ABSTRACT
Students on international exchange programmes may often express a negative value judgement of the quality of the education received in the host institution. The British and American students would seem to be much more willing to accept open-ended situations, a clear conclusion not being the exclusive aim of a case-study. In American business schools, the professors are much more likely to adopt an arm's-length approach which encourages students to engage more in free discussion about the case, to present their ideas on the essential problems and to criticise the ideas of others. In American universities, French students are occasionally taken aback by the use of case-studies. Case studies are regularly introduced as a means of allowing students to apply the tools and skills they have learnt, of developing an ability to make decisions in a structured context, and of testing their success in handling the challenge.
