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World Cafe was developed originally in the 1990s as a method to harvest collective knowledge through discussion, conversation and ‘shared listening’ (Brown, 2002). This case study considers its use as a revision tool for a final examination. ‘Circulating focus groups’ (Ritch & Brennen, 2010) revealed lack of background reading or full immersion in the topic by individuals; early saturation of topics and over-confidence or sketchy knowledge resulting in incomplete information. The process required close management by the ‘host’ (tutor) and was useful for students with dyslexia. Whilst it appears to be a liberating experience for students, there remains an argument about both the nature of University assessment and the need to support and prepare students for exams.

'Shared listening': using a World cafe approach as a revision tool in a final year undergraduate programme