The future of case teaching: applying strategies for enhancing student knowledge with wisdom
by Dieter Fink
International Journal of Knowledge Management Studies (IJKMS), Vol. 5, No. 1/2, 2012

Abstract: Rapid changes on the world stage have strengthened the argument for society and universities to become wisdom-oriented. This paper discusses wisdom in the context of higher education, its relationship with case-based learning and how wisdom was imparted in case teaching. For the latter, the concept of wisdom-related knowledge was adopted, operationalised as factual knowledge, procedural knowledge, contextualisation, relativism, and uncertainty. The construct was aligned with case-based learning activities which were synthesised from the 'cognitive' dimensions of Henri (1992). They provided the basis for developing teaching strategies to impart wisdom-related knowledge to students undertaking a Master unit in Information Technology Value Realisation at an Australian university. The research approach used was that of technical reflection within the reflection-on-action paradigm. Each of the strategies is discussed; first, by providing insight into underlying theory and second, to reflect on actions that resulted. The research concludes with a model that integrates cognitive dimensions, teaching strategies and wisdom criteria to guide educationalists during the transfer of wisdom-related knowledge to their students.

Online publication date: Thu, 04-Sep-2014

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