Christian Voigt and Paula M.C. Swatman
This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university…
Abstract
This article presents the first stage of a design‐based research project to introduce case‐based learning using existing interactive technologies in a major Australian university. The paper initially outlines the relationship between casebased learning, student interaction and the study of interactions ‐ and includes a review of research into technologies supporting varying types of interaction. We then introduce design‐based research (DBR) as a way of improving student interaction within an undergraduate e‐business course while simultaneously adding practical and theoretical insights to the literature in the field. Applying DBR, we present the learning environment used and analyse the interactions observed. The paper concludes with a summary of our findings concerning instructional means to make online interactions more meaningful and a discussion of future research activities within the project using design‐based research.
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M. Travis Maynard, Deanna M. Kennedy, S. Amy Sommer and Ana Margarida Passos
While the topic of team adaptation is gaining in prominence within the broader team effectiveness literature, there remain numerous unanswered questions about the way it affects…
Abstract
While the topic of team adaptation is gaining in prominence within the broader team effectiveness literature, there remain numerous unanswered questions about the way it affects, and is affected by, team dynamics over time. In particular, within this chapter, we seek to more fully examine the relationship between team adaptation and team cohesion to set the stage for additional investigations of team adaptation – team emergent state relationships. However, beyond merely suggesting that a linear relationship exists between team adaptation and cohesion, we envision the relationship as likely being curvilinear as well as reciprocal in nature. Additionally, we consider how temporal factors may shape this relationship by considering how the team’s performance on prior disruptions may influence the link between team cohesion and different adaptive outcomes (i.e., meritorious, maintenance, or maladaptation) as well as flowing along a feedback loop to affect team adaptation processes and team adaptability. By theorizing about these underexamined relationships, our intent is to introduce a framework that can be utilized as a foundation upon which future team adaptation research can build. Finally, we discuss how practitioners can leverage our thoughts in order to more effectively manage adaptation and cohesion within their teams.
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Klára Vítečková, Tobias Cramer, Matthias Pilz, Janine Tögel, Sascha Albers, Steven van den Oord and Tomasz Rachwał
Case studies are widely used in business education as an action-oriented teaching method to develop students’ problem-solving skills. While they are popular in the classroom, the…
Abstract
Purpose
Case studies are widely used in business education as an action-oriented teaching method to develop students’ problem-solving skills. While they are popular in the classroom, the authors know little about how best to design and use case studies and whether they improve students’ learning experience and outcomes. This paper aims to investigate whether pedagogically developed case studies lead to better student learning outcomes than do traditional case studies.
Design/methodology/approach
This large-scale, international quantitative research surveyed students (N = 159) at four major faculties of business and economics in Belgium, the Czech Republic, Germany and Poland to determine whether integrating pedagogical principles into the design phase of teaching cases and adhering to pedagogical principles in case study design affected students’ learning outcomes.
Findings
This study finds that pedagogically developed case studies have a more positive impact on student learning compared to traditional case studies. In addition, the authors found that students who have had previous experience with case-study work and who have positive perceptions of it had even better learning outcomes compared to students who have had no previous experience with case-study work and have negative perceptions of it.
Originality/value
Anecdotal accounts of using case studies in business education suggest that they have a positive impact on the teaching-learning process and learning outcomes, yet very few studies have surveyed students themselves to evaluate whether case-study teaching and learning does in fact lead to better learning outcomes. By empirically showing that teaching with pedagogically developed case studies leads to better learning outcomes, the study suggests that developing case studies using these methods can improve student learning. In addition, the study suggests that students with no prior experience with case studies or with negative prior experiences may need greater preparation and support to fully benefit from case-study work.
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Victoria Little, Richard Brookes and Roger Palmer
This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory…
Abstract
Purpose
This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory about marketing practice.
Design/methodology/approach
The paper compares and contrasts teaching cases and research cases to create context. It then describes two examples of the living case study approach: one project directed at understanding the impact of information technologies (IT) on marketing practice, and the other at examining managerial understandings of customer value.
