CASE/Reading Assignments: Through The Term, You Will Read

CASE/READING ASSIGNMENTS: Through the term, you will read (or view) cases/readings that provide a real-life example of the course content

Through the term, you will read or view cases/readings that provide a real-life example of the course content. This is where the classroom meets reality. As such, thorough preparation will be required to gain the most from the cases. You will then be directed to type answers to a series of case questions and turn them in through D2L. More information will be given in the recorded live session.

Paper For Above instruction

The integration of case studies into educational curricula bridges the gap between theoretical knowledge and practical application, offering students a comprehensive understanding of course content through real-world examples. This approach not only enhances engagement but also facilitates critical thinking and problem-solving skills essential for professional growth. In the context of this course, the implementation of case reading and viewing assignments serves as a vital pedagogical tool that synthesizes classroom learning with real-life scenarios, thereby enriching the educational experience.

The primary objective of these assignments is to deepen students’ understanding of the subject matter by analyzing actual cases. These cases serve to contextualize theoretical concepts, making them more tangible and relatable. For example, in a business course, examining real corporate decision-making processes allows students to explore strategic considerations, ethical dilemmas, and stakeholder impacts. Through careful preparation, students can identify key issues, evaluate different perspectives, and formulate thoughtful responses to case questions.

Preparation is crucial for maximized learning outcomes. Students should approach each case with a methodical mindset, thorough reading, and active engagement. This involves annotating key points, understanding relevant background information, and identifying underlying problems. Active participation enhances comprehension, enabling students to contribute meaningful insights during discussions and in written responses. Further, reflecting on the course concepts in relation to the case fosters deeper learning and the ability to transfer knowledge from theory to practice.

The process of submitting responses via D2L (Desire2Learn) emphasizes the importance of professionalism and timeliness. Clear, well-structured answers demonstrate students' comprehension and analytical skills. Additionally, adhering to submission deadlines ensures smooth assessment and feedback, which are integral to the learning process. The recorded live sessions aim to provide additional guidance on analyzing cases, clarifying expectations, and offering strategies for effective case study evaluation.

Overall, case reading and viewing assignments are integral components of this course that develop practical skills, critical thinking, and an applied understanding of course material. Through diligent preparation, active engagement, and thoughtful responses, students can maximize the benefits of these assignments, ultimately bridging academic knowledge and real-world practice.

References

  • Christensen, C., Johnson, C., & Horn, M. (2008). Disrupting class: How disruptive innovation can improve education. McGraw-Hill.
  • Harvard Business Review. (2020). Using case studies to teach business strategy. Harvard Business Publishing.
  • Klein, G. (1998). Sources of power: How people make decisions. MIT Press.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Yin, R. K. (2014). Case study research: Design and methods. Sage Publications.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Silverman, D. (2016). Interpreting qualitative data. Sage Publications.
  • Stake, R. E. (1998). The art of case study research. Sage Publications.
  • Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532–550.
  • Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.

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