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    Alina Preda
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    Teaching with Cases_ce77beee-f4a2-40f0-977c-af033c6ecce9

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    Teaching with Cases_ce77beee-f4a2-40f0-977c-af033c6ecce9

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    Teaching with Cases_ce77beee-f4a2-40f0-977c-af033c6ecce9

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    © All Rights Reserved
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    12 views9 pages

    Teaching With Cases

    Uploaded by

    Alina Preda
    Teaching with Cases_ce77beee-f4a2-40f0-977c-af033c6ecce9

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 9
    Teaching with Cases to Graduate and Undergraduate Students Robert F. Bruner, Benton E. Gi up, Bennie H. Nunnally, Jr, ‘and Laurence C. Pettit Cane sues ae otha ar widely ed graduate and andere esti aes neem ow og the mato of thm fo you a ou staat The proces ines Ia nd error fo ‘erin the echt orbs What or for aching raat tes mayo maya wor [ortacing undergrads Likewise, teching wie er trae large lei fern the ‘ling ih sal ous To lp pede aring proces for oer cade, efor aahors ef Ris re shared ir gs mth an ick 1997 mace Fnac agement Asc ierationa Hat Tarte present heii om tha object (T1220) ‘mare studies are tools that are widely used in tridaste and undergraduste education. Ie takes tie {0 lear how to get the most out of them for both ‘scars and for their stadents. The process involves Attention o some specific activites deel telat to the Learning process. The careful selecuon of case ‘atria sof vital importance; itis «necessary st Step. From there, instructors mus assure themselves fof complete familiarity with the level and purpose of the course, the background of the students, andthe Intended outcome of the course. The remaining lements involve seting an “atmosphere” in the ‘lassroom, which is conducive 1 leering vse nd adjusting the overall classroom seiting and ‘maintaining a willingness to respond tothe challenges Which each new cass brings. Robert F. Bruner: Link Case Teaching Strategy to Targeted Attributes: The professional attributes we want to foster Ia students should influence how we leach with case Fe ear ot Uae of Wi ‘Cian a studies. Mastery of the toot and concepts of our field would certainly rank atthe top of any lst of bute. In this ote, I argue that mastery is 4 rnecessry, but not sufficient ease teaching ain ~ 10 propre students fr effective professional work, case {eachers most aim for more. wil suggest some oer aribates (the “whys") and eer seven pointers ‘ite teaching aimed at building thove ait, The Work of Professionals Requires ‘More than Mastery of Core Knowledge ‘The philosopher, Alfred North Whitehead, sald, “A metely well-informed man is the mos useless bore on God's earth.” Whitehead argued for @ Scheme of education thet carried the student ‘beyond the absorption of information, and into treater wisdom, and the ability to take ction, Profesional edieation should strive for nothing less Finance is no stranger to this need. Tithe wake of every corporate financial ii, he public is treated to anguished reflections on the Inability of technically competent managers to Anticipate and forestall the aftiate reckoning. One Inemorable cra the bnkrupey ofthe Pens Cental Rairod in 1970 aid hat the secures analysts could report the numberof ralroad tes between Chicago {nd New York but not how likely was the survival of the newly merged fim, Exemplats in finance show us that exceptional performance is 8 much a matter of what you do with the important ides in finance, ats Anowing hose deus. I encourage academic colleagues to comb the writings by and boat leading practioner suchas Peter ach, Warren Buffet, George Soros, Sam Ze Henry Kravis, Richard Rainwater, the Bass brothers, and even Michal Milken. Though often presented in ‘a overblown (end sometimes ant-intellecon) syle that makes scholars anconforabl th exemple ive us useful insights into tbutes that ae oundatons ‘oftheir soees. In dition ecical mastery, uch ites include a sense of irony about technical ‘masey, familiarity with the imitation of the fools and conceps of fiance, the ably to think steal ‘and “ouside ofthe box" andthe capability to geek sand identify extraordinary investment opportunities. ‘Other stuibues are the ability to extract valuable Information snd useful analyte insights from a noisy cavironment, skilful bargaining, crealive deal design, fuility in moving into and out of investment positions, and a strong work ethic. Bxemplars engage with confidence and sensitivity countries ‘and regions ouside of the United Stte, Foal ‘exemplars display a tough-minded empathy forte

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