本科生課程中的案例教學(xué)--基于服務(wù)質(zhì)量模型的思考(留存版)

　　

【正文】 希望有標(biāo)準(zhǔn)答案 / 最佳答案 ? 對(duì)成績過度關(guān)心，把案例報(bào)告理解為小考試，而不只是學(xué)習(xí)歷程 ? 看重小組之間的競爭 ? 對(duì)“酷”的過度追求 —花俏的 PPT 彭泗清 北京大學(xué)光華管理學(xué)院 4 本科案例教學(xué)的任務(wù) 1：學(xué)會(huì)問問題 ?任務(wù) 1： 帶領(lǐng)學(xué)生進(jìn)入真實(shí)的商業(yè)世界，問正確的問題 ?培養(yǎng)學(xué)生的問題意識(shí)：“ Perhaps the most important benefit of using cases is that they help managers learn how to determine what the real problem is and to ask the right questions. ” ? An able business leader once mented: ―Niy per cent of the task of a top manager is to ask useful questions. Answers are relatively easy to find, but asking good questions is the most critical skill.‖ The discussion questions suggested for each case are just to help you focus on certain aspects of the case. In presenting them the faculty is not preempting your task of identifying the problems in the case. You still must ask yourself: ―What really are the problems which this manager has to resolve?‖ Too often, in reallife situations managers manipulate facts and figures without the problems havi