Case studies ppt
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This document discusses the case study method of teaching. It defines a case study as an intensive investigation of a particular real-life or fictional situation. It outlines the steps to teaching with case studies, which include clarifying objectives, preparing, organizing discussion in small teams with clear goals and roles, discussing the case by exploring relevant angles and analyzing the problem. It also discusses writing case studies using a backwards design that presents an open-ended problem without a single right answer. The document notes the merits of developing scientific thinking and applying theory to real situations, as well as the potential demerits of not being able to cover all material and giving students an inflated sense of importance.
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This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
Meaning of Constructs, Concepts & Variables
Meaning of Constructs, Concepts & Variables
Construct
Construct is an abstract concept that is specifically chosen (or “created”) to explain a given phenomenon or subject.
Constructs are considered latent variable because they cannot be directly observed or measured.
Concept
Concept gives a vivid picture on something, which helps to understand the subject or phenomena.
Concepts are based on our experiences. Concepts can be based on real phenomena and are a generalized idea of something.
Variable
Variable is a measurable representation of an abstract construct.
Variables are created by developing the construct into a measurable form.
Variables are observable, measurable & changeable or unstables.
Construct
-an abstract concept
-specifically chosen (or “created”)
-to explain a given phenomenon or subject.
-cannot be directly observed or measured.
Concept
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-gives a vivid picture on something,
-which helps to understand the subject or phenomena.
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Variable
-measurable representation of an abstract construct.
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Construct
Construct is an abstract concept that is specifically chosen (or “created”) to explain a given phenomenon or subject.
Constructs are considered latent variable because they cannot be directly observed or measured.
Concept
Concept gives a vivid picture on something, which helps to understand the subject or phenomena.
Concepts are based on our experiences. Concepts can be based on real phenomena and are a generalized idea of something.
Variable
Variable is a measurable representation of an abstract construct.
Variables are created by developing the construct into a measurable form.
Variables are observable, measurable & changeable or unstables.
Construct
-an abstract concept
-specifically chosen (or “created”)
-to explain a given phenomenon or subject.
-cannot be directly observed or measured.
Concept
-Concepts are based on our experience
-gives a vivid picture on something,
-which helps to understand the subject or phenomena.
-Concepts can be based on real phenomena and are a generalized idea of something.
Variable
-measurable representation of an abstract construct.
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-Variables are observable, measurable & changeable or unstable.
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This document discusses defining a research problem. It begins by explaining that a research problem forms the starting point of research and aims to find a solution. An effective research problem should identify the variables and population being studied. Researchers must thoroughly understand the subject area through literature reviews and discussions. There are two main types of research problems - those relating to the natural world and those relating to relationships between variables. Key steps in defining a problem are to state it generally, understand its nature, survey literature, and rephrase the proposal. Examples are provided of inductive and deductive approaches. Variables and research questions are also discussed.
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This is lesson 2 of the course on Research Methodology conducted at the Faculty of Social Sciences and Humanities of the Rajarata University of Sri Lanka
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The document outlines the steps to choosing a research topic:
1. Brainstorm potential topics through considering relevance, feasibility, novelty, and ethics.
2. Conduct background research to understand aspects of the topic to focus on.
3. Specify the topic by identifying the area of interest, geographic area, time frame, and target population.
4. Formulate the research topic title using the framework of what, who, where, when and how, with proper capitalization and no abbreviations.
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The document discusses the paired t-test, which compares the means of two populations that are paired or matched. It explains that the paired t-test creates a new variable D that is the difference between each pair's x1 and x2 values. This D variable is then tested to see if its mean is significantly different from zero. The paired t-test has higher power than an independent t-test because individual differences are not part of the error term when comparing differences within each pair. However, it has limitations for some experimental designs where substantial time passes between measurements.
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This document outlines the steps for formulating a research problem:
1. Select a broad research area from literature and personal experience.
2. Review literature and theories to understand what has been done and how the research could expand knowledge or test theories.
3. Delimit the topic to a more specific research problem.
4. Evaluate the problem for significance, researchability, and feasibility considering factors like time, cost, and ethics.
