O pen, C.
A icle
Using esea ch in he eaching o managemen
Sou h A ican Jou nal o Business Managemen
P o ided in Coope a ion wi h:
Uni e si y o S ellenbosch Business School (USB), Bell ille, Sou h A ica
Sugges ed Ci a ion: O pen, C. (1986) : Using esea ch in he eaching o managemen , Sou h A ican
Jou nal o Business Managemen , ISSN 2078-5976, A ican Online Scien i ic In o ma ion Sys ems
(AOSIS), Cape Town, Vol. 17, Iss. 4, pp. 225-229,
h ps://doi.o g/10.4102/sajbm. 17i4.1062
This Ve sion is a ailable a :
h ps://hdl.handle.ne /10419/217948
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Using
esea ch
in
he
eaching
o
managemen
C.
O pen
Deakin
Uni e si y, Vic o ia, Aus alia
I is a gued
(i)
ha he e is conside able scope o using
esea ch
in eaching managemen ,
and
(ii) ha his does
no equi e ha he eache
be
an
ac i e
and
expe
esea che . A numbe
o
di e en ways o using esea ch
in
eaching
a e
discussed
and
sugges ions p o ided o using
hem mos e ec i ely.
S.
A .
J.
Bus. Mgm .
1986,
17:
225-229
In
hie die a ikel wo d aange oe da :
(i)
daa heelwa uim e
is
om
na o sing binne bes uu s udies e geb uik,
en
(ii)
di
nie e eis da die dosen 'n ak iewe
en
deskundige na o se
moe wees nie. 'n Aan al e skillende me odes
in
die
geb uik
an
na o sing binne bes uu s udies wo d besp eek
en
oo s elle wo d gedoen om di so e ek ie moon lik e
doen.
S.-A . Tydsk . Bed y sl.
1986,
17:
225-
229
C.O pen
School
o
Managemen , Deakin Uni e si y, Vic o ia,
3217, Aus alia
Accep ed Augus 1986
Whils he e
is
li le
da a
on
he subjec , ew pe sons in
uni e si ies can be unawa e
o
he ac ha he e a e signi ican
di e ences in he a i udes
o
academics owa ds esea ch,
especially wi hin schools
o
business (e.g.
Go don
& Howell,
1959).
A
he one ex eme a e
academics
who
eel
ha esea ch
in managemen
is
e y use ul
and
is
some hing in which all
eache s should be ac i ely engaged.
A
he o he ex eme
a e
academics who belie e
ha
esea ch should
no
ake
up
oo
much
o
he ime
o
a eache
o
managemen , whose a en-
ion, hey a gue, should be de o ed
o
eaching and consul ing.
They belie e ha bo h s uden s and eache s bene i
i
esea ch
does no play a cen al ole in he
job
o
he
eache
o
managemen . Some who hold his iew belie e
ha
scien i ic
esea ch in managemen
is
no possible,
o
a
leas does
no
lead
o
use ul esul s (O pen,
1986).
Howe e , he majo i y
who belie e ha esea ch should play only a mino ole belie e
ha his
is
because doing esea ch s ands in
he
way
o
being
an
excellen
and
commi ed eache ;
ha
being in ol ed in
esea ch
is
inconsis en wi h he main goal
o
ones
job
- ha
o
aining s uden s
o
be be e manage s.
This
is
an
a i ude
ha
encou ages
he
iew
ha
esea ch
is
some hing
ha
can be sepa a ed om eaching,
and
ha
eache s
o
managemen
no
only need no
do
esea ch,
bu
ha somehow doing esea ch will make hem poo e eache s.
I
is
he aim
o
his pape
o
e u e his no ion.
Con a y
o
he
iew jus p esen ed, i will be a gued ha (a) esea ch
is
an
in eg al pa
o
eaching,
and
(b) he e a e a a ie y
o
ways in which eache s can
use
esea ch -
o
imp o e hei
eaching - ha
do
no
equi e
hem
o
be
ac i e
o
expe-
ienced esea che s hemsel es.
As
will
be
shown la e ,
he
belie ha esea ch
and
eaching can
(and
should)
be
sepa-
a ed
is
based
on
a na ow concep ion
o
esea ch ha es ic s
he iew
o
he possibili ies
o
using esea ch in eaching.
