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project management case studies with answers

project management case studies with answersProject management case studies with answers -Our assistant has gained feedback using questionnaires and one-to-one and small group interviews.Biomedical Materials Science, Sports and Materials Science etc.).Evaluating students' learning can be problematic but essential to ensure good teaching.Zeneca Fine Chemicals Angus Fire NSG Saudi Electric Company Waddington & Ledger Albright & Wilson Ltd John Brown Engineers & Contracters Limited Scottish Water - Fort William Scottish Water - Glenconvinth Yorkshire Water - St.In this guide, we consider the topic of case studies in its entirety.If assessing a specific case study, it is often better to use a member of staff who is not directly involved in the case study so that students do not worry that negative feedback may affect their assessment.The case study approach is one way in which such active learning strategies can be implemented in our institutions.Gaining feedback on our case studies from both students and staff has been an important aspect of our research and this is also reviewed.The following list covers the main methods and also discusses other options and experiences external to our institution.Questionnaire (open-ended questions): These allow students to fully explain their views and justify their answers.At the end of the guide are 5 examples of case studies that illustrate some of the different topics discussed below.Examples of different styles of case studies are given at the end of this guide.We have found that having an evaluator who is not a lecturer (and not responsible for marking their work) has allowed students to be more direct and honest in their comments on the case studies.As outlined earlier, we also feel that formal group sessions are helpful for the students, particularly for longer case studies. Feedback has shown that students would like more details on what is expected from them in the case studies e.g.analysis to synthesis etc.) when using a series of case studies is important, rather than repetition of the same skills. We have had to consider how many credits/marks should be allocated to our case studies.Aidans Aramco Shaybah H J Heinz - Westwick Factory Scottish Water, Ballachulish WTW & Glenachullish WTW Port Charlotte Water Treatment Works Scottish Water - Glenconvinth Anglian Water Thames Water Anglian Water Scottish Water - Mallaig Ministry Of Defence, British Army Yorkshire Water - St.Student feedback was positive and we feel that this has gone part way to helping the students.Each group is presented with a pack of information about chocolate (raw materials, manufacture, properties, marketing data, heat treatments, compositions, structures etc.) and a set of questions to answer.However, they limit the responses from the students to predetermined answers.Whilst this is a valuable resource we feel that it can often result in only surface learning.project management case studies with answersLearning to collaborate is a useful skill and the ability to produce a group output is an important part of this.For example, one student commented after a case study, 'A better brief for the poster would have limited the text content, and a clear aim for what needs to be included would have been helpful'.Case studies have also been linked with increased student motivation and interest in a subject (Mustoe and Croft, 1999).Our case studies encourage learning of both course content and key skills, and careful consideration needs to be made as to how to assess these different aspects.Independent Evaluator: An extension to the above point is to use an independent assessor who meets with the students.Comments included; 'I don't like working as part of a team because there are always lazy people who don't do any work and if you don't want that to affect your own mark you end up doing everything.We have found that some students have spent quite a lot of time carrying out independent research yet felt that they have not received enough credit. In some cases, where we have replaced existing teaching with case studies we have found that students were actually spending more time working towards the case study than they would have spent in the original mode of learning.Aidans A E Straume Aramco Shaybah British Sugar Coors Brewery - Burton Coors Brewery - Tadcaster H J Heinz - Wigan Factory Hartlepool Water Ministry Of Defence, British Army Palm Water Princess Noura University For Women Wadi Ma’in Zara & Mujib Water Treatment and Conveyance Project Yorkshire Water - St.The groups are also required to give a 5 minutes presentation to the class (they are provided with OHP's and pens) on a given topic, different for each group (e.g.Teaching and learning styles are, by their very nature, changing and in recent years there has been a noticeable move from lecture-based activities towards more student-centred activities.We have found the use of case studies to be very beneficial, not only to the students but also to our lecturers who have found the learning/teaching experience enjoyable and challenging.We define our case studies as student centred activities based on topics that demonstrate theoretical concepts in an applied setting.It is now documented that students can learn more effectively when actively involved in the learning process (Bonwell and Eison, 1991; Sivan et al, 2001).Group assessment is another area we have had to consider, as many of our case studies are group-based.Raju and Sanker (1999) demonstrate the importance of using case studies in engineering education to expose students to real-world issues with which they may be faced.Case studies are an increasingly popular form of teaching and have an important role in developing skills and knowledge in students.We also offer multidisciplinary courses (Type II courses) such as Bio-Medical Materials and Sports and Materials Science.This guide explores the use of the case-based approach to support engineering education and, more specifically, their role in Materials Science related Higher Education courses.In our experience of using case studies, we have found that they can be used to: Most courses already have some case study teaching in them and we have introduced a greater extent of case-based approach in all of our courses for the above reasons.The structure and format of our case studies can be likened to project-based learning as described by Savin-Baden (2003). project management case studies with answers We