I believe that it is critical to teach business courses with strong theory and sound applications. For learning to be effective, there must be a suitable pedagogy to deliver business courses, especially within the setting of Singapore in the region and the world.

My pedagogical approach is guided by three precepts - centricity, contextuality, and connectivity.

First, on centricity. I consider that the learner - the student - should be the center of the educational process. The rallying aim of teaching should place learning as the fundamental purpose of the delivery. With learner centricity, the instructor teaches for the students and not for the sake of teaching. The educational experience is then customized to cater to the unique aspirations and diverse needs of individual students.

Next, on contextuality. Business disciplines are not ends in themselves. The broader environment where businesses operate is a crucial factor for good education. For teaching business courses in NUS, the Asian setting is vital for learning to be infused with rich institutional contexts. This distinctiveness of the Asian orientation will indeed differentiate NUS business education from the universal Anglo-Saxon models.

Last but not least, on connectivity. The vast array of information and transactions in local and global businesses is increasingly being put in the online world. Information technologies, particularly the internet, should be tapped intensively and extensively. Students should cultivate the habit of being discerning and selective in the era of information overload. Multimedia should be tapped to enhance the class interactions.
Thoughtful pedagogy is a most basic determinant of good teaching and learning. With a purposeful pedagogical foundation, learning outcomes can be achieved and real learning can happen.

While adhering to the syllabuses for the course content and emphasizing the course learning outcomes, my mode of teaching is based on three thrusts.

1) Query-driven
Teaching by sheer content dissemination, while seemingly efficient, is not the best way for learning to take place. I will engage the minds of students through always phrasing my delivery as questions. In many instances, the answers may not be obvious and intuitive. Students will pay attention in a question-based environment as they may be randomly called upon to answer.

2) Event-driven
Business is a subject that is alive and lively. Many happenings affect the positions and dynamics of businesses and the industries they are in. The global, regional and local economies evolve and change ever more rapidly. I will constantly and continually incorporate current affairs of the 'real world' into the lectures and discussions so that students can relate the concepts to reality.

3) Media-driven
The classroom is the predominant locus for learning to occur. In many ways, it is like an experimental laboratory, and the peers form a microcosm of the workplace. In my class, I will emulate the modes of interaction in organizations. This can be done by multimedia means. For example, video cases come out alive more than text cases and podcasts can develop skills in audio comprehension as required in telephone discussions. Most notably, learning in the new era is greatly enhanced through leveraging on social media.