![Page 1: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/1.jpg)
Julia Ivy Chris Unger
Mary Thompson-Jones Abdulrahman Alquhtani
Moderator: Teresa Goode
Case Studies: Bridging Learning with Real World Challenges
![Page 2: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/2.jpg)
STUDENTS AS
CASE WRITERS & PROBLEM
SOLVERS/CONSULTANTS
Julia Ivy Julia Ivy
Dr Julia Ivy CPS NEU
2
![Page 3: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/3.jpg)
How it started: 2013 • Case Writing Workshop – no credit attached • 18 applications 6 projects submitted • Five master degree
programs • Five countries
![Page 4: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/4.jpg)
4
Faces of 2014
![Page 5: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/5.jpg)
Cases
2014
5
• MS in Leadership
• MS in Project Management
• MS in Digital Media
• MS in Nonprofit Management
• Master of Education
• MS in Organizational and Corporate Communications
• MS in Global Studies
• MS in Regulatory Affairs
• MS in Global Leadership/ Swinburne University of Technology, Australia.
![Page 6: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/6.jpg)
WHAT STUDENTS DO
6
![Page 7: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/7.jpg)
Four steps in becoming problem solvers/consultants
1. Identifying a real-life problem and converting it to a dilemma/puzzle to solve Students are proactive leaders in the field
2. Investigating the situation in depth Students are investigators/ field researchers
3. Analyzing it through the rigor frameworks Students are educated analysts
4. Solving it! Students are problem solvers/consultants!
7
![Page 8: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/8.jpg)
WHAT students submitted:
• THE CASE is a real-life and research-based story of a challenge that a person or organization is facing within an organization, institution, or a society. Case is framed around the decision that should be made
8
Dr. Julia Ivy, CPS NEU
• The Case Analysis/CONSULTING REPORT is the intellectual contribution, which provides conceptually justified analysis and solutions.
![Page 9: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/9.jpg)
WHAT FACULTY & PRACTITIONERS DO
9
![Page 10: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/10.jpg)
Roles for faculty involvement (any combination of these roles)
• 1. Case writing & consulting coach/instructor
• 2. Mentor • 3. Judge • 4. Co-author
10
![Page 11: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/11.jpg)
OUTCOMES
11
![Page 12: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/12.jpg)
STUDENT TESTIMONIALS:
WHAT WAS THE BIGGEST CHALLENGE
12
![Page 13: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/13.jpg)
My biggest challenge was the analysis: choosing the best framework and being objective in data analysis. The biggest
challenge: I wanted include the most recent data to keep my case current and relevant, which proved to be difficult.
13
![Page 14: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/14.jpg)
The most challenging aspect of this experience was stepping into my colleagues’ shoes in order to produce a solid piece.
The most challenging part was actually putting pen to paper and taking the time to sit and write the case.
• The biggest challenge was to get requested data & face-to-face interviews from the organization, because the President was really busy.
14
![Page 15: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/15.jpg)
STUDENT TESTIMONIALS:
WHAT WAS THE MOST REWARDING
15
![Page 16: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/16.jpg)
I realized the importance of defining a framework to analyze every program or project in order to periodically improve its impact and alignment with the organizational strategy.
I really enjoyed working on this case with my team... Also, I personally identified with our case study.
This case writing experience offered me a chance to consolidate what I learned from class, and know more deeply about how to practice it in real life.
![Page 17: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/17.jpg)
The biggest takeway was getting close to the oil services industry and human resource function.
My biggest take away was a new found passion for research.
17
The most rewarding aspect of this experience was proving to myself that I am actually capable of going into an organization, analyzing the current situation, identifying issues and providing sound recommendations. Especially when I can see some of these suggestions actually being implemented
![Page 18: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/18.jpg)
Your involvement: • Please ADVERTISE THE WORKSHOP
– Winter B “Case Writing & Consulting Methods”
• Please INCLUDE CASE WRITING TO YOUR CLASS • Dilemma Case Analysis & Solution
• Please BECOME MENTORS/COAUTHORS!! – To the students with relevant/interesting cases
• Please become JUDGES – Two cases in your area. Easy form, clear rubrics
• Please submit your case to conferences/publications 18
![Page 19: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/19.jpg)
Understanding Organizations and Organizational Change through a Field Study
Chris Unger
![Page 20: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/20.jpg)
Understanding Organizations and Organizational Change through a Field Study
• The Transforming Human Systems course in our EdD program is offered in tandem with our Intro to Doctoral Studies course
• The focus is on the nature of organizations and organizational change given that the focus of our EdD program is supporting our students to become “change agents”
![Page 21: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/21.jpg)
Understanding Organizations and Organizational Change through a Field Study
• The Field Study in this class pushes students to identify and discern an organizational issue or problem in their own organization through their own observations, the perspectives of others, and the literature (theory and research) on organizational change.
