Kumara, PM Samantha and Wijesundara, Tharaka (2021) Contemporary business management teaching case development: a perspective. In: Dey, Ajoy Kumar and Mishra, Shreya, (eds.) Case Method for Digital Natives: Teaching and Research. Bloomsbury Publishing, New Delhi; London, Oxford, New York, Sydney, pp. 213-223. ISBN 978-9354355219

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Abstract

In recent times, pedagogy in higher education endeavours to use a variety of methods in educating and developing students as per the needs of society. However, the recent changes and developments in society have created a requirement to re-visit the pedagogical methods further. The case teaching method is being considered as one of the active learning methods in contemporary business management programs. This article focuses on exploring a new direction in the development of teaching cases in higher education. The new approach in case teaching, particularly in business management, should focus on enabling students to engage intellectually and emotionally with the super complexity of the contemporary business environment. The business cases developed in contemporary pedagogy should be towards analysing, discussing and determining actions to be taken in a real-world situation. Accordingly, this article emphasis on addressing the key skills to be comprehended in contemporary teaching case development in both teacher-centred and student-centred teaching/learning perspectives, that is, Problem-solving Skills, Self-management Skills, Information Technology Use Skills, and Social Engagement Skills. This framework would facilitate the teaching case writers in developing teaching cases

Item Type:	Book Section
Uncontrolled Keywords:	business; case development; higher education; teaching
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Business
Last Modified:	25 Apr 2024 15:45
URI:	http://gala.gre.ac.uk/id/eprint/46863

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