|COOKIES: By using this website you agree that we can place Google Analytics Cookies on your device for performance monitoring.|
Discussion leaders’ questions in the case method
If you have a question about this talk, please contact Susannah Lacon.
In this seminar, Bernstein’s (1975) concepts of classification and framing – together with the related notions of the collection code and integrated code – will be introduced to analyze the discussion questions of university professors who incorporated case studies in their graduate-level education and business courses. As a theoretical framework to illuminate the questioning process in a case discussion, I used classification and framing to examine discussion leader’s questions that facilitate students’ understanding of a case. Results from this investigation identify values related to the questioning process that purportedly fosters graduate students’ communication skills, critically thinking abilities, and problem solving proficiencies. I will explore some of the influences of case-based studies on learners’ knowledge, skills, and values. I will query whether these and other abilities contribute to the development of an epistemology of practice in reflective practitioners.
This talk is part of the Visiting Scholar Seminars series.
This talk is included in these lists:
Note that ex-directory lists are not shown.
Other listsRethinking the Crisis - The case for a Pluralist approach to Economics CISA Talks - Cambridge International Studies Association Biotechnology Seminar Series
Other talksUniversity Library Tour 3 Wolf - A Social and Cultural Creature: Implications for Conservation Epigenetics and microRNA Limit theorems for nearly unstable Hawkes processes TReND: Teaching and Research in Neuroscience for Development in Africa Visiting African Fellows' Research Showcase (Hughes Hall/Cambridge-Africa Seminar)