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82-582: The program was formally launched on the 28 February, 2008 at Korea University Business School. However, the idea had originally germinated when officials from the three universities met at a centennial celebration of the three universities. The tri-university colloquium between Fudan, KU and NUS first began in 2005. The universities founded the S³ University Alliance (S³UA) and sealed it with the Seoul Declaration for Collaboration at

164-547: A certificate. The first semester curriculum is articulate and provides an understanding of the major management sciences subjects. First semester courses (listed alphabetically): Asian Business Insights I (Field Trip); Basic Chinese (non-credit, optional); Business in China; Data, Models, and Decisions (DMD); Financial Accounting (FA); Managerial Communication (MC); Managerial Economics (ME); Organizational Behavior (OB); Politics (mandatory for Chinese nationals). In addition, there

246-451: A classroom can be either facilitated by a teacher or by a student. A discussion could also follow a presentation or a demonstration. Class discussions can enhance student understanding, add context to academic content, broaden student perspectives, highlight opposing viewpoints, reinforce knowledge, build confidence, and support community in learning. The opportunities for meaningful and engaging in-class discussion may vary widely, depending on

328-444: A cognizance of cycle that students may have to be guided to completely debrief. Teachers should not be overly critical of relapses in behaviour. Once the experience is completely integrated, the students will exit this cycle and get on with the next. Debriefing is a daily exercise in most professions. It might be in psychology, healthcare, politics, or business. This is also accepted as an everyday necessity. Classroom Action Research

410-566: A fact through a combination of visual evidence and associated reasoning . Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization of a list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable. Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applications of those facts. Lectures, on

492-517: A major share of the responsibility for thinking critically about the issues under discussion is shifted to the students, where it belongs." Case materials are often emblazoned with a disclaimer that warns both teachers and students to avoid the didactic, hortatory, and "best practices" fallacies. Here are some examples of such disclaimers: The case method is used in a variety of professional schools. These include the: University of Fujairah- MBA Program Teaching method A teaching method

574-416: A metaphor for a problem that students are asked to solve. A decision-forcing case in which one protagonist is faced with two problems is thus a "triple-decker case." (The bottom piece of bread is the background to the first problem, the second piece of bread is both the historical solution to the first problem and the background to the second problem, and the third piece of bread is the historical solution to

656-493: A multi-day Orientation and a two-day team-building session at Outward Bound Singapore , as well as the NUS Orientation Graduation Dinner. In this semester students are able to select elective courses, allowing them to specialize (although both degrees given under S³ Asia MBA are General Management degrees). In addition to the core courses, students can typically choose three electives (although it

738-413: A personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, or presentation abilities. Collaborative discussions can take a variety of forms, such as fishbowl discussions . It

820-426: A potent teaching method with potentially large impacts on student achievement. It can also have some negative side effects under certain conditions. Small effects or lack of statistically significant effects have been found when evaluating many teaching methods rigorously with randomized controlled trials . Many teaching methods targeting cognitive skills show quickly disappearing impacts. About 3000 BC, with

902-401: A reasonable solution, and communicate that solution to others in a succinct and effective manner. In the course of doing this, the case method also accomplishes a number of other things, each of which is valuable in its own right. By exciting the interest of students, the case method fosters interest in professional matters. By placing such things in a lively context, the case method facilitates

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984-545: A research method to challenge them to construct new meanings and knowledge . In schools, the research methods are simplified, allowing the students to access the methods at their own levels. Questioning is one of the oldest documented teaching methods, and can be used by teachers in a variety of ways for a variety of purposes including, checking for understanding, clarifying terms, exposing misconceptions, and gathering evidence of learning to inform subsequent instructional decisions. Named after Socrates , socratic questioning

1066-418: A single problem faced by a single protagonist at a particular time. There are, however, decision-forcing cases in which students play the role of a single protagonist who is faced with a series of problems, two or more protagonists dealing with the same problem, or two or more protagonists dealing with two or more related problems. A decision-forcing case conducted in the place where the historical decisions at

1148-408: A subject provided the instructor has effective writing and speaking skills. Developed by Eric Mazur, peer instruction is a teaching method designed to improve the lecture. It includes both pre-class and in-class workflows. The in-class workflow intersperses teacher presentations with conceptual questions, called Concept Tests. These are designed to expose common student misconceptions in understanding

1230-429: A teacher must find out what works best in a particular situation. Each teaching and research method, model and family is essential to the practice of technology studies. Teachers have their strengths and weaknesses, and adopt particular models to complement strengths and contradict weaknesses. Here, the teacher is well aware of the type of knowledge to be constructed. At other times, teachers equip their students with

