developing and employing case studies for competence ... · developing and employing case studies...
TRANSCRIPT
Developing and Employing Case Studies for Competence-Oriented Teaching and Learning in Business Education –
Experiences from a Pilot Project in Austrian Business Academies
Christiane Schopf & Barbara Müllauer-Hager
SIEC-ISBE INTERNATIONAL CONFERENCE 2012 Denver, USA P03, August 2nd
Overview
Part I:
Why using case studies in business education?
Case study concept
Developing case studies
The pilot project KLEE
Evaluation research results
Part II:
Sample case study “Pizzeria Riva”
2
Motto Laotse
Give a man a fish and you feed
him for a day. Teach a man how
to fish and you feed him for a
lifetime. 3
4
(Weinert 1999; Bloom
1956, Posch/
Schneider/Mann 1994,
Fortmüller 2008)
Why using case studies in business education? - Competence model
Competence =
cognitive fitness
for a particular
class of tasks
Limitation to
cognitive
competence (Weinert 1999)
Anchored instruction:
- learning activities are designed around an "anchor" – a realistic problem situation
- students identify with the situation/protagonist and become actively involved in generating solutions
- students develop intelligent knowledge structures, which are highly transferable to similar situations
(Bransford et al. 1990)
Case method:
„A case is a description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person (or persons) in an organization.“ Cases can be used for research or educational objectives (Mauffette-Leenders et al. 2007: 2)
Why using case studies in business education? - Anchored instruction and case method
6
Motivation through authentic learning situations Action orientation – individual and group work, discussions
Promotion of different competencies
• cognitive competencies • methodological competencies • personal and social competencies
Why using case studies in business education? - Opportunities and risks
Time consuming and challenging for teachers!
Time consuming and challenging for students! How to find/develop appropriate case studies?
7
The didactic appropriateness of a case study depends on students´ previous knowledge, educational objectives and context factors.
Case study concept - types of case studies
Case studies
Case examples
„Armchair cases“
„Verfahrens-fall“
Short vignette
Harvard case
studies
Stated problem method
Case problem method
Case incident method
Case study method
8
narrow case studies
open case studies
(Wolff 1992, Heimerl/Loisel 2005)
Case study concept - types of case studies according to complexity
narrow scope of action
- well structured
- leading questions and
explanations
wide scope of action
- without a given
structure
- open questions
need for complexity reduction
students´ level of maturity
Case Studies:
• narrow, well structured
• based on real companies and dealing with real life situations
• complex and problem-oriented
• didactically adjusted and reduced
• should animate students to applicate their book knowledge in concrete situations and help them to build up competencies
• time requirement: 2-4 lessons
Case study concept - the KLEE case study concept
(e.g. Posch/Schneider/Mann 1994, Euler/Hahn 2004, Mühlhausen/Wegner 2006; Kempfert/Rolff 2005, Ballasch/Kiper 2006)
10
11
Cover: title, topic, short description, references, competencies
and educational objectives refering to the core curriculum,
estimated time need, necessary resources
Case: vivid and comprehensible description of a concrete situation
by using different sorts of texts and orginal material, definition of
student´s role, central question
Assignments: different levels of complexity working out
solutions in the form of decisions/suggestions/reflections/
evaluations step by step
Teacher‘s guide: didactic advices, sample solutions, further
information and hyperlinks, appendix (additional teaching
material)
Case study concept - structure of the KLEE case studies
Case studies should …
… be representative for the aspired learning objectives, lead students to high cognitive activation and promote joined-up thinking.
… be linked to students´ living environment and enable them to put
themselves in the position of the protagonist.
… contain all relevant information according to students´ previous
knowledge and learning objectives and offer an appropriate extent of complexity.
… comprise clear tasks at different competence levels, which require the application of various problem solving methods.
… be phrased comprehensibly.
… be designed attractively.
