This session outlines a real-time case methodology, a twist on traditional cases where students solve “live” business problems. Incorporating real-time case (RTC) work into courses provides students with an opportunity to not only work on a real organizational problem, but also to experience other nuances to problem resolution; change management, conflict negotiation, financial and human resource planning, etc. Benefits to both students and faculty will be highlighted, as well as implementation options.
Traditional case method has been recognized as a proven methodology to provide practical application of theory in the classroom. Many of us use case studies to provide our students with the opportunity to apply their newfound skills to a real-world problem. Unfortunately, these cases are sometimes several years old and lack the texture of a “live” business problem that is currently evolving. In 2001, a team of researchers and faculty at the University of Massachusetts at Amherst modeled what is now known as a “real-time case” (Kilbane, Theroux, Sulej, Bisson, Hay, & Boyer, 2004). Researchers at the University of West Florida explored the impact of “hypermedia” sources in accentuating the learning experiences of students as measured by the Kolb Learning Style Inventory (Gooden, Preziosi, & Barnes, 2009). Their study reflected that “learning did occur among all groups of students who completed the hypermedia module. Assessing student attitudes toward the learning experience, we found their responses to the hypermedia were universally positive. They used words like "outstanding", "beneficial", "entertaining", and "worthwhile" to describe the experience. They particularly liked the multimedia effect and the ability to control the pace. In addition, the novelty of the experience may have added to their motivation in the learning experience thus enhancing their performance. (Howard, Ellis, & Rasmussen, 2004, 436, 438).
Incorporating real-time case (RTC) work into courses provides students with an opportunity to not only work on a real organizational problem, but also to experience other nuances to problem resolution; change management, conflict negotiation, financial and human resource planning, etc. RTC provides our students the opportunity to utilize creativity, critical thinking, and complex problem-solving skills while working with a “live” company and their executives using various media modalities. Beyond what we would expect as the benefits of traditional case method, RTCs offer students the opportunity to work on an organization problem that is taking shape and changing daily; one that requires high levels of engagement, interaction and collaboration by and between students, faculty and the case company. Infusing traditional case method with “real-life” with real companies that can benefit from the student’s work is perhaps revolutionary and one that can have significant impact on our students in understanding how to apply theory to practice. According to Kolb’s learning styles, students categorized as Divergers and Assimilators are particularly responsive to case study videos and other multimedia approaches to learning (Stavredes, 2011, 1431-1439).One could expect benefits similar to results to those that Kilbane et al (2004) experienced, including those for students such as: (a) a more practical understanding of the course material, (b) increased engagement influenced by interactions with the case company, site-based implementation, and their own skills, (c) development of a sense of connection to the case company, and, (d) generally ratings suggested that this methodology is a valuable aspect of business courses. As well as the following benefits related by faculty, (a) rated it as an effective instructional tool for student motivation, self-confidence building, and knowledge building, (b) enjoyed the methodology – “exciting, challenging and made teaching more active” (p. 129), and, (c) changed role from teacher to collaborator.
Currently, a team of researchers are performing a case study analysis of business and healthcare courses that have incorporated a real-time case study. Course evaluation and focus group data are being analyzed to make sense of how students experience a real-time case study and how it may strengthen their understanding of the course learning objectives and ultimately lead to an enriched student experience. Early findings from the case study will be presented and a call-to-action for other researchers willing to try this method will be communicated. In addition, collaborators running live case studies will be requested.