1312-415: A variety of purposes. It takes into consideration the experiences and facilitates reflection and feedback. Debriefing may involve feedback to the students or among the students, but this is not the intent. The intent is to allow the students to "thaw" and to judge their experience and progress toward change or transformation. The intent is to help them come to terms with their experience. This process involves

1394-508: A variety times in the course of a decision-forcing case. Materials that provide background are distributed at, or before, the beginning of the class meeting. Materials that describe the solution arrived at by the protagonist and the results of that solution are passed out at, or after, the end of the class meeting. (These are called "the B-case", "the rest of the story", or "the reveal.") Materials that provide information that became available to

1476-423: Is a method of finding out what works best in your own classroom so that you can improve student learning . We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and learning styles, teacher skills and teaching styles, and many other factors. To maximize student learning,

1558-419: Is a requirement if a student seeks NUS for his/her second degree. For students with KUBS or NUS as the home university, a second degree from Fudan requires defending a thesis (in the 4th semester at Fudan). For FDSM or NUS students, there is no special requirement to have a second degree from KUBS. Case method The case method is a teaching approach that uses decision-forcing cases to put students in

1640-417: Is a set of principles and methods used by teachers to enable student learning . These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and

1722-499: Is also a kind of case study. That is, it is an examination of an incident that took place at some time in the past. However, in contrast to a retrospective case study, which provides a complete description of the events in question, a decision-forcing case is based upon an "interrupted narrative." This is an account that stops whenever the protagonist finds himself faced with an important decision. In other words, while retrospective case studies ask students to analyze past decisions with

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1804-716: Is also possible to choose four electives). It is at NUS Business School that the S³ Asia MBA class mingles with the NUS MBA cohort, exchange students from foreign schools, and also the part-time MBA students. In addition, students can also take up cross-faculty courses, allowing them to, for example, work with engineering students. Third semester courses (listed alphabetically): Advanced Business English (mandatory for Fudan students and optional for KU/NUS students); Asia Pacific Business; Asian Business Insights III (Field Trip); Corporate Strategy; Elective 1; Elective 2; Elective 3 (it

1886-464: Is an optional, certificate course on banking named "Citi-Fudan University Banking Course", delivered by senior executives of Citi. The Business in China course is divided into four equal parts, with each part delivered by a different professor. Each part focuses on a different dimension of doing business inside China. Foreign students may get a room booked in Fudan's International Student Dormitory or in

1968-404: Is argued that the case method puts too much emphasis on taking action and not enough on thoughtful reflection to see things from different perspectives. It has been suggested that different approaches to case writing, that do not put students in the ‘shoes’ of a manager, be encouraged to address these concerns. Every decision-forcing case has a protagonist, the historical person who was faced with

2050-481: Is asked "Your Majesty, what are your orders?") Other case teachers, such as those at the Harvard Business School, place less emphasis on role play, asking students "what would you do if you were the protagonist of the case." After discussing student solutions to the problem at the heart of a decision-forcing case, a case teacher will often provide a description of the historical solution, that is,

2132-448: Is connected to the use of covert retrieval practice . Feedback is targeted information given to students about their current performance relative to their desired learning goals. It should aim to (and be capable of producing) improvement in students’ learning, as well as being bidirectional by giving teachers feedback on student performance which in turn helps teachers plan the next steps in learning. Feedback in its various forms can be

2214-503: Is described by his pupil Plato as a form of questioning where the teacher probes underlying misconceptions to lead students towards deeper understanding. Cold calling is a teaching methodology based around the teacher asking questions to students without letting the students know beforehand who will be called upon to answer by the teacher. Cold calling aims to increase inclusion in the classroom and active learning as well as student engagement and participation. Cold calling in education

2296-424: Is distinct from cold-calling in sales which is a form of business solicitation. Cold calling as a teaching methodology has been linked to increased student participation, increased student voluntary participation, increased student engagement, increased student in class gender equity and no decrease in student comfort levels in class. There is some evidence that the effectiveness of cold calling as teaching method

2378-525: Is important for teachers to provide students with instruction on how to collaborate. This includes teaching them rules to conversation, such as listening, and how to use argumentation versus arguing. After some preparation and with clearly defined roles, a discussion may constitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson. Some examples of collaborative learning tips and strategies for teachers are; to build trust, establish group interactions, keeps in mind