I
is
also suppo ed by
he
ou da ed no ion
ha
unless
one
is
pe sonally in ol ed in esea ch,
o
he kind
ha
leads
o
published pape s, he e
is
simply
no
way in which e-
sea ch can
be
employed
o
imp o e ones eaching.
The
p esen pape ejec s hese claims
and
p esen s ideas
how
· esea ch can be used
o
enli en
and
en ich
he
eaching
p ocess.
Tha
he use
o
esea ch in eaching
is
o
be ecommended
es s
on
wo main a gumen s.
The
i s
is
ha
eaching
and
esea ch a e inex icably
bound
up
wi h each o he .
Fo
one
hing,
bo h
a e conce ned wi h imp o ing
ou
unde s anding
o
wha managemen
and
managing
is
abou .
They
sha e
he
aim
o
helping us
o
g asp
mo e
ully
han
be o e wha we
need
o
know so
ha
we can manage
mo e
e ec i ely (c .
Dewey, 1963; D ucke , 1954).
Fo
ano he ,
bo h
a e
also
226
conce ned wi h heo y, me ely looking a i om di e en
pe spec i es, esea ch in e ms
o
de eloping and es ing
heo y, eaching in e ms
o
applying and u he e ining i
(e.g. Kolb,
1984;
Re ans,
1974).
The second a gumen sup-
po ing he use
o
esea ch in eaching
is
ha in a subjec
like managemen wha
is
in ol ed in doing esea ch and in
eaching e ec i ely a e e y simila ; i.e. he esea ch p ocess
and he eaching p ocess in managemen ha e many hings
in common. Fo ins ance, o eally app ecia e wha hey a e
augh abou managemen , s uden s need o be gi en p ac ice
in applying i o conc e e si ua ions, es ing
i
agains eali y,
and a chance o e ise wha hey ha e lea n in he ligh
o
hei expe ience. Wi hou such oppo uni ies and p ac ice, he
ma e ial ha
is
augh
is
likely o be seen as i ele an and
incapable
o
being
used
e ec i ely. Simila ly, he mos
essen-
ial pa
o
all esea ch
is
he es ing
o
hypo heses agains
eali y in ei he expe imen s
o
su eys. The esea che in
managemen applies some hing he
o
she has lea n o a
conc e e si ua ion o
see
whe he
i
is
alid
o
no .
I
i
is
alid
hen he esea che , jus like he s uden , mo es
on
o some-
hing else;
i
i
is
no , he al e s
o
modi ies i in he ligh
o
he esea ch indings (e.g. A gy is & Shon,
1976;
Re ans,
1974).
Acco ding o Kolb, Rubin & McIn y e (1984), he expe-
ience
o
lea ning abou managemen ypically in ol es a
se ies
o
ac i i ies, cha ac e ized by:
(i)
conc e e expe ience;
(ii) obse a ion and e lec ion;
(iii) o ma ion
o
concep s and ideas; and
(i )
es ing implica ions
o
ideas and concep s in new si ua-
ions.
They a gue ha e ec i e eache s ecognize his and in e-
g a e hei eaching in o his na u al ype
o
expe ien ial
lea ning. These ou s eps a e pa alleled exac ly by wha
is
in ol ed in doing esea ch in managemen . The esea ch
p ocess ypically equi es he esea che o:
(i)
e lec and obse e on
his
conc e e expe iences
o
eading;
(ii) de elop hypo heses and heo ies;
(iii) de ise esea ch o es hese heo ies and hypo heses; and
(i ) eed hese esul s back in o he esea ch p ocess. (Sashkin
& Mo is,
1983).
Because eaching and esea ch a e so inex icably linked
oge he and so alike in signi ican espec s, clea ly i
is
unwise
o
sepa a e hem om each o he , o ea esea ch as some-
hing ha p ecedes eaching and
is
di e en om i , as
is
so
o en done (e.g. Bea d,
1973;
Powell,
1976).
Accep ing ha
esea ch can, and should, be used o imp o e eaching, he
nex s ep
is
o indica e how his can be done.
Inco po a ing
esea ch
In
eaching
P obably he mos ob ious way
o
using esea ch in eaching
is
o 'pass
on'
o s uden s he ou comes
o
esea ch conduc ed
by onesel
o
o he s. Because he e is a body
o
knowledge,
mos ly de i ed om he empi ical esea ch, abou manage-
men , eache s ha e
an
obliga ion o in o m s uden s
o
i .
