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Student-Based Examples: Do They Help or Hinder Instruction?
Articles and Chapters
  • Cathy A Enz, Cornell University School of Hotel Administration
Publication Date
1-1-1989
Abstract
[Excerpt] Many professors, myself included, have for years operated under the impression that examples from the current experiences of students’ lives are helpful, useful and relevant for illustrating complex ideas or theories. We seek to use examples from the students’ realm of experience. We discuss conflict and perceptions in the context of roommate interactions. The university’s procedures and goals are presented as a foil for discussions of organizational designs, bureaucracy, and goal setting. We rely on the football and basketball teams for discussions of leadership and cooperation. The experiences of job interviews are used to discuss corporate culture and socialization. Finally, we bring home the nuances of performance appraisal, feedback and reward structures by discussing the operation of the very class we teach.
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Required Publisher Statement
© Springer. Final version published as: Enz, C. A. (1989). Student-based examples: Do they help or hinder instruction? Journal of Management Education, 13(2), 118-119. doi:10.1177/105256298801300214

Reprinted with permission. All rights reserved.

Citation Information

Enz, C. A. (1989). Student-based examples: Do they help or hinder instruction?[Electronic version]. Retrieved [insert date] from Cornell University, School of Hotel Administration site: http://scholarship.sha.cornell.edu/articles/627