AN ALTERNATIVE STRUCTURAL APPROACH TO USING CASE STUDIES IN TEACHING CULTURALLY-DIVERSE CLASSES

Cesar M. Maloles, III, Ph.D., California State University, East Bay, CA
Thomas Foscht, Ph.D., University of Graz, Austria
William D. Reisel, Ph.D., St. John’s University, NY
Swee-lim Chia, Ph.D., La Salle University, PA
Norman Smothers, Ph.D., California State University, East Bay, CA

Published in

EUROPEAN JOURNAL OF BUSINESS RESEARCH
Volume 13, Issue 2, p75-80, June 2013

ABSTRACT

The case study method has long been used in business education as a way to foster creativity and instill problem-solving skills. Over time, the goals and approaches when using case studies as a pedagogical tool have evolved such that there seems to be many ways case studies may be effective. To a certain extent, certain factors can impact the effectiveness of the case study method. One such factor is the cultural diversity of the class participants. This study proposes an alternative structural solution to the use of case studies in teaching international business classes. It provides a template that instructors may adopt and may adapt to achieve their pedagogical goals. In this approach, we provide a framework that class participants can use that lessens the possibility of ethnocentrism and the use of the self-reference criterion (SRC). The limitations of this approach are also provided.

Keywords

Case study method, cultural diversity, pedagogical tools, ethnocentrism


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