They ha e a du y o ell s uden s wha esea che s ha e ound
ou
abou managing, and no o ely jus on hei own iews
and opinions, no ma e how much hese a e based
on
hei
own a ied expe iences (D ucke ,
1954;
Benne ,
1984).
When eache s ha e ca ied ou his esea ch hemsel es,
hey should make a poin
o
elling s uden s abou i , igh
down o pe sonal de ails abou how he esea ch was con-
duc ed and whe he i u ned ou as he esea che expec ed.
Too
o en expe ienced esea che s
ail
o p o ide s uden s wi h
pe sonal accoun s
o
hei own
esea ch,
con ining hemsel es
S.-A .
Tydsk .
Bcd y sl.
1986,
17(4)
ins ead o a gene al and abs ac accoun
o
wha
hey
ound
ou . Howe e , e en when he eache has no
done
any
esea ch him
o
he sel , his should no be used
as
an
excuse
o ailing o injec esea ch in o his
o
he
eaching.
As
Sealack & Williamson (1984) ha e poin ed ou , i
is
possible
o a end cou ses in managemen
ha
a oid any
men ion
o
any pa icula esea ch s udy
o
empi ical
in es iga ion.
Besides ailing in hei du y
and
gi ing a alse
imp ession
o
hei subjec , eache s who ollow his app oach
seldom
exci e
hei s uden s
o
en ice hem
o
lea n mo e abou
managing.
Fo
mos s uden s, gi ing hem de ails abou he
esea ch
o
o he s
will
make he subjec mo e in e es ing and
s imula ing
(Benne , 1984). P o ided he eache p o ides s uden s
wi h
su icien de ail abou a
ew
s udies, hey should
also
lea n
how esea che s go abou s udying managemen and
in
a
way
ha
can
induce hem o lea n mo e, pe haps e en o do
some
esea ch hemsel es (O pen, 1986).
Fo
his
o
occu , i
is
usually necessa y o eache s
o
go
beyond he con ines
o
ex books o he o iginal
a icles
in
which he esea ch
is
ully desc ibed. I
is
seldom ha
ex s
p o ide su icien de ail
o
pa icula esea ch s udies o
ha e
he desi ed impac
on
s uden s. I
is
impo an ha he
eache
does no y
o
co e a lo
o
esea ch supe icially,
empha-
sizing hei a ied esul s, bu ins ead selec s a ew
which
a e
hen ea ed in some dep h.
Using
s uden s
as
esea ch
subjec s
The e has been a lo
o
c i icism ecen ly
o
o hodox
o
adi ional app oaches o eaching, in which he eache 's
job
is
seen
as ansmi ing knowledge, usually by means
o
lec u es
o
semina s, o a numbe
o
s uden s
a
he same ime
(e.g.
Cos in,
1982;
S ones,
1976).
Whils his
can
be a
e y
e icien
me hod
o
eaching, esea ch has shown ha
i
is
likely
o
be 'e ec i e' only when (a) he e
is
an
accu a e diagnosis
o
wha he lea ne needs o know; (b) he eache
has
he
knowledge and abili y o ans e knowledge e ec i ely
o
s uden s; and
(c)
he e
is
no p oblem in he s uden s'
ans-
e ing his knowledge in o e ec i e p ac ice la e on
(W agg,
1974;
McLeish,
1978).
Un o una ely, hese condi ions
a e
seldom ob ained in managemen .
Fo
ins ance i
is
e y
di icul ,
i
no impossible,
o
ind
ou
exac ly wha
di e en
s uden s need o know o manage e ec i ely (Lea i ,
1978).
As
we
know, i
is
also he excep ion a he han he
ule
o
ind e y skil ul and mo i a ed eache s
o
managemen
who
can i e he en husiasm
o
hei s uden s (Mand ,
1982).
Finally, he e
is
a di e ence in managemen be ween
knowing
ce ain ideas
o
concep s and implemen ing hem
e ec i ely.
Fo one hing, he e a e no ules
o
o mulae ha can
be
used
o ensu e success ul implemen a ion ( on de Embse,
1983).
