ABSTRACT
Debate and discussion sessions or case studies allow for the application of existing knowledge and for linking different students’ views to expand collective understanding. However, too often the academic’s focus, even within session titles pre-fixed by ‘strategic’, is upon distilling the specific micro-knowledge of the session rather than upon building a more holistic, strategic systemic understanding. Although the description of the modules was similar, there were enormous gaps in the interpretation of strategic content. Most students begin their academic careers with a horizon limited to their own experience and knowledge. They rely upon lectures to develop their knowledge-base further. However, the simple acquisition of knowledge is only one part which can be considered as a necessary base.