2460-413: Is measured through both formal and informal forms of assessment , including group projects, student portfolios, and class participation. Teaching and assessments are connected; student learning is continuously measured during teacher instruction. The lecture method is just one of several teaching methods, though in schools it's usually considered the primary one. The lecture method is convenient for

2542-491: Is measured through objectively scored tests and assessments. In the Student-Centered Approach to Learning , while teachers are the authority figure in this model, teachers and students play an equally active role in the learning process. This approach is also called authoritative. The teacher's primary role is to coach and facilitate student learning and overall comprehension of material. Student learning

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2624-435: Is possible to choose four electives by taking up two half-modules). Upon the successful completion of the program, students are awarded two MBA degrees: a degree from a student's "home university" and a degree from a second university of choice. Candidates are awarded S³ Asia MBA program certificate signed by the three deans from FDSM, KUBS and NUS Business School. For students with their home university as FDSM and KUBS, GMAT

2706-550: Is the world’s largest and most diverse repository of case studies used in Management Education, with cases from the world’s top case publishing schools, including, Harvard Business School, ICFAI Business School Hyderabad, the Blavatnik School of Government, INSEAD, IMD, Ivey Business School, Darden School of Business, London Business School, Singapore Management University etc. Its stated aim is to promote

2788-1087: The Socratic method , a form of inquiry and debate intended to stimulate critical thinking and illuminate ideas. Many commentators on the Christian New Testament make reference to the teaching methodology of Jesus Christ , who "used a variety of teaching techniques to impress his teaching on his hearers". It has been the intent of many educators since Plato, such as the Roman educator Quintilian , who lived shortly after Jesus, to find specific, interesting ways to encourage students to use their intelligence and to help them to learn. Comenius , in Bohemia , wanted all children to learn. In his The World in Pictures , he created an illustrated textbook of things children would be familiar with in everyday life and used it to teach children. Rabelais described how

2870-472: The Socratic method . Experimental pedagogy is a pedagogical trend that appeared at the end of the 19th and the beginning of the 20th century, whose task was to introduce, in addition to observation, the experimental method into the study of teaching. This field of study employs scientific methods to investigate teaching and learning, aiming to improve educational practices by testing different approaches and measuring their effectiveness. The main credit for

2952-413: The tutorial system , in the 19th century. This involves very small groups, from one to three students, meeting on a regular basis with tutors (originally college fellows , and now also doctoral students and post-docs ) to discuss and debate pre-prepared work (either essays or problems). This is the central teaching method of these universities in both arts and science subjects, and has been compared to

3034-495: The 16th Commandant of the United States Marine Corps and an avid supporter of the applicatory method of instruction. Decision-forcing cases are sometimes described with a system of metaphors that compares them to various types of sandwiches. In this system, pieces of bread serve as a metaphor for narrative elements (i.e. the start, continuation, or end of an account) and filling of the sandwich serves as

3116-486: The 2013 list of world's top 100 business schools by the Financial Times. The program starts at School of Management, Fudan University (Shanghai) with a mandatory three-day orientation program. The orientation is a collaborative exercise which teaches team spirit, knowledge sharing, strategic decision making and cultural values to the participants. Upon the completion of the orientation program, students are awarded

3198-554: The European Case Clearing House), headquartered in Cranfield University , Cranfield , Bedford , United Kingdom , and with its US office at Babson College , Wellesley , Massachusetts , is the independent home of the case method. It is a membership-based organization with more than 500 members worldwide, not-for-profit organisation and registered charity founded in 1973. The Case Centre

3280-567: The Tonghe International Student Village, which is a private dormitory with hotel-like services. A majority of foreign students prefer staying at Tonghe. The second semester starts during peak winter at Seoul. After the initial registration and an orientation trip, students are given a break of about a week to explore the city and to settle down. This semester is divided into two modules (sub-semesters) with Asian Business Insights II (Field Trip) sandwiched between

3362-548: The Tri-University Colloquium in Seoul on 19 May, 2006. The program consists of three semesters conducted across three leading Asian business schools: School of Management, Fudan University, Shanghai, China; Korea University Business School, Korea University, Seoul, South Korea; and NUS Business School, National University of Singapore, Singapore. The three business schools are, respectively, #89, #86 and #36 on

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3444-447: The advent of writing , education became more conscious or self-reflecting , with specialized occupations such as scribe and astronomer requiring particular skills and knowledge. Philosophy in ancient Greece led to questions of educational method entering national discourse. In his literary work The Republic , Plato described a system of instruction that he felt would lead to an ideal state. In his dialogues, Plato described

