While newsclips can easily be accommodated into the standard
lecture–seminar structure, the use of longer and more
comprehensive case studies requires some adjustments in the
organisation of classroom activities. Teaching a case is very
much an exercise in leadership: engaging student participation
in the collective exploration of a problem and the effort to
reach a joint resolution. In a traditional lecture, you analyse
course material and convey your interpretation of it to the
class. In a case discussion, the students analyse the material
themselves and your function is to guide and facilitate their
work: frame the task, focus the enquiry, stimulate interaction,
probe thinking, set direction, register progress and bring
closure. The different interaction between the instructor,
students and course material in lecture and in case discussion
is described by Boehrer (1995), as shown in Figure 6. Figure 4
Interaction in lectures and case teaching The teacher stands
between the material and the students in lect