دانلود رایگان مقاله لاتین آموزش مدیریت کسب و کار از سایت الزویر
عنوان فارسی مقاله:
تجدید نظر در مورد ارزیابی مبتنی بر مورد در آموزش مدیریت کسب و کار
عنوان انگلیسی مقاله:
Re-thinking case-based assessments in business management education
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. The problems of case studies in business management assessments
Despite the overwhelming support for case-based learning in management learning, the use of case studies in assessments, especially in examination settings has been subject to criticism (Packard & Austin, 2009). Selecting appropriate case studies for use in assessment can be problematic for tutors (Berrell, Wrathall, & Wright, 2001), especially finding ones that are all-encompassing of the business curriculum being covered. Ashmalla and Crocitto (2001) warn that irrelevant cases can reduce learning effectiveness, and Pearce (2002) confirms the difficulties of producing a case that balances sufficient complexity, with credibility. While Brennan (2009) provides academics with a framework for selecting appropriate case studies, cases used in assessments are typically sourced from readily-available textbooks, websites and the media. Consequently these tend to be well-known, international corporations. Although these case organisations can highlight aspects of best-practice in business management, and embrace the globalisation agenda (Vos, 2013), problems can result in using them as a basis for assessment. Notably, the large volume of material available on the web about these organisations, and the number of assessments already prepared and circulating, can lead to plagiarism (Vernon, Bigna, & Smith, 2001). Moreover, corporations tend to be guarded about detailed information in the public domain particularly concerning operations activities, with annual reports perceived as of limited value (ACCA, 2012). With a large corporation, it is more difficult to examine the interrelationships between different functions and activities and how business decisions can have a widespread effect on the entity as a whole. This lack of ‘intimacy’ can lead to only a surface-coverage of the key learning points by students, and a lack of awareness of organisational connections. In addition, employers feel that business courses are too focused on large corporations rather than preparing students for working in Small Medium Enterprises (SMEs) (CMI, 2014:9). According to Eurostat (2011), 99.8% of businesses in Europe are SMEs, representing 66.7% of the working population. It could therefore be argued that by failing to provide students with case examples of SMEs, ignores the graduate employability agenda (Knight & Yorke, 2003). As Mostert (2007) highlights, case-based learning not only provides a unique scenario for critical analysis, but should help graduates prepare for employment.
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