Abstract

This paper highlights the challenges and discoveries, as well as the failures and successes, of case study teaching in an Asian context. The case study method is pragmatic as it explains difficult concepts in a classroom environment. Case study teaching operationalises both concepts and theories with ease and encourages students to be critical in their evaluation. This paper compares the performance of students (over four years) for an undergraduate module that is taught using the case study method, with students’ grade in the exam as evidence for the analysis. General findings do not deviate from the literature. That is, there are natural impediments in the administering of case study teaching in an Asian environment such as the reclusive nature of students and a glaring inclination towards grades. These can compromise desired learning outcomes and negate critical thinking. Common feedback from Asian students includes uncertainty and vagueness in classroom discussions. The key contribution of this paper purposes how students can be encouraged to participate in meaningful classroom discussions. These include appropriate use of evidence and setting boundaries in classroom debates.

Keywords: Case study teaching, Asian undergraduates, challenges and discoveries, failures and successes