Fo ano he , o be e ec i e manage s, s uden s need
p ac ice
in diagnosing si ua ions and applying wha hey ha e
lea n
and his
is
some hing ha canno be done jus by a ending
lec u es and semina s (Sealack & Williamson,
1983).
To
o e come hese di icul ies eache s
o
managemen
a e
ypically
ad ised
no o ely
oo
much
on
lec u es and
semi-
na s, bu ins ead o employ hings like cases, ole-playing,
p ojec s and expe ien ial exe cises. I hink
esea ch
can
play
a i al ole in helping hese al e na i e app oaches
be
mo e
e ec i e. The e a e a leas h ee ways in which esea ch
can
assis
he e, each using he ac ha all s uden s ha e had
some
expe ience
o
managing, e en
i
only a he ecei ing end.
In
each case, s uden s a e equi ed o
do
esea ch
on
da a
hey
p o ide hemsel es, om hei own expe iences, ins ead o
being old he esul s
o
esea ch done elsewhe e by ano he
pe son.
S. A . J. Bus. Mgm . 1986,
17(4)
(i)
S uden s can be di ided in o small g oups whose membe s
ela e hei
own
expe iences
o
he same p oblem
o
each
o he . These expe iences can be ga he ed om he g oups
and
summa ized,
by
he eache , in he
onn
o
gene ali-
za ions. These gene aliza ions
can
be compa ed
o
he
esul s
o
esea ch indings
o
see whe he hey ha e
been
bo ne
ou
o
no .
The
aim
is
o s uden s
o
y
o
es ablish he ela ionship be ween
hei
gene aliza ions and
hose unco e ed by esea ch.
(ii) In he opposi e di ec ion, he eache can p esen he
esul s
o
some
esea ch
and
ge s uden s
o
compa e i
wi h hei
own
expe iences. Small g oups
can
be es a-
blished in which s uden s
discuss
whe he hei expe iences
in simila si ua ions bea
ou
he esea ch indings.
Rep esen a ions
om
each
g oup
can
be asked
o
'ex-
plain' he
g oup's
' indings'
o
he class. In ollowing his
p ocedu e,
he
eache
mus
be ca e ul
o
choose a piece
o
esea ch
ha
deals wi h p oblems
ha
a e amilia
o
mos s uden s (Benne , 1984).
(iii)
The
membe s
o
he
cou se, ei he as indi iduals
o
as
membe s
o
small g oups,
can
se e as subjec s in ' e-
sea ch' conduc ed
by
he
eache as
an
in eg al
pan
o
he
cou se. Because hey seldom cons i u e any hing like
a ' ep esen a i e' sample, eache s should be ad ised
agains using cou se membe s as subjec s in esea ch ha
equi es igh expe imen al designs
o
con olled samples.
Howe e , when -as
o en
happens in managemen -
we a e me ely conce ned wi h judgemen s being
made
abou
some hing
o
people's eac ions
o
panicula
app oaches, ideas,
o
concep s
o
managing, hen cou se
membe s
can
(and
should) p o ide use ul
in onna ion
ha
helps
he
eache .
The
p ocess
o
p o iding he
esea ch
da a
is
an
enjoyable
one
ha
should
no
only
each he s uden some hing
abou
managemen
bu
also
show i
o
be
a subjec
o
immedia e ele ance
o
his
o
he
own
li e (Sashkin & Mo is, 1983).
Ge ing
s uden s
o
do
esea ch
Ano he ob ious,
bu
e ec i e,
way
o
using esea ch in
eaching
is
o
equi e s uden s
o
unde ake esea ch as
pa
o
a cou se assignmen , i.e. as some hing
ha
coun s owa ds
hei inal
ma k
on
he
cou se. The e a e a a ie y
o
ac i i ies
s uden s
can
do
o
ul il such a equi emen ,
none
o
which
equi es
hem
o
comple e he kind
o
ull-blown s udy ound
in he p o essional jou nals. Al hough hei ac i i ies may no
cons i u e expe imen al in es iga ions
and
may no in ol e he
la ge-scale es ing
o
ep esen a i e samples, s uden s need
o
be explici ly eminded
ha
hey a e s ill doing esea ch;
ha
hey a e conduc ing use ul in es iga ions which, in a humble
way, a e con ibu ing
o
ou
s o e
o
knowledge
o
manage-
men . I
is
impo an
ha
he eache be mind ul
o
he ange
o
possibili ies
o
op ions
ha
a e a ailable,
and
no
be
cons ained
by
wha
jou nal
edi o s ega d as 'scien i ic'
o
'use ul' esea ch
ha
can
be published. Examples
o
he kinds
o
esea ch ac i i ies
ha
s uden s
can
do
ai ly quickly
and
easily a e:
(i) de elop a sho scale
o
ques ionnai e abou wo k- ela ed
issues, dis ibu e i
o
a small sample
o
employees,
and
p oduce a sho epo ;
(ii) de ise a se
o
ques ions
and
use
hem
as he basis o
in e iews wi h local manage s;
(iii) in es iga e
wha
is
happening
in
a ew local i ms wi h
a iew
o
de eloping conclusions
abou
manage ial
e ec i eness;
(i ) de elop gene aliza ions by obse ing membe s
o
he
class
227
pe o ming speci ic lea ning exe cises;
and
( ) w i e
up
hei own expe iences in doing lea ning exe cises
du ing class ime.