3526-421: The aid of hindsight, decision-forcing cases ask students to engage problems prospectively. In recent years, following corporate scandals and the global financial crisis, the case method has been criticized for contributing to a narrow, instrumental, amoral, managerial perspective on business where making decisions which maximise profit is all that matters, ignoring the social responsibilities of organisations. It

3608-427: The avoidance of standard formats for case materials; awareness of tropes and clichés; the use of case materials originally created for purposes other than case teaching; and the deliberate inclusion of "distractors" – information that is misleading, irrelevant, or at odds with other information presented in the case. The case method gives students the ability to quickly make sense of a complex problem, rapidly arrive at

3690-505: The case method ("Because Wisdom Can't Be Told"), Charles I. Gragg of the Harvard Business School argued that "the case system, properly used, initiates students into the ways of independent thought and responsible judgement." While the case method can be used to accomplish a wide variety of goals, certain objectives are at odds with its nature as an exercise in professional judgement. These incompatible objectives include attempts to use decision-forcing cases to: Thomas W. Shreeve, who uses

3772-530: The case method by sharing knowledge, skills, and expertise in this area among teachers and students, and for this it engages in various activities like conducting case method workshops, offering case scholarships, publishing a journal, and organizing a global case method awards. The Case Centre Awards (known as the European Awards from 1991 and 2010) recognises outstanding case writers and teachers worldwide. These prestigious awards, popularly known as

3854-457: The case method community's annual ' Oscars ', or the “business education Oscars, celebrate worldwide excellence in case writing and teaching. The presentation of a decision-forcing case necessarily takes the form of a story in which the protagonist is faced with a difficult problem. This can lead to "the narrative fallacy", a mistake that leads both case teachers and the developers of case materials to ignore information that, while important to

3936-509: The case method to teach people in the field of military intelligence, argues that "Cases are not meant to illustrate either the effective or the ineffective handling of administrative, operational, logistic, ethical, or other problems, and the characters in cases should not be portrayed either as paragons of virtue or as archvillains. The instructor/casewriter must be careful not to tell the students what to think—they are not empty vessels waiting to be filled with wisdom. With this method of teaching,

4018-403: The case teacher must take care to avoid giving the impression that the historical solution is the "right answer." Rather, he should point out that the historical solution to the problem serves primarily to provide students with a baseline to which they can compare their own solutions. Some case teachers will refrain from providing the historical solution to students. One reason for not providing

4100-566: The concept to be learned allowing the teacher to give precise feedback on the quality of the explanation. Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method, is the process of teaching through examples or experiments . The framework mixes the instructional strategies of information imparting and showing how . For example, a science teacher may teach an idea by experimenting with students. A demonstration may be used to prove

4182-877: The constitution of experimental pedagogy as a special direction and the development of its theoretical foundations belongs to two German pedagogues, Ernst Meumann and Wilhelm August Lay , who are also considered the founders of experimental pedagogy. There are also Alfred Binet and Théodore Simon in France, Joseph Mayer Rice , Edward Thorndike and G. Stanley Hall in America, Édouard Claparède and Robert Dottrens in Switzerland, Alexander Petrovich Nechaev in Russia, etc. Key characteristics of experimental pedagogy include being evidence-based, rigorous in study design, and oriented towards improvement. The field investigates

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4264-479: The critics, include different types of learning, use real-world problems, consider assessment, create a pre-test, and post-test, use different strategies, help students use inquiry and use technology for easier learning. The most common type of collaborative method of teaching in a class is classroom discussion. It is also a democratic way of handling a class, where each student is given equal opportunity to interact and put forth their views. A discussion taking place in

4346-401: The decision made by the protagonist of the case. Also known as "the rest of the story", "the epilogue", or (particularly at Harvard University) "the 'B' case", the description of the historical solution can take the form of a printed article, a video, a slide presentation, a short lecture, or even an appearance by the protagonist. Whatever the form of the description of the historical solution,

4428-416: The decision that students will be asked to make, complicates the telling of the story. This, in turn, can create a situation in which, rather than engaging the problem at the heart of the case, students "parse the case materials." That is, they make decisions on the basis of the literary structure of the case materials rather than the underlying reality. Techniques for avoiding the narrative fallacy include