(e.g. Reetz 1988; Kaiser/Kaminski 1999; Fuchs/Blum 2008)
Developing case studies - didactic criteria for good case studies
12
(1) starting point = aspired learning objectives/competencies
(2) definition of a corresponding situation (consider which information is needed)
(3) selection of an appropriate enterprise
(4) collection of secondary data and establishing contacts
(5) interviews and visits
(6) work out the structure of the case study
(7) formulation of case, assignments and teacher´s guide
(sample solutions and didactic advices)
(8) check and approval by the enterprise
(9) revision if necessary
(10) test in class
(11) revision if necessary
Developing case studies - step by step
13
14
Topic Case studies
Overall – The St. Gallen
Management Model
Nr. 1: H2Ö (knowledge acquisition)
Nr. 2: Manner (illustration)
Nr. 3: Zotter (knowledge application)
Topic 1: start up and businessplan
Nr. 4: business plan – Fitness center Maximum
Nr. 5: business plan/franchising –
LernQuadrat private teaching
Topic 2: legal framework of
production
Nr. 6: legal structure of a company – Carpentry
Baumgartner
Nr. 7: companies register – Cafe Blaustern &
soft drinks supplier Mohr-Sederl
Nr. 8: authority – Easy Business Training
Topic 3: marketing Nr. 9: market research/location – Pizzeria Riva
Nr. 10: marketing concept – Andrea´s Delicacy
Topic 4: production Nr. 11: factors of production, ratios – Bakery Graf
Topic 5: materials management Nr. 12: procurement, logistics – Appel GmbH
Nr. 13: inventory management – RLG GmbH
Developing case studies - the KLEE case study collection
15
Background:
traditional input orientation of the Austrian school system
international shift towards output orientation
Objective:
concept for Austrian VET colleges
reasonable combination of
- improving teaching and schools (input, process) with
- external evaluation (output)
The pilot project KLEE - general idea
16
collection of
case studies to facilitate
competence
development
in-service
teacher training to support the
implementation of
the concept
comparative
assessment to evaluate
competence
achievement
core curriculum for the definition of
competencies and
educational
objectives
input process output
The pilot project KLEE - instruments
Konzept (concept)
K erncurriculum (core curriculum) &
L ernstandserhebung (comparative assessment) -
E ntwicklung (development) &
E valuation (evaluation)
The pilot project KLEE - realisation
Exemplary realization of the concept:
Type of school: business academy
Subject: business administration, 2nd year
17
Procedure:
1. elaboration of the concept and its instruments (involving
theory as well as expert´s knowledge)
2. implementation and evaluation of the concept in form of a
pilot project in all 13 Viennese business academies
(experimental intervention and observation of the process
using qualitative as well as quantitative methods) - academic
year 2009/10
The pilot project KLEE - research questions
19
(1) To what extent does the use of the instruments lead to
higher learning outcomes?
(2) To what extent are the instruments accepted
- utilised and
- appraised
by the stakeholders (headmasters, teachers, students)?
The pilot project KLEE - quasi-experimental design
20
process observation (qualitative and quantitative)
comparative assessment
group A
• core curriculum
• case studies
• in-service teacher
training
group B
• core curriculum
• case studies
group C
• core curriculum
group D
---
All business academies in
Vienna (13 schools, 35
teachers,
≈ 830 students)
pre-test
The pilot project KLEE - quasi-experimental design
21
process observation (qualitative and quantitative)
comparative assessment
group A
• core curriculum
• case studies
• in-service teacher
training
group B
• core curriculum
• case studies
group C
• core curriculum
group D
---
Sample:
6 schools
16 teachers
405 students
pre-test
07.09.
2009
03.07.
