Teachers of all disciplines have found case studies one of the most attractive and effective ways of bridging the gap between classroom theory and on-the-job practice: as such, they are a familiar and trusted tool for the vast majority of present and former students of business and management. Through discussion of real-world issues and personal involvement in decision-making, case studies stimulate genuine communication which is as close as possible to the realities of professional life. Above all, active involvement in learner-centred tasks is meaningful, motivating and memorable ? the classic ingredients of effective language learning.
- How are the cases designed?
These case studies are designed to be used either to accompany In Company or as stand-alone activities. As they aim to practise and test language skills rather than targeted Lexis, functions or structures, the cases are not intended to link directly to specific units of the Student?s Books by either language or topic, but can be used entirely at the teacher?s discretion. The contents page provides a guide to the minimum level required for each case: however, within reason, students will benefit from exposure to activities and materials both below and above their theoretical language competence, as well as at their nominal level. Many case studies currently on the market are limited to the dilemma and decision model, where learners discuss a problem and then choose from three or four options. Although this decision-making model is also used here in some lower level cases, other formats provide sufficient variety to sustain students? interest when case studies are used as a regular component of the course: problem-solving, meeting and negotiation simulations, role plays, in-tray and maze activities, creative briefs for presentation and management games. The case studies are based on real situations and companies, their business content providing interest for learners over and above the language activity. Each case consists of a series of staged listening, reading and speaking activities building up to the main discussion and decision-making sequence. In most cases, a spanner in the works? stage provides a further twist to be taken into account, just as in real life where business decisions are rarely simple clear-cut choices. An evaluation stage (consequence cards giving information about outcomes in a similar situation, or a feedback session comparing results of negotiations or presentations) makes the activities more meaningful by giving learners some scope for judging the quality of their decision-making.
