Title: Experiences to Go: Teaching with Intelligence Case Studies
Abstract: Abstract : Long associated with teaching at the graduate level in business and public administration, the method represents a structured approach to learning from the past. The method relies on the use of historically accurate, written descriptions of events or dilemmas that students read, analyze, and meet to discuss under the guidance of an instructor. Instructors use questions to guide the discussion toward a particular pedagogical destination rather than declarative statements that tell students how or what to think about a complex issue. Learning by the method is active rather than passive, as students are explicitly made partners in the reduction of ambiguity surrounding complex, realistic issues. Students who learn by the method improve their analytic skills when instructors ask them to identify the problems at hand and they fortify their decisionmaking skills when instructors ask them to propose a plan of action to resolve the problems they have identified. Driven by the constructive conflict that typically results from a group's examination of a complex issue, case-based discussions frequently also result in improved student ability to express individual convictions in the face of criticism from peers. Any description that provokes thoughtful reflection and is historically accurate may be considered for use in a case-based class. The term refers to a description of a dilemma that stops short of the outcome. The term case study refers to a description of a past event that has an outcome included in the document and thus is known to the students. Both vehicles are equally useful; studies tend to be longer, more detailed, and more historical in tone.
Publication Year: 2004
Publication Date: 2004-09-01
Language: en
Type: report
Indexed In: ['crossref']
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Cited By Count: 4
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