「个案教学与参与式学习法」Participant-CenteredLearning解析.pptVIP

「個案教學與參與式學習法」Participant-Centered Learning and the Case Method 個案教學法實際執行內容與步驟 劉代洋教授 Spring, 2008 目錄 21世紀管理教育 個案教學法介紹 如何運用「個案教學與參與式學習法」 個案教學之效益 「高階主管企業經營策略」個案教學範例 Business Education for 21st Century By Howard H. Stevenson Harvard Business School The Academic’s Role Form communities across borders to enable growth and development of intellectual capital Manage networks not hierarchies Create technology and be enabled by it Reward and celebrate other’s success Effective Participant Vehicles TYPE Problem sets Games/simulations Business Articles Arm Chair cases Public Source case Field Case Field Case +video Live Case PURPOSE Analytic methods Class stimulation/ methods Problem identification Illustration Difficult release issues Illustration of complexity People Skills Managerial style Demonstration Development Requirements Analytics Games/Computers High awareness incident Broad experience Defined purpose Interview writing + visualizing edit + visual story telling Interpersonal encounters Relative low High Very low Relatively low Medium High Very high Very high Very low The structure of learning Criticisms of MBA’s Program Today “Shareholder wealth Maximization” is an insufficient purpose Failure to develop useful skills and ethical norms Lack of meaningful integration across the functions Criticisms of MBA’s Program Today Overdevelopment of analytics relative to the development of skills, attitudes, and worldview Inexperienced students are not “ready” to learn management A Perennial Question:Should Education Prepare Students for Their First Jobs? Ranking of the Characteristics of High Performing Individuals 4-5 Years and 15 Years After Graduation Rank 1.(6) Ability to apply analytics in real world situations 2.(1) Managerial skill ability to define “problem” correctly ability to work effectively in teams ability to listen ability to assess alternatives ability to develop sound action plans Rankin