Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong

Abstract

Abstract Case-based learning is now a core feature of business education programs in many parts of the world including Asia. This problem-based methodology, however, can pose difficulties in bilingual contexts, especially if students are more familiar with didactic modes of teaching and learning. This paper reports on one phase of a three-year investigation of case-based learning and teaching that was carried out in a Hong Kong university. Initially, the problems facing professors who use cases in their business courses (case leaders) were investigated. In a survey and interviews, the case leaders revealed that, while convinced of the merits of using cases, they were frustrated with the reticence of their students in discussions. In the next phase, the focus of this paper, the views of 589 Asian business students at the same institution were explored. A survey and interviews sought to determine their perceptions regarding the value of case-based learning in business, the problems they experienced with this mode of learning, their assessment of their language skills/needs, and their suggestions for ESP teachers and business case leaders to improve the learning situation. The findings provided direction for an ESP business communications course and highlighted the need for culture and context-specific preparation for case leaders and students.