![Page 22: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/22.jpg)
Understanding Organizations and Organizational Change through a Field Study
• The Field Study is comprised of 4 sections, completed throughout the course
1. The students Organizational Context Analysis 2. An interview analysis 3. A research review 4. And finally … a section of “Warranted Actions”
![Page 23: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/23.jpg)
Understanding Organizations and Organizational Change through a Field Study
Outcomes • Students begin to see more clearly the dynamics
of organizational health and challenges • Students are asked to discern the health, issues,
and challenges of THEIR organization • They begin to see that THEIR perception is
merely that … their perception! (And based on what?)
• They begin to appreciate the advantage of interviewing and gaining others’ perspectives to shed light on a problem of practice
![Page 24: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/24.jpg)
Understanding Organizations and Organizational Change through a Field Study
Outcomes • From the vantage point of their perspective,
others’ perspective, and then their INVESTIGATION of the literature (theory and research) they are to develop a set of
WARRANTED ACTIONS • In a nutshell, the begin to see the value of
doctoral level inquiry, the value of research, and the value of theory and research to inform possible actions in a community
![Page 25: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/25.jpg)
Using Global Tourism as a Case Study
Mary Thompson-Jones
![Page 26: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/26.jpg)
1 billion people traveled in 2012 Tourism contributes $7 trillion to the world’s economy Tourism creates $3 billion in business every day Tourism employs 1 out of every 10 people
The World’s “Stealth” Industry
![Page 27: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/27.jpg)
• Students approached
tourism topics as a cohort;
• Course was available on-ground or online;
• Students initially worked collaboratively off same documents.
Teaching Global Tourism as a Case Study
![Page 28: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/28.jpg)
• Religious Tourism • Heritage Seekers • Medical Tourism • Eco-Tourism • Cultural Tourism • Extreme Tourism • Sex Tourism • Food Tourism • Service Tourism
Students Learned Why People Travel
![Page 29: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/29.jpg)
• Thailand – Sex Tourism • Brazil: Mega-Events • Egypt: Cultural Tourism • Morocco: Security for Tourists • Cuba: Embracing Tourism as Revenue • Dominican Republic: Medical Tourism • Ghana: African-American Heritage Seekers • France: Cultural Conflicts with Chinese Tourists • Colombia: Rebuilding Tourism After Narco-Terrorism • Cruise Ships and the Threat to Global Ecology
Students choose the following countries/themes:
![Page 30: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/30.jpg)
• U.N. World Travel
Organization • World Travel and Tourism
Council • Tourism Satellite Account
System • Ministries of Tourism • Environmental, Religious,
Cultural, and Service Group NGOs
Students Worked w/ Tourism Data Sources
![Page 31: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/31.jpg)
• Weeks 1 & 2: Intro/General Readings on Global Tourism • Week 3: Kinds of Tourism; High Level Careers in Tourism • Week 4: Research Question due • Week 5: Anecdotal opening due • Week 6: Part 1 of background section due • Week 7: Compiling econ. data, graphs, charts, visuals • Week 8: Analysis/Conclusion sections due • Week 9: Rough drafts out for critique @ Writing Center • Week 10: Edited drafts due; rewrite process underway • Weeks 11 & 12: Class presentations and final versions
Scaffolding Over 12 Weeks:
![Page 32: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/32.jpg)
• Students linked a key global industry to their previous work in Global Studies.
• They enhanced research, writing, and oral communication skills.
• They deepened their regional knowledge.
• They applied the global tourism industry to abstract political, economic, and security issues.
• They learned to work within a Case Study format.
Student Learning Outcomes
![Page 33: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/33.jpg)
• Topic resonated especially well with international students
• Data was relatively easy to work with
• Students appreciated the scaffolding
• Everyone finished on time!
FINAL THOUGHTS
![Page 34: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/34.jpg)
Abdulrahman Alqahtani
Crisis Leadership training
![Page 35: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/35.jpg)
What is the opportunity?
• The disaster medicine fellowship programs don’t include Crisis Leadership training in their curriculum
• We needed to develop one for our program (opportunity)
![Page 36: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/36.jpg)
Tabletop exercise • Activity in which key
personnel assigned emergency management are gathered to discuss, in a non-threatening environment, various simulated emergency situations.
• ICS, Events, pandemics (Ebola)
![Page 37: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/37.jpg)
Crisis Leadership Training • Annual workshop • 45 min lecture • 90 minutes tabletop
exercise that includes 2 cases on crisis leadership. (real time)
![Page 38: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/38.jpg)
Meta-leadership
• New approach or framework to crisis leadership
• Developed by scholars from Harvard and others.
• Five interdependent dimensions
![Page 39: Case Studies: Bridging Learning with Real World Challenges...Case Studies: Bridging Learning with Real World Challenges . STUDENTS AS CASE WRITERS & PROBLEM SOLVERS/CONSULTANTS](https://reader033.vdocument.in/reader033/viewer/2022041914/5e68f24bd10685769f7fac02/html5/thumbnails/39.jpg)