Abstract

In the context of globalization in business education, students from all over the world participate in mixed case study group discussions to enhance their skills in risk forecasting and intercultural communication through collaborative exploration. Learners who possess effective case-based discussion techniques and strategies for success in one cultural context may find them either impactful or ineffective when applied in another learning culture. This study scrutinized the case study group discussion process involving a group of Chinese undergraduate students enrolled in a split-site degree program and their English-speaking partners. Three group discussion approaches—spiral, individual, and cumulative—were identified by analyzing the Chinese students’ strategies for manipulating topics and reacting to others’ opinions. These Chinese approaches illustrate unique autonomous learning strategies of self-reflection and inner dialogue within the study groups. The findings hold implications for the course design of English for Business Purposes (EBP) in business partnership degree programs.

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