4510-431: The decisions in question. Rather, the chief task of instructors who use the case method is asking students to devise, describe, and defend solutions to the problems presented by each case. The case method evolved from the casebook method , a mode of teaching based on Socratic principles pioneered at Harvard Law School by Christopher C. Langdell . Like the casebook method the case method calls upon students to take on

4592-435: The differences between ... ?;" "How does this relate to your own experience?;" "What do you think causes .... ?;" "What are the implications of .... ?" It is clear from "the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor over interpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn

4674-421: The effectiveness of various teaching methods, the impact of instructional materials, and factors influencing student learning. Experimental pedagogy has the potential to significantly impact education by offering evidence-based support for effective practices. Examples of its application include studies on the use of technology in the classroom, the influence of different teaching methods on student motivation, and

4756-617: The elder Hellmuth von Moltke in the middle years of the nineteenth century. To avoid confusion between "decision-forcing staff rides" and staff rides of other sorts, the Case Method Project at the Marine Corps University in Quantico, Virginia, adopted the term "Russell Ride" to describe the decision-forcing staff rides that it conducts. The term is an homage to Major General John Henry Russell Jr. ,USMC,

4838-413: The examination of factors affecting student achievement. Examples of experimental pedagogy in educational action include: Newer teaching methods may incorporate television, radio, internet, multi media, and other modern devices. Some educators believe that the use of technology , while facilitating learning to some degree, is not a substitute for educational methods that encourage critical thinking and

4920-587: The heart of the case were made is called a "decision-forcing staff ride." Also known as an "on-site decision-forcing case", a decision-forcing staff ride should not be confused with the two very different exercises that are also known as " staff rides ": retrospective battlefield tours of the type practiced by the United States Army in the twentieth century and the on-site contingency planning exercises (Stabs Reisen, literally "staff journeys") introduced by Gerhard von Scharnhorst in 1801 and made famous by

5002-427: The historical solution is to encourage students to do their own research about the outcome of the case. Another is to encourage students to think about the decision after the end of the class discussion. "Analytic and problem-solving learning," writes Kirsten Lundgren of Columbia University, "can be all the more powerful when the 'what happened' is left unanswered. A classic decision-forcing case asks students to solve

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5084-407: The institution and cost-efficient, especially with larger classroom sizes. This is why lecturing is the standard for most college courses when there can be several hundred students in the classroom at once; lecturing lets professors address the most people at once, in the most general manner, while still conveying the information that they feel is most important, according to the lesson plan. While

5166-403: The issue of bullying and its negative consequences with the entire class. These discussions have shown to increase the number of students who would help other students when they are victimized. The term "debriefing" refers to conversational sessions that revolve around the sharing and examining of information after a specific event has taken place. Depending on the situation, debriefing can serve

5248-466: The learning of facts, nomenclature, conventions, techniques, and procedures. By providing both a forum for discussion and concrete topics to discuss, the case method encourages professional dialogue. By providing challenging practice in the art of decision-making, the case method refines professional judgement. By asking difficult questions, the case method empowers students to reflect upon the peculiar demands of their profession. In his classic essay on

5330-421: The lecture method gives the instructor or teacher chances to expose students to unpublished or not readily available material, the students play a passive role which may hinder learning. While this method facilitates large-class communication, the lecturer must make a constant and conscious effort to become aware of student problems and engage the students to give verbal feedback. It can be used to arouse interest in

5412-443: The life" case. Case materials are any materials that are used to inform the decisions made by students in the course of a decision-forcing case. Commonly used case materials include articles that were composed for the explicit purpose of informing case discussion, secondary works initially produced for other purposes, historical documents, artifacts, video programs, and audio programs. Case materials are made available to students at

5494-409: The main authority figure in this model. Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with the end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information on to their students. In this model, teaching and assessment are viewed as two separate entities. Student learning

5576-563: The material, and lead to student discussion then reteaching if required. While under-researched, both student and teacher explanations remain one of the most utilized teaching methods in teacher practice. Explaining has many sub-categories including the use of analogies to build conceptual understanding. Some modes of explaining include the ‘thinking together’ style where teachers connect student ideas to scientific models. There are also more narrative styles using examples, and learner explanations which require students to give an explanation of

5658-403: The other hand, are often geared more towards factual presentation than connective learning. One of the advantages of the demonstration method involves the capability to include different formats and instruction materials to make the learning process engaging. This leads to the activation of several of the learners' senses, creating more learning opportunities. The approach is also beneficial on