5. Formulate a final statement of the research problem that is clear, concise, and measurable.
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Chi-Square test for independence of attributes / Chi-Square test for checking association between two categorical variables, Chi-Square test for goodness of fit
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This document provides an overview of basic research principles and the research process. It discusses what constitutes research, its functions and sources of knowledge. It also outlines the typical stages of research including problem identification, hypothesis formulation, data collection and analysis. Additionally, it covers research methodology, variables, sampling techniques and ethics in research.
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The document provides an introduction to the case study method. It discusses that the case study method involves processing the case study thoroughly, preparing a presentation, and presenting the analysis. It emphasizes that simply summarizing the case is not enough and the student must perform a deeper analysis. The document also notes that practicing case studies helps develop lifelong analytical skills useful for business. It encourages students to look for real-world examples to practice their case study skills and analysis.
Case Study Method
The document discusses the case study methodology used in business education, outlining the seven steps of problem analysis which include thoroughly reading the case, defining the central issue and goals, identifying constraints, alternatives, and the best alternative, and developing an implementation plan. It also describes how to structure written and oral case study reports, including elements like an executive summary, problem statement, analysis of alternatives, and conclusion with implementation plan.
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This document discusses the principles and process of effective demonstration in teaching. It defines demonstration as showing how things are done to emphasize utility and efficiency. There are three types of demonstrations: those aimed at an audience, speaking processes, and showing products, methods or proofs. Key principles include establishing rapport, avoiding assumptions about prior knowledge, and focusing on key points. To plan a demonstration, one should determine goals, needed materials, steps, and rehearse. When conducting a demonstration, the presenter should engage interest, keep it simple and clear, check for understanding, and conclude with a summary. The overall process involves planning, demonstrating, and evaluation.
Case Study method
This document provides an overview of case study methods. It defines a case study as a detailed analysis of a person, group, or system that is studied holistically using one or more methods. Case studies can be explanatory, exploratory, or descriptive. They have advantages like deeper understanding but disadvantages like lack of generalization. Key aspects of case study methods include developing an initial theory, selecting relevant cases, and generalizing analytically rather than statistically. The document also outlines a seven step process for conducting a case study analysis.
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This document discusses the case study method for training. It defines a case study as a description of how employees or an organization dealt with a difficult situation. Case studies help develop skills like analysis, problem-solving, and decision making. They allow trainees to tackle problems before facing real-life situations. Effective use requires learner involvement in preparing, discussing and defending their case analysis. The process for developing a case study involves identifying a problem, gathering information, outlining the story, determining presentation details, and assembling the final case materials and questions. Sources for existing case studies include Harvard Business School and other institutions.
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Case studies ppt
- 1. Case study method teaching MUNISHKUMARM GCTE, THYCAUDTVM
- 2. Case Study • “Case study involves the intensive investigation of particular case.” • “Case study is a blanket term describing a selection of facts, either fictious or drawn from real life, describing a technical or human relation situation usually in an industrial or commercial setting.”
- 3. Case Teaching Methods • Clarify objectives • Plan and Prepare • Organize discussion – Small teams – Clear project goals – Clear roles – Clear schedule for writing, presentations
- 4. Case Teaching Methods • Discussion – Disclose context – Questioning to explore relevant angles • Analysis of the problem • Application of theory – Listening carefully, paraphrasing – Capturing positions and suggested actions – Clarification of debates - differences, compromises – Next steps for research, discussion, action – Lessons – Evaluation
- 5. Case Teaching Methods • Writing cases – Backwards design – Open ended, no one right answer – Presents enough information for analysis – Presents, not evaluates problem – Allows for multiple realistic positions – Use and edit • Student cases – Experience with cases in class – Heightens benefits of case teaching – Best cases
- 6. Stages In Case Study 1.Familiarize the situation 2. Recognizing the symptoms 3. Identify the goals/objective 4. Conducting Analysis 5. Making the diagnosis
- 7. MERITS • It develops scientific outlook and the ability to apply scientific method • It helps to apply theoretical principles as on the job situation • It develops students management skill • It provides a dramatic touch to the situation • It provides adequate experience in studying an actual situation
- 8. DEMERITS • it is not possible to cover entire portion by this method • This method merely expects too much from students • Case study method gives the students an exaggerated idea of his own importance