All hese ac i i ies p oduce
'da a'
ha
can be ga he ed om
he s uden s, analysed du ing class ime, ed back
o
he
class
o u he discussion,
and
pe haps accumula ed o e ime.
I
is
o en easible
o
ge indi iduals
o
epo hei ' indings'
o
he es
o
he class
and
equi e
he
class
o
make
sense
o
hose indings, as a speci ic exe cise. In
some
cases, i
is
app op ia e
o
compa e he indings om
he
ac i i y wi h
esea ch epo ed in he li e a u e.
The
ask gi en
o
he class
can
be
o
explain why (as o en happens) hei indings di e
om hose in he li e a u e,
and
wha his implies o manage-
men . Expe ience has shown
ha
his
me hod
o
in ol ing
s uden s in esea ch
can
gene a e a e y high le el
o
in e es
and
mo i a ion
o
lea n
abou
managemen (e.g., Benne ,
1984; O pen, 1982).
Using
esea ch
Ins umen s
in
he
class oom
Ano he
way in which s uden s
can
be in ol ed in esea ch,
is
by ge ing hem
o
use ins umen s de eloped by esea che s
du ing ac ual class pe iods. A la ge
amoun
o
esea ch in
managemen in ol es he de elopmen
o
scales, ques ion-
nai es, check-lis s
and
es s
o
measu e a i udes, opinions,
capaci ies
and
he like. Whe eas some
o
hese a e
oo
leng hy
and
cumbe some
o
be use ul, he e a e some
ha
can
be
comple ed
and
sco ed by s uden s du ing
pan
o
a
nonnal
class pe iod (c ., P ei e & Jones, 1983; Sashkin & Mo is,
1983).
My
expe ience
is
ha
hese can be used
o
good
e ec
in s imula ing discussion
and
eaching s uden s
impo an
lessons
abou
esea ch in managemen .
No
ma e
how
he
eache decides
o
employ such ins umen s, i should be
made
clea
o
he
s uden s
ha
in comple ing he ins umen
and
analysing
he
esul s, hey a e, in e ec , doing esea ch wi h
he added ad an age
o
being able
o
ake he pe spec i e
o
he subjec as well as he esea che .
The
ollowing
is
one
way in which such ins umen s
can
be used
o
good
e ec , du ing a
nonnal
class pe iod (say,
one
and
a
hal
hou s): Fi s , he eache in oduces he opic,
and
dis ibu es he ins umen
o
he class. Membe s
o
he
class comple e he ins umen
and
sco e i hemsel es, ac-
co ding
o
ins uc ions gi en
ou
wi h
he
ins umen .
The
s uden s hen e u n hei 'sco es'
o
he eache
who
colla es
hem
in on
o
he class. S uden s a e in i ed
o
compa e
hei esponses wi h he colla ed esul s
and
o
hink o e
he
implica ions
o
he indings
o
he ' esea ch' o managemen .
Finally, a e a pe iod
o
s imula ing discussion based i mly
on
he esul s
o
he esea ch jus conduc ed wi h
he
ins u-
men ,
he
eache d aws conclusions
om
he deba e
and
ela es hem
o
he o e all pic u e om esea ch indings abou
managemen .