5740-462: The part of the teacher because it is adaptable to both group and individual teaching. While demonstration teaching, however, can be effective in teaching Math, Science, and Art, it can prove ineffective in a classroom setting that calls for the accommodation of the learners' individual needs. Collaboration allows student to actively participate in the learning process by talking with each other and listening to others opinions. Collaboration establishes

5822-487: The problem or problem that students are asked to solve. Thus, in engaging these problems, students necessarily engage in some degree of role play. Some case teachers, such as those of the Marine Corps University, place a great deal of emphasis on role play, to the point of addressing each student with the name and titles of the protagonist of the case. (A student playing the role of a king, for example,

5904-426: The protagonist in the course of solving the problem are given to students in the course of a class meeting. (These are often referred to as "handouts.") Case materials may be either "refined" or "raw." Refined case materials are secondary works that were composed expressly for use as part of decision-forcing cases. (Most of the case materials that are available from case clearing houses and academic publishers are of

5986-454: The refined variety.) Raw case materials are those that were initially produced for reasons other than the informing of a case discussion. These include newspaper articles, video and audio news reports, historical documents, memoirs, interviews, and artifacts. A number of organizations, to include case clearing houses, academic publishers, and professional schools, publish case materials. These organizations include: The Case Centre (formerly

6068-539: The role of an actual person faced with a difficult problem. A decision-forcing case is a kind of decision game . Like any other kinds of decision games, a decision-forcing case puts students in a role of person faced with a problem (often called the "protagonist") and asks them to devise, defend, discuss, and refine solutions to that problem. However, in sharp contrast to decision games that contain fictional elements, decision-forcing cases are based entirely upon reliable descriptions of real events. A decision-forcing case

6150-401: The role of people who were faced with difficult decisions at some point in the past. It developed during the course of the twentieth-century from its origins in the casebook method of teaching law pioneered by Harvard legal scholar Christopher C. Langdell . In sharp contrast to many other teaching methods, the case method requires that instructors refrain from providing their own opinions about

6232-439: The second problem.) Similarly, a decision-forcing case for which the historical solution is not provided (and is thus a case with but one narrative element) is an "open-face" or "smørrebrød" case. A decision-forcing case in which students are asked to play the role of a decision-maker who is faced with a series of decisions in a relatively short period of time is sometimes called a "White Castle" , "slider" case. or "day in

6314-496: The student Gargantua learned about the world, and what is in it. Much later, Jean-Jacques Rousseau in his Emile , presented methodology to teach children the elements of science and other subjects. During Napoleonic warfare , the teaching methodology of Johann Heinrich Pestalozzi of Switzerland enabled refugee children, of a class believed to be unteachable , to learn. He described this in his account of an educational experiment at Stanz. The Prussian education system

6396-489: The subject matter and format of the course. Motivations for holding planned classroom discussion, however, remain consistent. An effective classroom discussion can be achieved by probing more questions among the students, paraphrasing the information received, using questions to develop critical thinking with questions like "Can we take this one step further?;" "What solutions do you think might solve this problem?;" "How does this relate to what we have learned about..?;" "What are

6478-844: The two modules. The primary teaching method used during this semester for all courses is the case method . In addition to the regular classes, there are some special guest lectures held jointly with the Global MBA class of KUBS. Second semester courses (listed alphabetically): Asian Business Insights II (Field Trip); Basic Korean or Business English (non-credit, optional); Business Ethics in Asian Companies; Business in Korea and Japan; Corporate Finance; Management Information Systems (MIS); Managerial Accounting; Marketing Management; Operations and Process Management (OPM). The third semester at NUS Business School starts with several activities -

6560-416: The type of learning it is supposed to bring about. The approaches for teaching can be broadly classified into teacher-centered and student-centered, although in practice teachers will often adapt instruction by moving back and forth between these methodologies depending on learner prior knowledge, learner expertise, and the desired learning objectives. In a teacher-centered approach to learning, teachers are

6642-550: The way they do" that Donche agrees with the previous points made in the above headings but he also believes that student's personalities contribute to their learning style. The way a student interprets and executes the instruction given by a teacher allows them to learn in a more effective and personal way. This interactive instruction is designed for the students to share their thoughts about a wide range of subjects. Class discussions have also proven to be an effective method of bullying prevention and intervention when teachers discuss

6724-691: Was a system of mandatory education dating to the early 19th century. Parts of the Prussian education system have served as models for the education systems in a number of other countries, including Japan and the United States . The Prussian model required classroom management skills to be incorporated into the teaching process. The University of Oxford and the University of Cambridge in England developed their distinctive method of teaching,

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