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THE CONFLICTING CASE
OF THE CASE STUDY
Nigel A. Caplan (nacaplan@udel.edu)
University of Delaware, USA
Assistant Professor
English Language Institute
http://nigelteacher.wordpress.com
WRAB 2014, Paris
Needs analysis: Context and Culture
• Intensive, pre-matriculation English program
• Conditionally admitted students
• Almost all international MBA students come through us
Why don’t the Chinese
speak in class?
Needs Analysis: Data
• Syllabi of MBA classes
• Online questionnaires for MBA faculty and international students
• Observation of an MBA class
• Focus groups and interviews with MBA faculty
• Focus groups with international MBA students
• “Think-aloud” (verbal protocol) sessions with 4 MBA faculty
Instruments available online at
http://nigelteacher.wordpress.com
(Handouts WRAB2014)
Genre System in the UD MBA Reflection
Intrapersonal Discussion board post Quiz
Assessment Exam In-class (MCQ, TF, short answer, essay, mixed format) Take home (essay, short answer, case write-up)
Professor-Student Paper
Assignment Research paper Case write up Homework/problem sets Written Report Presentation slides/handouts Group Case analysis Lead case discussion Oral Report (e.g. marketing report) Article presentation Participation Class Case discussion Online (e.g. discussion board) Case write-up Pseudo Simulation Professional Resume Authentic Report/presentation to client
Method: Verbal Protocol
• 4 professors
• 1 good, 1 weak paper;
• “Please walk me through the paper, telling me what
makes it a strong/weak case-study analysis. Since I don’t
know the assignment or the paper, please tell me
everything you notice as you look at it again in terms of
evaluating it.”
Results: Genre Structure
Stage Description & Function
Set Up Identify and introduce the key players, the
dilemma, and opportunities (but not a summary of
the case)
Diagnosis Analysis (not description) of the problem in terms of
“root causes”
Recommendation Alternative solutions plus the writer’s chosen
solution with justification, sometimes accompanied
by a specific action plan
Reflection What did you learn from the case? How does it
connect to the theories in the course?
Set up ^ Diagnosis ^ [Recommendation]n (^Reflection)
Faculty Expectations
• The set-up should not summarize the case
• Key words, facts, characters, and statistics from
the case should be referenced
• Evidence must be presented
• Format and style conventions must be followed
• Professors’ expectations may be idiosyncratic
“Conflicting Demands”
• Language
• Making connections beyond the case
• Consultant role (sometimes) – e.g. don’t summarize;
“think of everything from the company’s perspective”
• Conflicting motives (professional report / graded
assignment)
Types of Thinking
• “You can get a really good grade if you
have one really good idea that’s not
intuitively obvious.” (faculty interview)
• “the mindset” of a good student who
“knows how it fits together” (faculty interview)
• “There is no way to isolate a social process
from the minds that carry it out.” (Flower, 1994, p. 31)
Business Understanding?
What Faculty Say What they (might) really mean?
Critical thinking!
Insight!
Perceptiveness!
Creativity!
Sourcing
Justification
Tolerating ambiguity
Conclusion: MBA as Activity System
Tools (Oral and written genres)
Subjects Object Object(s)/ Outcomes (professor, Motive(s) students) ( passing grade? MBA diploma? Business knowledge?
Rules/Norms Community Division of Labor
Pedagogical Implications
• Case study as a problem-solution genre
• Teach the genre – “teaching/learning cycle”
• Teach problem-solving strategies (e.g. highlighting
summary, commentary, supporting detail)
• Use evaluative criteria for rubrics and self-regulation
(Olson & Land, 2007; Rothery, 1996; 2012; MacArthur & Philippakos, 2013; Swales & Feak, 2012,)
Research Implications
• CHAT as a nexus of cognitive and sociocultural (genre)
approaches to literacy
• Retrospective think-aloud protocols to establish evaluative
criteria
• “Triangulation” of needs analysis (Long, 2005): culture,
cognition, genres, expectations, and activities
Nigel A. Caplan University of Delaware
nacaplan@udel.edu
http://nigelteacher.wordpress.com
(Handouts WRAB2014)
Do you teach (post-)graduate students?
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Selected References Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), R. Nice (Trans.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood Press.
Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy. Retrieved from http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htm
Ferretti, R. P., MacArthur, C. D., & Okolo, C. M. (2005). Misconceptions about history: Reflections on teaching for historical understanding in an inclusive fifth-grade classroom. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 18, pp. 261–299). Bingley, UK: Emerald Group.
Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale: Southern Illinois University Press.
Forman, J., & Rymer, J. (1999a). Defining the genre of the “case write-up.” Journal of Business Communication, 36(2), 103 –133. doi:10.1177/002194369903600201
Forman, J., & Rymer, J. (1999b). The genre system of the Harvard case method. Journal of Business and Technical Communication, 13(4), 373–400. doi:10.1177/105065199901300401
Johns, A. M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20(1), 56–68.
• MacArthur, C. A., & Philippakos, Z. A. (2013). Self-regulated strategy instruction in developmental writing: A design research project. Community College Review, 41(2), 176–195. doi:10.1177/0091552113484580
• Nathan, P. (2013). Academic writing in the business school: The genre of the business case report. Journal of English for Academic Purposes, 12(1), 57–68. doi:10.1016/j.jeap.2012.11.003
• Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269–303.
• Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.
• Rothery, J. (1996). Making changes: Developing an educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 86–123). Harlow, England: Longman.
• Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor, MI: University of Michigan Press.
• Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.
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