2010
in-service
teacher training T (A)
comparative
assessment all S
01.06.2010
online pre-test all S
W38
online
questionnaire T, S (A, B, C)
W44-46
online
questionnaire
all T, S
W4
group-
discussion all T
W6/7
online
questionnaire all T, S
W25-27
(group-)
interviews all H, T
01.01.
implementation of core curriculum (A, B, C)
and case studies (A, B)
legend:
W = week
H = headmasters
T = teachers
S = students
groups A, B, C
The pilot project KLEE - research instruments
23
Means (basis = 100 points):
Mean group A: 31,7 points
Mean group B: 35,7 points
Mean group C: 32,4 points
Mean group D: 35,2 points
Hypothesis: X(A) > X(B) > X(C) > X(D)
X … achieved points at the comparative
assessment
Evaluation research results - learning outcomes
nu
mb
er
of stu
de
nts
achieved points at the
comparative assessment
Vienna mean = 33,34
standard deviation = 12,521
N = 603
24
Estimated marginal means:
Mean group A: 32,7 points
Mean group B: 35,0 points
Mean group C: 33,6 points
Mean group D: 35,6 points
Factors:
Group
Gender
Migration background *
* = significant
Covariates:
Previous knowledge (points at test) *
Overall average grade in the subjects German, Maths and English at the school attended before *
Achievement motivation (PMI score)
Evaluation research results - learning outcomes
Analysis of covariance (ANCOVA)
25
Criticism on
the comparative assessment and
its surrounding conditions
„Black Box“ teacher performance in class!
Actual use of instruments?
1 year is too short to achieve fundamental changes
Evaluation research results - learning outcomes – discussion
Evaluation research results - acceptance – appraisal – group concept
„Please mark your group concept (1=excellent; 5=not sufficient)!“
26
Hypothesis:
A(A) > A(B) > A(C) > A(D)
A … acceptance factor for the different group concepts
Teachers:
group A: mark 1.78
group B: mark 1.86
group C: mark 2.83
group D: mark 2.40
Students:
group A: mark 2.80
group B: mark 2.91
group C: mark 3.00
group D: mark 3.00
27
„Would you take part in the project again with your group concept?“
Teachers:
group A: 100 % yes/maybe
group B: 71 % yes/maybe
group C: 33 % yes/maybe
group D: 67 % yes/maybe
Evaluation research results - acceptance – appraisal – group concept
„Please mark the following instruments (1=excellent; 5=not sufficient)!“
28
Average marks for … Teachers Students
… the in-service teacher training
1.50
--
… the case studies
1.38
2.84
… the core curriculum
2.00
3.04
… the comparative assessment
2.70
3.11
Evaluation research results - acceptance – appraisal – instruments
29
number of case
studies used
group
total group
A
group
B
5 /13 3 3 6
6 /13 3 0 3
8 /13 1 0 1
10 /13 0 2 2
11 /13 1 2 3
12 /13 1 0 1
total 9 7 16
Evaluation research results - acceptance – use – case studies
Mean = 7,56 used case studies (out of 13)
selection necessary because of time restrictions
Number of case studies used:
30
Evaluation research results - acceptance – use – case studies
0 %
10 %
20 %
30 %
40 %
50 %
60 %
70 %
80 %
Erarbeitung neuer Inhalte
Übung/Anwendung WH/SA-Vorbereitung
6
75
50
n = 16to acquire new
knowledge to exercise / apply
knowledge to prepare for tests
Purpose of use: Work with case studies: 50 % in class 50 % homework
Students´ ability
to solve case studies: 25 % completely autonomously 70 % partly autonomously 5 % not autono- mously at all
31
Evaluation research results - acceptance – use – case studies
Conversation about case studies amoung colleagues:
0 %
10 %
20 %
30 %
40 %
50 %
60 %
13
38
56
60
n = 16
31
32
Evaluation research results - acceptance – use – case studies
Has teaching changed because of the case studies? Has workload changed
because of the case studies?
47 % 53 %
no
yes17 %
50 %
33 %
n = 12
decreased increased no changen = 15
33
„Case studies in general promote competence- oriented teaching!“
Evaluation research results - acceptance – appraisal – case studies
„Teaching with case studies is generally reasonable!“
beginning of academic year end of academic year
35
Detailed quantitative feedback on the case studies:
100 % agreement of teachers with the following statements:
„I believe teaching with these case studies to be reasonable.“
„I enjoyed working with these case studies.“
„These case studies are practical.“
„These case studies help my students understand economic connections.“
80 % agreement
Very good feedback for the teacher´s guide.
