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- Asplund, Carl-Johan, et al.
(författare)
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Designing multidiscipline cases
- 2006
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Ingår i: International Journal of Case Method Research & Application. - 1554-7752. ; XVIII:3, s. 288-294
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Tidskriftsartikel (refereegranskat)abstract
- By developing one overall multidiscipline case for one or several courses in an academic program, different learning challenges from multiple disciplines can be addressed in order to enhance the total learning goal. To achieve a learning goal, a generic case could be designed to bridge different disciplines in a systematic way. The important challenge is to design the case, which in its content as well as format, addresses the goals of the course and eventually also the objectives of the program as a whole. This paper addresses how to design such an overall multidiscipline case. Six design dimensions are identified to use when designing, producing, testing, and using a case of any type. The design is seen as an overall learning experience, which simultaneously encompasses three aspects. First, the learning experience must start with an understanding of student knowledge levels in the different disciplines. Second, the faculty of the disciplines must articulate what kind of learning goals they would like to achieve with the different courses. Third, the case should address the objective(s) of the course both in its content and working (i.e. pedagogical) formats. Only when the three areas of student learning, faculty learning, and subject are intertwined, will the best learning arena be created. A generic case could be a valuable tool in supporting more holistic and reflective learning.
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| 2. |
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| 3. |
- Asplund, Carl-Johan, et al.
(författare)
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Strategic management - An online collaboration between two class groups separated by a "small pond" and six time zones
- 2006
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Ingår i: International Journal of Case Method Research & Application. - 1554-7752. ; XVIII:1, s. 44-51
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Tidskriftsartikel (refereegranskat)abstract
- An undergraduate course in Strategic Management seemingly provides similar basic content to students including the infamous SWOT (strengths, weaknesses, opportunities and threat) analysis along with the identification of functional level, business level, and generic strategies to enhance an organization’s competitiveness. One of the most common resources for this type of course is the article outlining a theoretical framework “How Competitive Forces Shape Strategy” by Michael Porter [Porter, 1979]. This paper discusses the differences and similarities of teaching an undergraduate Strategic Management course for two different institutions located in different countries. Secondly, the paper addresses the logistics of connecting the two separate student groups for a collaboration project using an on-line platform. Additionally, the paper shares the experiences learned when students work in multi-culturally mixed groups to analyze an industry around Michael Porter’s framework [Porter, 1979].
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| 4. |
- Bengtsson, Lars, et al.
(författare)
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Case Writing Projects in Co-Operation with Companies and Organizations
- 2008
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Ingår i: International Journal of Case Method Research & Application. - 1554-7752. ; 10:4, s. 387-397
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to present the process and evaluation of case writing projects in co-operation with companies and organizations in a course for engineering students. The case writing projects could provide an illustration and example framework for working with companies in constructing cases. Normally cases are constructed for teaching purposes in higher education. However, in order to get closer co-operation and more interest from the companies the authors encouraged the students and the companies to construct cases on issues that the companies felt were especially relevant for them. Drawing on previous research on case writing in teaching case writing projects were set up. The companies who worked closely with the students were very satisfied with both the case writing process and the final cases. These companies expressed several benefits like getting a good public reputation, getting an analysis by a third party, a free look on possible future employees, maintaining good relations with higher education and also getting material for internal development purposes. The companies that had a more distant relationship to the projects or were the process had been problematic had a more critical view of the process and outcome. They saw few benefits with the case writing projects besides maintaining a good image.
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| 5. |
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| 6. |
- Blomgren, Henrik, 1964-
(författare)
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REAL ACTIVE LEARNING IN BIG NUMBERS : TRAINING 23,000 EMPLOYEES AT SCANDINAVIAN AIRLINES (SAS)
- 2012
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Ingår i: International Journal of Case Method Research & Application. - Boston, USA : WACRA, World Association for Case Study Research and Application. - 1554-7752. ; XXIV:4, s. 250-260
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Tidskriftsartikel (refereegranskat)abstract
- Research in the field of new learning methods has previously shown the pedagogical value of participants being active and doing hands-on exercises, as well as having a close teacher interaction. From a pedagogical point of view, case-based learning methods are often preferred. However, in practice, case-based methods are often difficult to scale up. Therefore, these methods are not often applied when many participants are involved in a learning environment. This article explores the possibility of creating “real active learning” with large numbers of participants. A case where 23,000 employees at SAS, Scandinavian Airlines, participated in a large-scale learning event is analyzed. The paper concludes that well-prepared learning processes can support “real active learning” with large numbers of participants. The case shows that the difficulty of scaling up, a problem often assumed to be an obstacle for the use of case-based learning, can be overcome.
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| 7. |
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| 8. |
- Edoff, Petra, et al.
(författare)
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Uncovering paradoxes in managing globally distributed product development : A multiple case study
- 2013
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Ingår i: International Journal of Case study method, Research and Application. - 1554-7752. ; XXV:3, s. 195-206
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Tidskriftsartikel (refereegranskat)abstract
- Offshoring of knowledge-intensive work is a relatively new phenomenon wherein organizations choose to distribute segments of their value chain ranging from testing, to product development and innovation across geographical and organizational boundaries. Moving work from one location to another creates new challenges for the organization as the complexity of the processes and number of organizational interfaces increases. This paper uses three case studies to explore the paradoxes and underlying tensions found in the practice of globally distributed development. The study demonstrates how multiple levels of analysis can be applied to resolve the tensions and trade-offs in globally distributed work.
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| 9. |
- González, María del Carmen, et al.
(författare)
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APPLYING THE CASE METHOD AND COMMUNITY – BASED LEARNING FINAL PROJECT IN A CHEMICAL ENGINEERING COURSE AT A PUBLIC UNIVERSITY IN MEXICO
- 2012
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Ingår i: International Journal of Case Method Research & Application. - Boston, MA : The World Association for Case Method Research and Application. - 1554-7752. ; 24:3, s. 187-191
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Tidskriftsartikel (refereegranskat)abstract
- The case describes the use of the case method in a capstone course called ‘Terminal Project’ in the Chemical Engineering Department at the Autonomous Metropolitan University (UAM), Campus Azcapotzalco, in Mexico City.The purpose of applying the case method in the course was to make use of the students’ previously acquired knowledge in solving a real problem. The project also takes into account one of UAM’s general objectives, to provide community support for sustainable development [Universidad Autonoma Metropolitana, 2011]. Furthermore, the application exemplifies the case method as a useful integrating technique suitable for different types of teaching environments in Mexico, reaching beyond the prevailing practice of using cases to learn about managerial issues in private business schools.Through the methodology described. The students were able to retrieve the information that they felt was missing to find a proper solution to the vanilla harvest problem. Based on the answers from the people interviewed, the four students had the opportunity to go a step further in analyzing the case setting.
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