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Case-based teaching in a bilingual context: Perceptions of bussiness…
Case-based teaching in a bilingual context: Perceptions of bussiness faculty in Hong Kong
by Jane Jackson (2004)
1. Perceptions of business case leaders (professors and their L2 learners of business field); 2.The challenges they face in implementation of case-based teaching in a bilingual Asian setting
The results
The use of cases in business administration courses – positive: problem solving and decision-making skills needed for success in the real world of business
The benefits of a discussion-based pedagogy – 50 to 50: struggle to get students to speak up that they had resorted to presenting the cases as lectures
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Conclusion
The need for culture-specific case methodology training sessions for both case leaders and students.
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a full grasp of the complex mix of psychological, social, and cultural factors that were affecting the learning situation
improvement of facilitation skills with non-native speakers to get the unique liguistic and sociocultural features of L2 case-based teaching
Investigation
Participants
20 business professors in the Faculty of Business Administration at a bilingual (Chinese–English) university in Hong Kong
Research tools
1. Questionnaires;
2. Case mateirals;
3. Interviews;
4. Other sources of data: face-to-face meetings;
phone conversations; observations; videotapes
Theoretical background
Case-based methodology in business education program (Barnes, Christiansen & Hansen, 1994a; Erskine, Leenders, & Mauffette-Leenders, 1998; Jennings, 1996)
Integrating Project-Based Learning into English for Specific-Purposes Classrooms: A Case Study of Engineering by Tatiana Nekrasova-Beker and Anthony Becker (2017)
Project
Engineering department, the USA
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