Ins ead
o
indi iduals eeding hei 'sco es'
o
' esponses'
back
o
he eache , hey
can
discuss
hem
in small g oups
o
h ee
o
ou , and w i e
up
g oup epo s du ing class ime.
P o ided
he
g oups a e old exac ly wha
o
do,
his
can
be
mos e ec i e. Expe ience has shown
ha
s uden s enjoy
compa ing hei esponses wi h hose
o
o he s, especially
when hey exchange iews
and
jus i y why hey esponded
like hey did. S uden s a e usually mo e con iden when alking
o
o he s in a small
g oup
si ua ion, a he
han
speaking
in on
o
he whole
class.
Using
esea ch
ins umen s in hese
ways
is
consis en wi h
my
iew
ha
eache s
in
managemen
need
o
's and
aside'
and
le s uden s lea n om each
o he
mo e
han
usually happens.
In
o de
o
employ ins umen s
in
ei he
o
hese ways, he
228
eache need
no
be
an
expe
o
ac i e esea che . All
ha
is
necessa y
is
ha
he
o
she has access
o
he
ins umen s
and
is
willing
o
expe imen wi h he class in hese ways, using
he
s uden s as esea che s
and
subjec s in imp o ing hei
knowledge
abou
managemen .
Using
pe sonal
case
his o ies
o
s uden s
Whe he hey ha e wo ked as manage s
o
no , all s uden s
o
managemen ha e expe iences
o
people managing hings
and
o he s. They ha e all seen hei pa en s planning
and
o ganizing hings, hey ha e all been in ol ed
a
some
ime
in unning e en s like e es
and
socie ies
and
ou ings,
and
hey
ha e all wi nessed hemsel es
o
o he s
do
hose hings well
o
poo ly. The e ec i e eache needs
o
ge s uden s
o
ealiz.e
ha
he e
is
a lo hey
can
lea n
abou
managemen
by
e lec ing ca e ully
on
such expe iences
o
hei
own
and
by
lis ening
o
wha o he s ha e
o
say
abou
hem
(Quaglino
& Tes a, 1979).
I
is
clea ly inapp op ia e
o
gi e s uden s a comple ely ee
ein in e lec ing
on
hei expe iences
and
lis ening
o
o he s.
On
he o he
hand,
he eache should
no
y
o
ell
hem
wha hey
a e
likely
o
ind when hey e lec
on
hei
own
expe iences
and
lis en
o
hose
o
o he s. In
my
iew,
wha
needs
o
be
done
is
o
he
eache
o
s uc u e a lea ning
si ua ion,
o
design
an
exe cise, wi hin which s uden s
can
e lec
and
lis en
o
o he s. In such s uc u es
o
designs,
he
eache in o ms he s uden s
o
he
s eps
o
ollow
and
hen
's ands aside'
o
le
hem
ge
on
wi h i . In p ac ice, his
ypically equi es he eache
o
selec a opic, gi e s uden s
a pa icula pe iod in which
o
p oduce hei
own
da a,
ask
hem
o
compa e hei
da a
on
a sys ema ic basis,
and
hen
o
y
o
make
sense
o
hei combined expe iences. I
is
my
iew
ha
s uden s need
o
sepa a e
he
ac i i y
o
da a
gene a ion om
ha
o
d awing conclusions
abou
manage-
men om hei
da a.
To
assis
hem
in
doing his, i
is
o en
help ul
o
ge
hem
o
w i e
down
hei expe iences wi h
no
a emp
a
in e p e a ion.
And
hen,
a
a la e poin , ask hem
o
indica e wha hese expe iences
mean
o
signi y in gene al
e ms. I should be poin ed
ou
o
he
s uden s
ha ,
in doing
so, hey a e ying
o
de elop gene aliza ions
abou
manage-
men in he same way as esea che s
abou
whom
hey ead
in
hei ex book.
The
only di e ence being
ha
hey ely
on
'da a' om hei expe iences, whe eas
he
esea ch elies
upon
da a collec ed
om
an
expe imen
o
su ey.
I has been
my
expe ience
ha
o
he
pe sonal his o y
app oach
o
wo k e ec i ely, s uden s need
o
be
p o ided
wi h help
o
assis ance in he o m
o
speci ic s eps
and
hings
o
ake
in o accoun , p o ided
ha
in
doing so,
he
eache
does
no
a ec he
na u e
o
he
da a
he
s uden s p oduce
o
he
kind
o
in e p e a ion hey place
on
i .
