This document summarizes a longitudinal study conducted from 2007-2009 on the use of case studies in teaching public administration at an open distance learning university. The study found that students generally had positive experiences with case studies, finding that they helped apply theory to practice, develop skills, and gain a deeper understanding of course content. While some students found case studies difficult, the majority felt they were a useful and rewarding teaching method, especially for distance learning environments. The researchers concluded that incorporating student feedback into teaching methods can help academics adapt to changing educational needs.

1. A LONGITUDINAL STUDY ON TEACHING
CASE STUDIES IN PUBLIC
ADMINISTRATION AT AN OPEN
DISTANCE LEARNING UNIVERSITY
PRESENTED BY:
ROCHELLE WESSELS (UNISA)
AND
MZIKAYISE BINZA (CPUT)
UNISA ODL CONFERENCE
5 – 7 SEPTEMBER 2012

2. OVERVIEW OF PRESENTATION
• Introduction.
• The case study method.
• Advantages of the case study method.
• The case study method in teaching Public Admin.
• Research method.
• Analysis of data: 2007 and 2008.
• Analysis of data: 2009.
• Findings.
• Conclusion.
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3. INTRODUCTION
• The student enters the work environment without
skills only theoretical knowledge.
• Lecturers design study material without taking
the views of the student into account.
• How do students at 1st level experience case
studies as an assignment?
• The researchers have listened to the voice of
the student.
• Longitudinal study conducted to ascertain views.
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4. THE CASE STUDY METHOD
• A description of an actual administrative
situation involving a decision to be made.
• Depicts a slice of life, it’s a written record of a
specific situation faced, includes a description of
the problem, the facts which surround the
problem, the main characters and opinions held.
• The case study method influences students
behaviour that contributes to self-discovery, self-
appropriateness and well roundedness.
• Connects the student with the work environment.
• Student can apply learning to analysis and
solving of real-life problems. 4

5. ADVANTAGES OF THE CASE STUDY METHOD
• Student can experiment safely without fear of
consequences of decision made.
• Assists in developing analytical and critical skills.
• Reinforces theoretical knowledge and
application of knowledge to work environments.
• Lures the interest in the subject.
• Active participation in class.
• Students learn from lecturer and peers.
• Improvement of knowledge, skills and attitudes.
• Cases reflect ambiguity and complexity.
• Provide exposure to world of work. 5

6. THE CASE STUDY METHOD IN TEACHING PUBLIC
ADMINISTRATION
• Public Administration is the study of
governmental processes, unemployed students
have difficulty to understand the concepts.
• Case study method should supplement other
teaching methods.
• This teaching method could also assist with
graduateness, which are the inherent
characteristics of graduates that differentiate
them as responsible, accountable, relevant,
ethical, enterprising and employees of choice.
• How would you teach a skill through the printed
word? 6

7. RESEARCH METHOD
• Three-year longitudinal study conducted: 2007
to 2009.
• Same questionnaire sent to registered students
in Public Decision-Making 1 in Tutorial Letter 1
in 2007 & 2008, qualitative research conducted.
• Different questionnaire sent to Public Decision-
Making 1 students in 2009 in Tutorial Letter 1,
quantitative research conducted.
• Administrators at universities make decisions
without being aware of students perceptions.
• The researchers wanted to hear the voice of the
student in the learning process. 7

8. ANALYSIS OF DATA : 2007 - 2008
• 1415 questionnaires were distributed and 1021
were completed, 444 in 2007 and 577 in 2008.
• Response rate of 72.5% over the two years.
• Questionnaire consisted of ten questions with
open ended questions.
• Suggestions made were incorporated in
assignment and questionnaire for 2009 to
improve quality of longitudinal study.
• Researchers analyse four questions in paper.
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9. ANALYSIS OF DATA : 2007 - 2008
• The students’ experiences of the case study:
– Sharpens the mind.
– Helps us to understand issues better, are informative.
– More fun to answer.
– Provides better understanding of theory.
– Practical examples of what happens in public sector &
prepares one for work environment.
– Realise why its important to act correctly.
– Bridges gap between theory & practice (practical).
– Theory is simple and easy to understand.
– Taught us to distinguish between right and wrong.
– Helps you find out things for yourself and helps you to
think out of the box. 9