have developed a case study for some level1 students that incorporates group training including discussion of group dynamics, group functioning and group meetings.The two main modes of assessment are formative (assessment for the purpose of improving learning and student performance) and summative (evaluation of student performance against a set of predetermined standards).I work well in a team and am quite a good organiser, but tend to do too much of the work.' In response to this feedback, we developed a way of tackling the issue of uneven workload.There are a number of ways to develop case studies, some more successful than others.Feedback from both staff and lecturers has highlighted areas for improvement in our case study teaching.level of independent research and, more specifically, sufficient information on how to write reports, give presentations and design and present posters.There are a number of definitions for the term case study.Ensuring that there is progression of learning skills development (e.g.One way in which we have tackled this, in some of our case studies, is to have both coursework and exam assessment on the case study content.Savin-Baden highlights the differences between problem-based learning and project-based learning and these can be summarised as follows: In practice there is overlap between the two teaching modes and we should not worry too much about clear distinctions.Provided that a balance in learning styles is maintained in the overall course then the students are able to develop a range of skills and no student should be unfairly disadvantaged compared to another.We have now compiled tips and suggestions for students in these areas, which will form part of our case studies support web-site. When examining student use of resources, we found that many of the research-based case studies led students to derive all their information from the Internet.Booklet 7 of the LTSN Generic Centre Assessment Booklet Series provides informative and detailed discussions of these modes of assessment.Educational research has shown case studies to be useful pedagogical tools.Many of the discussion points in this guide will be relevant to both case studies and problem-based learning topics.Good practice, and examples of ideas that have been tried and found wanting, are discussed.Overall, we have found it easier to introduce case studies into our Type II courses and therefore these courses contain a greater proportion of this type of learning.Including a practical component is also a useful way of achieving more in-depth study (see case study example 3).Type I courses are the traditional Materials Science and Engineering degrees which are accredited by the Engineering Council and can lead onto Chartered Engineer status.Our case studies are predominantly coursework-based; however, this style of work may not be suited to everyone. project management case studies with answers For example, we have a research assistant who is responsible for assessing, developing and evaluating our case studies.Yorkshire Water plc NSG Pilkington Glass Potters Ballotini Ltd. ASG Cranleigh Brickworks Croda Chemicals Shaybah Yorkshire Water plc Albright & Wilson Ltd Elementis Chronium Imerys John Cotton (Mirfield) Ltd.This is particularly important at the start of the course as for many students this may be a very different form of learning to what they were used to at school.We have found that one way of addressing this is to specify to students that we are expecting critical analysis in their work.We offer a number of separate courses in our department and have recognised that they fall into two distinct types (defined here as Type I and Type II).Greater guidance was required as to how the marks were allocated. Whilst it is encouraging to see such dedication to the topic, we realise that it is important not to overload students with case study work that could compromise being able to complete assignments in parallel modules.Some of these will equally apply to other forms of teaching, for example problem-based learning, small group tutorials, project work etc. The subject of group working comes up time and time again in student feedback.We originally provided no formal training for group work and soon recognised that this was an area we needed to address.Some suggestions for evaluation are as follows: Questionnaire (closed questions): These ask for a specific answer - a circle round an option, items to be ranked etc; there are many standard university versions of this type of questionnaire.Our feedback on group work has shown that this presented a particular problem for some students.In terms of summative assessment, these case studies require students to produce one or more outputs between them (generally a report and/or presentation/poster) and we have used group meetings with supervisors and feedback sessions to provide the formative assessment.This definition of a case study covers the variety of different teaching structures we use, ranging from short individual case studies to longer group-based activities.These courses are not accredited and take students with a wider range of background skills, varied academic qualifications and different career aspirations.To encourage students to use knowledge from a number of lecture courses in another setting Students are assigned to groups of 4-6 for the session.A summary of the differences between these courses is given in Table 2. Differences between traditional, established Materials Science and Engineering degree courses (Type I courses) and the newer (often multidisciplinary) Materials related courses (Type II courses).This approach can be cost-effective for pro-cessing the data and interpreting the results.For example, Fry et al (1999) describe case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point.There is too much information for everyone to read everything, hence the students need to set priorities and allocate tasks to ensure that all the research is completed in time.It is at this point that it is important to make a distinction between this type of learning and problem-based learning.The discipline of Materials Science and Engineering is ideal for using case study teaching because of the wealth of practical, real life examples that can be used to contextualise the theoretical concepts. project management case studies with answers Evaluating students' learning can be problematic but essential to ensure good teaching. project management case studies with answers




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