The
idea
is
me ely
o
assis s uden s
o
p oduce ulle
an~
iche case
his o ies
om
which hey
can
lea n
mo e
han
hey would
o he wise.
Wha
ollows
is
a p ocedu e
ha
I ha e pe sonally
ound
mos
use ul.
(i) A pa icula opic
o
p oblem
is
i s selec ed o dis-
cussion.
(ii) Cou se membe s e lec back o e ecen e en s in hei
li e
ha
ha e a bea ing
on
his opic
o
p oblem. They
a e equi ed
o
be as conc e e as possible
and
o
ac ually
w i e
down
he
e en s
and
how hey el
abou
wha
happened.
(iii)
Fo
each e en
he
cou se membe s
a e
asked o:
(a) iden i y
wha
led
up
o
he
e en s desc ibed,
(b) speci y
he
'essence'
o
he
e en ,
(c) desc ibe i s ou come,
S.-A . Tydsk . Bcd y sl.
1986,
1?(
4)
(d) indica e some hing
abou
he
p incipal cha ac e s
and
'
(e) e eal how hey el
abou
he
e en s and he
ac iom
aken
by
he
p incipal cha ac e s.
(i )
The
cou se membe s
o m
small g oups. In each
g oup
hey sha e hei e en s
o
cases wi h o he
membe s.
G oups
a e
old,
qui e
speci ically, ha membe s
be
gi en u ns in ela ing hei cases
o
he o he s -
who
a e
equi ed
o
lis en
wi hou
in e up ing.
( )
Each
g oup
hen
selec s
one
o
he
cases
o
hei
mem-
be s which hey eel
mos
'sui able' as a ehicle
o
discussion
o
he
pa icula
p oblem
o
opic.
( i) All
o
hese cases
a e
dis ibu ed
among
he en i e
c~.
Wo king
in
hei
g oups
on
hese cases
o
pe sonal
his o ies, cou se membe s
y
o
de elop gene aliza ions
abou
managemen
om
hem.
Thei ask
is
o
disce n
wha
hese cases ha e
o
say
abou
he opic
o
p oblem
unde
discussion.
( iii) Finally,
he
eache
can
lead a class discussion
which
cen e s
a ound
hese cases
and
wha
hey mean
o
imply
o managemen .
In
such discussions, he eache
should
gi e each
g oup
an
oppo uni y, ia a selec ed membe ,
o
ell he en i e class
wha
hese pe sonal his o ies
ha e
in
common
and
wha
hey signi y
o
mean o
he
pa icula opic
o
p oblem. I
is
he ask
o
he
eache ,
wi h
he
help
o
he
class,
o
sum
up
he
discussion
and
in eg a e
he
iews exp essed in o he es
o
he
cou se.
The e
is
ob iously scope
o
a ying hese s eps depending
on
ci cums ances. Howe e ,
o
ou
p esen pu poses
wha
is
impo an
is
ha
s uden s
p oduce
hei
own
ma e ial
and
wo k
on
i , a he
han
on
ma e ial supplied
o
hem by
o he s.
Also
ha
hey
a e
gi en a chance
o
y
o
make sense o
da a,
ins ead
o
being supplied wi h
he
'ou comes' a i ed
a
by
esea che s
and
gi en
o
hem
by
lec u e s
o
by
a
ex book.
The
ad an age
o
his
app oach
is
ha
s uden s
ac
as hei
own
esea che s
on
da a
ha
a e
impo an o
hem
-because i
is
based
on
e en s hey
o
hei ellow s uden s
ac ually expe ienced.
To
conclude, he e a e a
a ie y
o
ways in which eache s
can
use esea ch
in
eaching
managemen
wi hou
hem
necessa ily being ac i e
o
expe esea che s hemsel es.
I
is
up
o
he
eache
o
decide o
him
o
he sel which
ones
o
employ in di e en ci cums ances.
Wha
he p esen
a icle
has a emp ed
o
show is
ha
he e
a e
ad an ages in
using
esea ch in eaching
and
ha
ways
o
doing
so exis ha
a e
qui e s aigh o wa d
and
easy
o
employ.
In
my
iew, he
only sin
is
o eache s
o
managemen
no
o
gi e hem a y.
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1984.
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