本科生课程中的案例教学 -- 基于服务 质量 模型的思考

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    03-Jan-2016
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本科生课程中的案例教学 -- 基于服务 质量 模型的思考. 彭泗清 北京大学光华管理学院市场营销系 2010 年泛京津地区高校营销学科交流会 中国人民大学 , 2010.12.4. 主要内容. 本科生案例教学的特殊性 从“服务营销”的角度看案例教学的全过程 需求分析:本科生对于案例教学的需求特点 服务设计:本科生案例教学的重点与卖点 服务管理:如何提高本科案例教学的质量? 服务沟通:案例教学的前前后后. 本科生案例教学的特殊性. 案例教学的特点: - PowerPoint PPT Presentation

Transcript of 本科生课程中的案例教学 -- 基于服务 质量 模型的思考

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“Simply stated, the case method calls for discussion of real-life situations that business executives have faced.”--Johns. Hammond, 2002

A typical request at the end of a discussion is “What‘s the answer?” The case method of learning does not provide the answer. Rather, various participants in the discussion will have developed and supported several viable “answers”. –Hammond








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“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 commented: “Ninety 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 real-life situations managers manipulate facts and figures without the problems having been specifically defined. -- Johns. Hammond, 2002 / Learning by the Case Method


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