Conference Paper

The academic research purpose of this paper is to investigate how teaching by the case method, as opposed to teaching business theories ex-cathedra or frontal teaching makes a positive change in the classroom in higher education institutions. The research reflects a singular longitudinal case study providing an initial point into implementation of the method. The research was conducted having in mind the outcome of actual knowledge as opposed to perceived knowledge by educators in learners. The paper sits on an amalgamation of theories backed up by empirical evidence or the moment where theory meets practice, making use of the Socratic1 Method proposed in the new and improved classroom. Research has shown that educators are positively inclined towards this method, but there are opposing views, and the aim of this study is to suggest the measures to make this research successful. We take a close look into the transformation of the traditional instructor-based into a learner-based classroom. The major findings are supportive of discussion-based environment with the incorporation of the classical research method. This dichotomy is addressed; however, the solution proposition integrates both approaches, driven by the case method.Finally, the practical recommendations deriving from this analysis serve to further explore and deliver detailed recommendations for PCL (participant-centered learning), and result in better education of students for their future careers in business communication, preparing them for ambiguity and lack of fear of the unknown in their professional lives.