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THE BHOPAL DISASTER ‘CASE’

THE BHOPAL DISASTER ‘CASE’. HEA Workshop on interdisciplinary CBL 12 April 2013. Context: CILM. Joint law and business u/g module (Year 3 or 4) Student-centred learning and OSL Intended LOs – able to: critically discuss a selection of important issues in law and management;

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THE BHOPAL DISASTER ‘CASE’

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  1. THE BHOPAL DISASTER ‘CASE’ HEA Workshop on interdisciplinary CBL 12 April 2013

  2. Context: CILM • Joint law and business u/g module (Year 3 or 4) • Student-centred learning and OSL • Intended LOs – able to: • critically discuss a selection of important issues in law and management; • demonstrate advanced skills in analysing unstructured problems and case studies; • demonstrate skills in critical thinking in individual and class settings; • confront and evaluate competing and conflicting interests and recognize some of the fundamental ethical dilemmas in the law/business environment; • demonstrate advanced research, presentation and class working skills.

  3. The case – design • Bhopal disaster: an authentic, complex, multi-dimensional problem with legal, business and health dimensions (primary focus on CSR/ethics/human rights) • Not a didactic case: resources and context to discuss and debate issues dynamically. • Expectation that it is supplemented by further research and reading, to uncover more of the complexity

  4. 2011-12 Activities • 30 CATS project – peer-led learning activity • Briefing session - designers/facilitators • Element of ‘book review’ presentations • Peer-facilitated planning session • “Peoples’ Tribunal” - two iterations • + medical student volunteer ‘expert witness’ • Assessed 5% workshop facilitation; 20% reflective essay • Could also feed into 30 CATS (15%) and 24 CATS (20%) ‘book review’ task

  5. Skills and attributes • Research • Critical thinking • Issue/problem identification • Recognition of competing interests and goals, and • Different perceptual positions in a complex problem • Oral and written communication • Creativity (design and delivery of tribunal) • Leadership and teamwork • Reflection (on Bhopal issues and workshop process)

  6. Did it work?

  7. Challenges - design From: Philip Dover, Samuel Perkins, David Wylie, (2009) "The role of custom case materials in action-based executive education programs", Journal of Management Development, Vol. 28 Iss: 4, pp.285 - 300

  8. CBL vs PBL? From: http://www.deakin.edu.au/itl/assets/images/pd/tl-modules/teaching-approach/health-care/cbl-vs-pbl.gif

  9. Assessment ‘backwash’ • ‘High stakes’ and risk-averseness • Trust and control • Discrepant reasoning (Argyris, 1989) around creativity: “As opposed to focusing on creativity we focused on content… On reflection I learned that assumptions like the ones we made limit the scope for creativity, a point CILM has laboured to get across”

  10. 30 CATS students’ reflection Themes: • What motivates a group • Assumptions and ‘groupthink’ within 30 CATS group • Creating ‘team’ • The challenge of managing the 3Ts together: teams, tasks and time • Constructing the ‘other’ “this journey has definitely been an eye-opener in terms of learning about the delicate nature of teamwork” “It was assumed that there was no way we could influence [the 24 CATS students’] level of motivation… [Yet] the participants are not unknown but actually friends who we have studied with for the past three years”

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