Findings
The study finds that a living case approach extends insight into antecedents and consequences of marketing practice, consistent with CMP research objectives. New conceptual frameworks for the IT adoption process and conceptions of customer value are co‐created by executive students and the authors. It shows that managers are able contributors to theory development. The paper concludes that the living case approach provides a rich “zone of mutuality” between research and teaching.
Research limitations/implications
Action learning can be used in business schools to enhance theoretical and practical understanding of complex process‐based phenomena.
Practical implications
The living case study is suited to post‐experience students rather than undergraduates. In addition to considering the nature of the student body, faculty should also consider fit with their personal competencies and the curriculum prior to taking this approach. However, it should be done so advisedly.
Originality/value
The study stimulates reflection on alternative approaches to teaching and learning in executive education, and to theory development in marketing practice.
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J. Eickmans, L. Leenders, J. Lamotte, K. Dierksen and W. Jacobsen
Mastertool MT8 is a new dry phototool for the production of printed circuit boards, which represents a completely new technology. MT8 is not sensitive to daylight, is free of…
Abstract
Mastertool MT8 is a new dry phototool for the production of printed circuit boards, which represents a completely new technology. MT8 is not sensitive to daylight, is free of silver and inherently environmentally safe as the material does not contain any toxic ingradients, no processing chemicals are required and no waste arises. For imaging, the non‐transparent thin bismuth layer of MT8, embedded between polymers, is agglomerated into beads through IR laser radiation, making this area optically transparent. Light and electron microscopy as well as X‐ray diffractometry are used to characterise the composition of the material and the details of the recording processes. Based on finite element modelling, it was possible to interpret theoretically the experimentally determined dependence of the sensitivity on the recording speed. Understanding these material properties enables plotter optimisation for MT8.
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Stephen E. Celec, E. Joe Nosari and Dan Voich
A common justification for state term commodity contracts is that they are beneficial to taxpayers because of savings that result from the price concessions expected from volume…
Abstract
A common justification for state term commodity contracts is that they are beneficial to taxpayers because of savings that result from the price concessions expected from volume purchasing. With the growing popularity of performance based budgeting in state legislatures, there is a clear need for performance measures to document these taxpayer benefits. Based on a survey of state purchasing offices and a review of the major purchasing associations and the academic literature, this paper develops guidelines and a set of performance measures for evaluating the financial benefits of state term commodity contracts.
Purpose – The purpose of this paper is to assess the benefits and drawbacks of the case method, one of the participative learning techniques, and its appropriateness for the…
Abstract
Purpose – The purpose of this paper is to assess the benefits and drawbacks of the case method, one of the participative learning techniques, and its appropriateness for the Turkish cultural context. It offers an executable strategy for promoting this method in Turkey. Design/methodology/approach – The paper provides an analysis of a wide range of articles on organizational and classroom learning, strategic leadership, and Turkish cultural, educational, and institutional contexts. This is complemented by information from semi‐structured interviews with Canadian case method experts and Turkish educators and educational leaders. Findings – The Turkish cultural context provides more favorable conditions for implementation of the case method than that of the Western countries where it originates. For instance, Turkey has one of the highest scores of in‐group collectivism. However, a lack of focused leadership and appropriate motivation prevented the pioneers of the method from overcoming the inertia of the incumbent institutional structures. Research limitations/implications – Only one participative technique in one country is explored in this paper. Further studies may usefully extend this approach to other countries in the region with similar cultures. Practical implications – Recognizing the favorable cultural conditions for the case method, leaders of business education in Turkey can adopt this technique as an explicit strategy. Strategic alliances with expert case‐teaching schools will confer competitive advantage both to Turkish institutions and to their students. Originality/value – This paper focuses on implementation issues of an effective teaching tool within one country, thus making its analysis and recommendations both specific and executable. Although examples of case method research abound, this contextual anchoring is rare.