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CASE-BASED TEACHING IN A BILINGUAL CONTEXT FOR BUSINESS FACULTY STUDENTS -…
CASE-BASED TEACHING IN A BILINGUAL CONTEXT FOR BUSINESS FACULTY STUDENTS
Background to the study
The first phase of a three-year investigation in the BF at Honk Kong Univerity;
The need to develop students' English business communication skills
Lack of confidence to express one's opinions in case-based discussions
Two major languages: Cantonese and English
Methods
20 business professors in the Faculty of Business Administration at a bilingual (Chinese–English) university in Hong Kong
One Native speaker ; the others spoke Japanese, Korean, Mandarin or Cantonese
They represented different sub- disciplines in business
Only three were taught to lead case discussions
Instruments
Questionaires
to gather some backround information about the professors (e.g. their experience writing and teaching cases)
Professors were asked to tell about the needs of their students using a six-point Likert scale.
A separate questionaire asking more specific questions about how they prepared for discussing cases.
Interviews
To expand the professors views about case-based teaching
adressed the following topic areas
the professors' perceptions about the use of cases in business education
programs,
specific problems with their use in Hong Kong
adjustments made (if any) in using cases with Chinese students
Lasted from 40 to over 60 minutes being reflexive ((Hammersley
& Atkinson, 1983; Holstein, 1995; Spradley, 1979)
Additional face-to-face meeting and phone conversation
to clarify ambiquities
Four subjects allowed to videotape their case discussions
Students were interviewed and completed a survey
Data Analysis
computer analysis using SPSS
Results
The first part of the questionaire: Most advocated to link theory with practice
this could help to develop problem-solving and decision-making skills
Interview: the benefits of using prolem-based methodology in business courses were explained
Survey showed the benefits of discussion-based pedagogy
The limitations of the Hong Kong education system
emphasis on rote learning and exams, the students'
creativity and problem-solving skills were stifled
Passive nature of Chinese students: spoon-feeding modes of learning
Psychological barrier: Fear of losing Face
Fear of 'standing out' in class
Lack of conficence in English skills
Students were offered incentives for participation by being singled out for question
The use of teams or groups