To provide insights into approaches for conceptualising and producing case studies that will be appropriate for inclusion in educational and training programmes.
The efficacy of a new process adopted in case writing, through “front loading” production of the teaching note, is described. An analogy is derived with crossword puzzle compilation and an approach to developing “entertaining” cases from the creative industries sector is provided. Experiences are recounted on production and use in classroom/examination sessions of Riverdance and Lord of the Dance studies.
Conclusions are drawn from primary research undertaken with nine cohorts, totalling over 320 students, (undergraduate/graduate, spread over three university campuses), in relation to the effectiveness of the case assessment process in end‐of‐term examinations.
The existing academic literature provides a limited information base on topics concerned with case writing and experiences in regard to student performances in case study discussion sessions/assessment procedures. The implication is that further original research is called for in the area.
Educators and trainers must be more immediately concerned with establishing the particular roles that case studies can play within their programmes. They should also ensure that the cost effectiveness of case production systems is optimised.
The paper fulfils a number of identified needs, including development of a more efficient method of case writing and supplementation of the limited knowledge base within the current literature on the topics covered. This is particularly so in regard to the efficacy of the case method in terms of student learning and assessment processes.
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