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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.
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