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Home Welcome A L T C Project Professional Learning Types Teaching Approaches Good Practice Principles Enablers & Impediments Summary Rationale Aims & Objectives Outcomes Project Team ALTC Report Acknowledgements Dissemination Material Dissemination Material ANZAM 2010 Abstract (Download Word 207k) (Download PDF 134k) ATN Assessment 2010 Abstract (Download Word 22k) (Download PDF 20k) ATN Assessment 2010 Powerpoint (Download Powerpoint 338k) (Download PDF 535k) UTS: Business Teaching & Learning Forum 2010 (Download Powerpoint 397k) (Download PDF 211k) Print this page | Privacy | Disclaimer |© Copyright 2010 | page visits: 5
Home Welcome A L T C Project Professional Learning Types Teaching Approaches Good Practice Principles Enablers & Impediments Overview Industry Case Study Industry Simulations Industry Practitioner Delivered Content Industy Mentoring Industry Study Tour Industry Placement Industry Competition Industry Project References Industry Case Study An actual business scenario or challenge faced by business requiring students to apply analytical and problemsolving skills to explore solutions and/or critically evaluate those made by business executives. Background The industry case study has become a common teaching approach in business higher education. Cases typically provide an actual business scenario or challenge faced by business that require students to apply analytical and problem-solving skills to explore solutions or critically evaluate those made by business executives. It creates a story of a scenario or issue relating to a business, which could be multidisciplinary, and which requires students to interpret, research and problem solve to generate solutions and strategies. Scarman (2007: i) cites the definition of case study in business education given by Charles Cragg of the Harvard Business School in 1954: [Case study] is a record of a business issue which actually has been faced by business executives, together with surrounding facts, opinions and prejudices upon which executive decisions have to depend. These real and particularized cases are presented to students for considered analysis, open discussion, and final decisions as to the type of action which should be taken. Harvard is credited with introducing 'the case method' into business education in the late 1800s to bring the real world into the classroom. Today Harvard Business School bases its MBA program on case method pedagogy and has developed a large repository of case studies (available to other business schools for a fee). Case method pedagogy commences with individual analysis (as a foundation and prerequisite for teamwork) requiring students to 'assess, analyze and take decisive action in complex situations drawn from real events' (www.hbs.edu.mba). The pedagogical practice of case studies is underpinned by experiential learning theory (Kolb 1984) and projectbased learning (Savin-Baden 2003). A key belief therefore is that when students are engaged in case studies they will learn more effectively as they are actively involved in their own learning. Krebar's (2001) research demonstrated the link between the case study approach and Kolb's (1984) experiential learning. He argued that engagement in a case study provided students with concrete examples of 'real business issues'. Furthermore when students are required to discuss and then define the problem, they begin to engage in active experimentation and reflective observations. Davis and Wilcock's (2009) research found that case studies Allow the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice. Encourage active learning. Provide an opportunity for the development of key skills such as communication, group working and problem solving. Increase the students' enjoyment of the topic and hence their desire to learn. (Davis and Wilcock: 2) Others (Scarman 2007, Lund Dean and Fornaciari 2002, Gurd 2001) suggest that cases can range from a simple open-ended question to more complex role play, as well as detailed reports. Some cases may be created by the instructor around certain themes and information while others are drawn from textbooks, newspapers and business scenarios. Harvard MBA uses simulation and video to demonstrate cases. There are several website repositories of case studies for many disciplines. Scarman (2007) proposes that case studies can be categorised as decision-focused cases, research focused cases and more unstructured open cases. Decision-focused case studies describe the facts, events, actions and decisions made in a real business situation. Scarman (2007) argues that while these cases provide examples of real-life business practices, their use as a teaching tool is limited, particularly in scaffolding student decision-making skills. Research-focused cases aim to test a hypothesis. The case presents real-life data and data analysis about a situation, an organisation or various aspects of business practices, as well as links to relevant theoretical perspectives. Students are then expected to analyse the information provided and develop or test the hypothesis.
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partners who are briefed on the pur
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Impediments Support from industry o
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Industry Engagement Students divide
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Brandstorm Typology: Industry Compe
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Negotiation with multiple industry
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Industry Project: Situated Learning
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depending on their developmental st
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Case Study: Experience based Enviro
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Industry Simulation: Queensland Uni
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Enablers Impediments RMIT's self-de
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Industry Practitioner Delivery: Gue
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Industry Mentoring: Cooperative Edu
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Industry Study Tour: Study Tour usi
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Industry Study Tour: Global Passpor
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placements. Throughout the placemen
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Industry Placement: Internship Prog
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Industry Competitions: Student Entr
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Thinking Simulations based around c
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Constant updating of the curriculum
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