The case study method in management development : a teaching approach
- Authors: Scheepers, Cor
- Date: 2012-09-10
- Subjects: Business education , Case method -- Study and teaching , Management -- Case studies -- Study and teaching , Executives -- Training of
- Type: Mini-Dissertation
- Identifier: uj:9903 , http://hdl.handle.net/10210/7302
- Description: M.Comm. , This study has been undertaken with the specific objective of acquiring an insight into the development and application of case method instruction in management development. Little has been written about teaching using the case method, although a number of books contain sections on the analysis of case studies. Teaching using the case method is not an "easy way out" of the preparatory work involved in lecturing. On the contrary, the case facilitator is required to be even more prepared in class. He needs to be in charge without inhibiting the free flow of discussion, a crucial requirement in successfull case method teaching. He must also be prepared for the unexpected, something only possible if he masters the facts as well as the process. Management development using the case method will enable potential managers to acquire skills in analysis, problem solving, decision making and communication. They will be exposed to real-life problems and engage in meaningful learning by doing. The magnitude of the need for management development is such that traditional theoretical management will not supply sufficient numbers of skilled managers to enterprises. The case method is an ideal method to assist in solving this problem.
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- Authors: Scheepers, Cor
- Date: 2012-09-10
- Subjects: Business education , Case method -- Study and teaching , Management -- Case studies -- Study and teaching , Executives -- Training of
- Type: Mini-Dissertation
- Identifier: uj:9903 , http://hdl.handle.net/10210/7302
- Description: M.Comm. , This study has been undertaken with the specific objective of acquiring an insight into the development and application of case method instruction in management development. Little has been written about teaching using the case method, although a number of books contain sections on the analysis of case studies. Teaching using the case method is not an "easy way out" of the preparatory work involved in lecturing. On the contrary, the case facilitator is required to be even more prepared in class. He needs to be in charge without inhibiting the free flow of discussion, a crucial requirement in successfull case method teaching. He must also be prepared for the unexpected, something only possible if he masters the facts as well as the process. Management development using the case method will enable potential managers to acquire skills in analysis, problem solving, decision making and communication. They will be exposed to real-life problems and engage in meaningful learning by doing. The magnitude of the need for management development is such that traditional theoretical management will not supply sufficient numbers of skilled managers to enterprises. The case method is an ideal method to assist in solving this problem.
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'n Didaktiese evaluering van 'n indiensopleidingsprogram vir bemarkers
- Authors: Lotriet, Annelie
- Date: 2015-09-29
- Subjects: Employees - Training of , Business education
- Type: Thesis
- Identifier: uj:14209 , http://hdl.handle.net/10210/14656
- Description: M.Ed. , In the light of the present shortage of skilled manpower and the resultant emphasis on training, the question arises whether the existing training programs are sufficient enough in terms of quality and effectiveness. In the present study the author examined and evaluated a marketing program of Santambank dealing more specifically with the technique of marketing personal banking facilities ...
- Full Text:
- Authors: Lotriet, Annelie
- Date: 2015-09-29
- Subjects: Employees - Training of , Business education
- Type: Thesis
- Identifier: uj:14209 , http://hdl.handle.net/10210/14656
- Description: M.Ed. , In the light of the present shortage of skilled manpower and the resultant emphasis on training, the question arises whether the existing training programs are sufficient enough in terms of quality and effectiveness. In the present study the author examined and evaluated a marketing program of Santambank dealing more specifically with the technique of marketing personal banking facilities ...
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Effective knowledge sharing within communities of practice in a financial institution
- Authors: Nkuna, Shyless
- Date: 2013-07-18
- Subjects: Knowledge management , Information technology , Economic development , Business education
- Type: Thesis
- Identifier: uj:7625 , http://hdl.handle.net/10210/8495
- Description: M.Comm. (Business Management) , This research paper is a study of the effectiveness of knowledge sharing within the communities of practice (CoPs) in a financial institution in South Africa. Specifically, the focus is on investigating the requirements for establishing CoPs that share knowledge effectively within this organisation. This was achieved through understanding the current state of knowledge sharing within the CoPs, identifying critical factors for effectively sharing knowledge and thereafter determining reasons for a CoP not being effective in sharing knowledge. The results showed that there is still a long way to go to ensure the effectiveness of knowledge sharing through CoPs. The CoPs within this financial institution are informal in nature, and therefore not necessarily given the attention that they deserve. Time used for CoPs is not maximised effectively, which reduces the chances of their effectiveness and improvement of productivity. Lack of effective system infrastructure to support knowledge sharing is also a massive challenge for the CoPs, as is not having virtual Cops to reduce challenges faced in the use of face-to-face CoPs. The literature review in chapter 2 of this paper covers the importance of the role of technology in supporting knowledge sharing, which is supportive to this finding.
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- Authors: Nkuna, Shyless
- Date: 2013-07-18
- Subjects: Knowledge management , Information technology , Economic development , Business education
- Type: Thesis
- Identifier: uj:7625 , http://hdl.handle.net/10210/8495
- Description: M.Comm. (Business Management) , This research paper is a study of the effectiveness of knowledge sharing within the communities of practice (CoPs) in a financial institution in South Africa. Specifically, the focus is on investigating the requirements for establishing CoPs that share knowledge effectively within this organisation. This was achieved through understanding the current state of knowledge sharing within the CoPs, identifying critical factors for effectively sharing knowledge and thereafter determining reasons for a CoP not being effective in sharing knowledge. The results showed that there is still a long way to go to ensure the effectiveness of knowledge sharing through CoPs. The CoPs within this financial institution are informal in nature, and therefore not necessarily given the attention that they deserve. Time used for CoPs is not maximised effectively, which reduces the chances of their effectiveness and improvement of productivity. Lack of effective system infrastructure to support knowledge sharing is also a massive challenge for the CoPs, as is not having virtual Cops to reduce challenges faced in the use of face-to-face CoPs. The literature review in chapter 2 of this paper covers the importance of the role of technology in supporting knowledge sharing, which is supportive to this finding.
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A systematic review of educator interventions in facilitating business simulation based learning
- Hughes, Suzaan, Scholtz, Frances
- Authors: Hughes, Suzaan , Scholtz, Frances
- Date: 2019
- Subjects: Business Simulation , Simulation-based learning , Business education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/395493 , uj:32795 , Citation: Hughes, S. & Scholtz, F. 2019. A systematic review of educator interventions in facilitating business simulation based learning.
- Description: Abstract: Purpose The study reviewed published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria such as: the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer based simulation and was published between 2007-2017. Findings Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement. Originality/value Although there are many systematic reviews of simulation based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of our knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.
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- Authors: Hughes, Suzaan , Scholtz, Frances
- Date: 2019
- Subjects: Business Simulation , Simulation-based learning , Business education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/395493 , uj:32795 , Citation: Hughes, S. & Scholtz, F. 2019. A systematic review of educator interventions in facilitating business simulation based learning.
- Description: Abstract: Purpose The study reviewed published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria such as: the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer based simulation and was published between 2007-2017. Findings Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement. Originality/value Although there are many systematic reviews of simulation based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of our knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.
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