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Resolving the Magic Cube of Effective Case Teaching: Benchmarking Case Teaching Practices in Emerging Markets – Insights from the Central European University Business School, Hungary

Resolving the Magic Cube of Effective Case Teaching: Benchmarking Case Teaching Practices in Emerging Markets – Insights from the Central European University Business School, Hungary

Zoltan Buzady
Copyright: © 2017 |Pages: 25
ISBN13: 9781522507703|ISBN10: 1522507701|EISBN13: 9781522507710
DOI: 10.4018/978-1-5225-0770-3.ch005
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MLA

Buzady, Zoltan. "Resolving the Magic Cube of Effective Case Teaching: Benchmarking Case Teaching Practices in Emerging Markets – Insights from the Central European University Business School, Hungary." Case Studies as a Teaching Tool in Management Education, edited by Dominika Latusek, IGI Global, 2017, pp. 79-103. https://doi.org/10.4018/978-1-5225-0770-3.ch005

APA

Buzady, Z. (2017). Resolving the Magic Cube of Effective Case Teaching: Benchmarking Case Teaching Practices in Emerging Markets – Insights from the Central European University Business School, Hungary. In D. Latusek (Ed.), Case Studies as a Teaching Tool in Management Education (pp. 79-103). IGI Global. https://doi.org/10.4018/978-1-5225-0770-3.ch005

Chicago

Buzady, Zoltan. "Resolving the Magic Cube of Effective Case Teaching: Benchmarking Case Teaching Practices in Emerging Markets – Insights from the Central European University Business School, Hungary." In Case Studies as a Teaching Tool in Management Education, edited by Dominika Latusek, 79-103. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0770-3.ch005

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Abstract

This chapter contribution has three major aims: First, to present a benchmark of current practices of teaching with case studies in order to inform fellow scholars, who are generally interested in this particular pedagogical approach and to help those readers, who already apply case studies in their academic teaching or vocational trainings within business and management sciences. Second, to provide some help to fellow case teachers by describing concrete examples, to offer a benchmark, and to formulate advices relevant to case-based teaching. Certain sections make explicit reference to particularities or interesting trends of case-based teaching practices which are different in the CEE region and in other emerging markets. Third, to outline a new, emerging trend of participant-centered learning methods, that of serious games as a tool for leadership and management development.

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