10. ANALYSIS OF DATA : 2007 - 2008
• What skills were gained by completing case study
assignment?
– Interpersonal skills.
– Analytical skills.
– Reading and writing skills, communication skills.
– Thinking skills, thinking out of the box.
– Research skills, library skills, internet searches.
– Interviewing friends & family on opinions of case study.
– Creativity.
– Problem-solving skills.
– Information-gathering skills.
– Role-playing skills.
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11. ANALYSIS OF DATA : 2007 - 2008
• Students’ perceptions on case studies in distance education
– Innovative and fun way of learning.
– Should be used in all subjects.
– Enables students to graduate from dependency on
lecturers to independent critical thinkers.
– Easier to understand case study, needs no explanation.
– Engages student to debate & go on fact-finding mission.
– Brought lecturer right in front of me.
– Brings you closer to reality.
– Encourages students to learn from experience.
– Most effective way to learn in distance education.
– Makes assignment exciting and interesting.
– Learning through individual discovery. 11

12. ANALYSIS OF DATA : 2007 - 2008
• Recommendations for the use of the case study method:
– Should be encouraging and rewarding.
– Case study should not be too difficult for 1st year students
– Should be used in all subjects offered.
– Compile case study on each unit in the study guide.
– Students can discuss the case online.
– Case studies should discuss difficult situations which
assists to make students good managers.
– Lessons learnt from experience are impossible to unlearn
– Economical and time-saving means of exposing students
to a practical situation.
– Should be used for examinations as well.
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13. ANALYSIS OF DATA : 2009
• First author signed off tutorial letter before going
on sabbatical leave.
• 11 questions with ‘yes’ or ‘no’ answers.
• 752 questionnaires sent to registered students.
• Less than 50% response rate, only 271 returned.
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14. ANALYSIS OF DATA : 2009
• 92.3% felt that the case study was useful in assisting
students to understand ethical issues, even though
55.7% felt they experienced difficulties with completion.
• 68.6% indicated they would prefer a case study as an
assignment, while 53.5% indicated they prefer a theory-
based assignment.
• 43.9% had registered with Unisa for the first time in the
year which the study was conducted. Even though their
1st year, students still felt comfortable with case study.
• The majority of students felt that the case study helped
them to understand the public service work environment.
• 87.5% found the case study assignment to be rewarding.
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15. ANALYSIS OF DATA : 2009
• 62% felt that the case study could be used in the
examination.
• 90.8% found that the content assisted them to obtain a
deeper understanding of the topics covered.
• 91.9% felt that they gained skills when using the case study.
• 79.3% felt that the case study bridges the gap between
theory and practice.
• 73.1% felt positive about the use of the case study in a
distance education environment.
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16. FINDINGS
• Case study can improve the graduateness of students.
• Various skills can be learnt from case study use.
• Students find it a fun and interesting way of learning.
• Provides a better understanding of the theory being learnt.
• Challenges the student.
• Helpful as it provided practical examples of what happens
in public sector.
• Students overall enjoyed the case study use.
• Regarded as a useful teaching method to use in a distance
education environment.
• Overwhelming majority felt case study was more rewarding
• Case studies can be used effectively in distance education
as students felt positive about case study use in a distance
education environment. 16

17. CONCLUSION
• Results over the three year study were found to be
very similar.
• Reflective teacher, I want to know their views.
• Students’ voice has been incorporated into the
teaching process.
• Changing role of academic.
• Re-invent ourselves as academics to remain
relevant in a changing environment.
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18. • A student of business with tact,
• Absorbed many answers he lacked.
• But acquiring a job,
• He said with a sob,
• How does one fit answer to fact?
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