Evaluation research results - acceptance – appraisal – case studies
36
Results from qualitative interviews with teachers:
Students enjoy working with the case studies.
The case studies are also used for other students and in other subjects.
The biggest problem is the lack of time in class!
Very positive statements:
„high quality“, „good selection“, „very useful for teaching business administration“
case studies allow practical experiences
Different opinions about length and complexity:
Very good and important as there are no complex case studies in school books!
Texts too long – too ambitious for that age!
Evaluation research results - acceptance – appraisal – case studies
37
Case study „Pizzeria Riva“
Topics: marketing, location
Case: marketing decisions, market research and choice of location for a Neapolitan pizzeria in Vienna
Student´s role: student
Reality check: real enterprise, real situation
Time need: 3-4 lessons
Media: paper and pencil, calculator, if available computer and internet
Sample case study - Pizzeria Riva - overview
38
Summerstage
– a summer location in the city center of Vienna nearby Donaukanal – sports facilities, cultural events and gastronomy
Sample case study - Pizzeria Riva – idea/development
Christian Leyerer - entrepreneur
Citythai - Thai restaurant in the city center of Vienna
Please put yourself in the following situation:
On a hot summer day during breakfast you thumb through the newspaper „Wirtschaftsblatt“. Especially one article attracts your attention…
Sample case study - Pizzeria Riva – case study part I
newspaper article about the brand new Neapolitan Pizzeria Riva on Summerstage
info box about Summerstage
As Pizza is one of your favorite dishes and you think that you should at least once try an original Neapolitan one, you decide to visit Pizzeria Riva on Summerstage the same evening together with some friends...
short description of the visit
spontaneous dialogue with Christian Leyerer about a winter location for Pizzeria Riva
info box about Leyerers´ settled restaurant City Thai
„Maybe you could really help me reflect the whole business idea again and think about further steps!“
Sample case study - Pizzeria Riva – case study part I
Please analyze the business idea – along the following questions.
product, USP, target group, market segmentation, price policy, promotion
Completely open is yet the question of an appropriate (winter) location for the Pizzeria. importance of the choice of location, locational
factors
To make a good decision some more data should be collected.
definition of five important questions, outline of appropriate market research instruments
Design of a short questionnaire to find out more about the target group
Internet research of data about potential competitors
Appraisal of the business idea from an ecological perspective 40
In October the entrepreneur contacts you again and asks you to help him with the concrete choice of location.
Sample case study - Pizzeria Riva – case study part II
report of Christian Leyerer about his investigations and thoughts about the location
collection of information about three different potential locations
1st district, Franz-Josefs-Kai 37
Size: 200 m2
Facilities: no furniture
Condition: under construction
Rent: 2500,- Euro
Investment cost: 350000,- Euro
Together you try to arrange the collected material and to make a reasonable decision…
Sample case study - Pizzeria Riva – case study part II
Compare pros and cons of the three locations using a table
Rate the three locations using the scoring method
Come to a decision and make notes of your argumentation
Locational factors Weight 1-10 F.-J.-Kai …
Rating 1-5 Points
(1) property 33
- size 10
- garden 5
- rent 10
- investment cost 8
(2) market … …
(3) infrastructure … …
(4) other … …
score
How to Develop and Employ Case Studies for Competence-Oriented Teaching and Learning in Business Education –
Experiences from a Pilot Project in Austrian Business Academies
Christiane Schopf & Barbara Müllauer-Hager
Thank you for your attention!
Department for Management Institute for Business Education Augasse 2-6, 1090 Vienna, Austria Dr. Christiane Schopf T +43-1-313 36-5392 F +43-1-313 36-767 [email protected] www.wu.ac.at/wipaed
Contact
Department for Management Institute for Business Education Augasse 2-6, 1090 Vienna, Austria Dr. Barbara Müllauer-Hager T +43-1-313 36-4855 F +43-1-313 36-767 [email protected] www.wu.ac.at/wipaed