دانلود رایگان مقاله تجدید نظر در مورد ارزیابی مبتنی بر مورد در آموزش مدیریت کسب و کار

abstract

Despite criticisms of the use of case studies in assessment, especially in examination settings, their use is prevalent in business management education, primarily in order to develop critical thinking skills and highlight the complex business problems faced by managers. However, case studies readily available for business assessments typically comprise multi-national, world-leading corporations, which can result in a number of problems, not least the large volume of material available on the web about these organisations. In addition, employers feel that business courses are too focused on large corporations rather than preparing students for working in small-medium enterprises (SMEs). This paper will present the authors approach to developing his own case studies for use in business assessments, based on local SMEs. This approach facilitates a more in-depth assessment analysis and exposes students to a broader range of business scenarios. The use of a ‘live’ case provides a closer fit to reality which in turn, enhances learning. It is intended that the approach presented here will inform and challenge university colleagues to explore the development and use of case-based assessments, particularly how they might apply these practices to their own professional area.

6. Conclusion

A clear stance has been taken by the author to develop own case studies for learning, teaching and assessment purposes where possible, by engaging with local, small businesses rather than use those derived from texts or the web. The contribution of this approach for all stakeholders involved is clear, particularly the students who are brought closer to reality and gain insight into the challenges and management practices of the types of organisations they are most likely to end up working in. Moreover, the approach will also raise awareness among business management tutors to other sources of cases and not just those readily available. To this end, it will also hopefully challenge tutors to ‘step-back’ and consider the variety and types of cases used, not only on specific modules, but also within course teams, to ensure a broad cross-section of organisational types are used. The generation of own, written cases provides a valuable resource for tutors to draw upon in learning and teaching environments. In addition, the potential to reduce plagiarism through the use of unique cases in assessments is especially attractive.