as an
example?
16. Added benefit? What do you think about this?
17. Complexities of real-life problems
18. Complex environment.
19. Does the professor know all the answers?
20. Making sense out of chaos?
21. IS there always a right answer?
22. Is the student forced to make judgments
23. What is meant by “setting the stage”?
24. Should the professor care?
25. Understanding their backgrounds?
26. Do teachers learn from students?
27. Do you get participation points as a student?

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