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Abstract:
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SUMMARY
The summary presents an overview of the dissertation and major findings of my
research:
· Research Area, Questions and Design
· Frame of Reference - Domain Knowledge
· Major Findings
Research Area, Questions and Design
This dissertation investigates development and use of multimedia teaching cases, as
applied in business education. Teaching cases present companies, and the current problems
or opportunities they are facing. (Barnes, Christensen and Hansen 1994, Maufette-
Leenders, Erskine and Leenders 1997, Heath 1998, Manninen 1997.) The primary
characteristic is that the case is based on real events. Very often the case description
follows a decision-making situation. (Mauffette-Leenders, Erskine, and Leenders 1997,
Hazard 2000.) The case is prepared by students and then discussed in class. The objective
of the class discussion is to analyse the company's situation and come up with viable
strategies for the future (Leenders and Erskine 1989, Heath 1998, Orngreen and Bielli
2001). Cases were introduced to business education already in 1910 at the Harvard
Business School, and have since then gained widespread use throughout the world
(Leenders and Erskine 1989). Traditionally teaching cases have been written descriptions,
but the teaching cases in this dissertation are multimedia cases.
The use of multimedia teaching cases is a relatively new phenomenon. Because of the
novelty of the approach, research on how to apply these or developing them is extremely
limited. Though I investigate both a use and a development perspective, the use dimension
is investigated with the purpose to inform development. In particular the dissertation
results in a set of roles and tools influencing the development process, which is also seen in
my three research questions:
1. Which roles and tools characterise the development and use of multimedia
teaching cases for business education?
2. How are these roles and tools applied to the multimedia development process,
and how do they support or restrain the development.
3. How are the development roles and tools, and the use roles and tools
interrelated, and how do they relate to a development model for multimedia
teaching cases? |
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