Learner-Developed Case Studies on Ethics

2018 ◽  
pp. 131-163
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
The Creation

This chapter explains how case studies can be used successfully in higher education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision making while addressing ethical standards and theories. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor's and learners' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, learners support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education

2015 ◽  
pp. 341-360
Author(s):  
Lesley Farmer
Keyword(s):  
Decision Making ◽  
Distance Education ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
School Librarians ◽  
The Creation

This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor's and students' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education

2014 ◽  
Vol 3 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Lesley Farmer
Keyword(s):  
Decision Making ◽  
Distance Education ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
School Librarians ◽  
The Creation

This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students’ work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers

2011 ◽  
pp. 268-283
Author(s):  
Leslie Farmer
Keyword(s):  
Distance Education ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Affective Domain ◽  
Base Case ◽  
Professional Lives ◽  
Library Media ◽  
Productive Discussion

Case studies provide an authentic way to teach ethical behavior through critical analysis and decisionmaking because it reveals nuanced factors in complex situations and stimulates productive discussion. Case studies also address the affective domain of learning. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. Case studies are used successfully in distance education as students share their perspectives and respond to their peers’ comments. As a result of this approach, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they link coursework and professional lives. The instructor reviews the writing to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

scholarly journals The Historical Treatment of Urban Policing in Canada: A Review of the Literature

2013 ◽  
Vol 24 (1) ◽  
pp. 36-41
Author(s):  
Jeffrey Ian Ross
Keyword(s):  
Knowledge Base ◽  
Case Studies ◽  
Review Of The Literature ◽  
Historical Case ◽  
Advantages And Disadvantages ◽  
Urban Policing ◽  
History Of ◽  
The Creation ◽  
Historical Treatment ◽  
Comprehensive Treatments

The author reviews the research produced on the history of municipal policing in Canada, partly through the creation and analysis of a database. There are three types of work: comprehensive treatments, historical case-studies of particular polic forces, and studies examining subprocesses in particular forces. The author then discusses this literature's advantages and disadvantages. Finally, the author makes a series of recommendations for improving the existing knowledge base.

scholarly journals The creation of performance funding in Michigan: Partnership, promotion and points

2016 ◽  
Vol 24 ◽  
pp. 122 ◽  
Author(s):  
Renata Opoczynski
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Financial Incentives ◽  
Performance Funding ◽  
Measure Data ◽  
Funding Policy ◽  
Funding Policies ◽  
Decision Making Processes ◽  
The Creation ◽  
Education Administrators

While accountability in higher education has been a topic of debate for decades, in recent years the discussions have shifted to emphasize efficiency and economic measures of success. A prominent example of this accountability movement is the increase in popularity of performance funding policies. One of the most recent states to implement performance funding is Michigan, which began their performance funding policy in 2012. This study explored the creation and implementation of the state of Michigan’s performance funding policy. In particular, the decision making processes institutional administrators and state leaders engaged in while designing, promoting, and implementing the policy. Using a case study design and interviewing both higher education administrators and state leaders who were involved in the creation of the performance funding policy in Michigan yielded five large trends: 1) The importance of advocacy coalitions; 2) Securing support through a focus on higher education affordability; 3) Concerns with how to measure data and compare institutions; 4) Insufficient financial incentives; and 5) Limited impact on institutional decision making.

The Case Study

2017 ◽  
pp. 1-14
Author(s):  
Joseph Brady
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Case Studies ◽  
Real World ◽  
Business Students ◽  
Traditional Lecture ◽  
Active Teaching ◽  
Simulated Environment ◽  
Real World Problem

Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.

The Case Study

2018 ◽  
pp. 329-342
Author(s):  
Joseph Brady
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Case Studies ◽  
Real World ◽  
Business Students ◽  
Traditional Lecture ◽  
Active Teaching ◽  
Simulated Environment ◽  
Real World Problem

Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.

Facilitating Idea Generation and Decision-Making with Concept Maps

2004 ◽  
Vol 03 (02) ◽  
pp. 179-192
Author(s):  
John W. Coffey
Keyword(s):  
Decision Making ◽  
Case Studies ◽  
Concept Mapping ◽  
Group Decision Making ◽  
Concept Maps ◽  
Group Decision ◽  
Idea Generation ◽  
Methodological Issues ◽  
Group Interactions ◽  
The Creation

This paper contains a description of the creation of Concept Maps in facilitated sessions to promote idea generation and group decision-making. A number of issues pertain to facilitated Concept Mapping, including the number of facilitators, the optimal or manageable size of groups, the sorts of group interactions that are encountered and their impacts on the proceedings, and the sorts of outcomes that can be expected. This article describes these basic issues as well as attributes, concerns, and skills required of facilitators. It presents two case studies illustrating methodological issues pertaining to the facilitation process and the sorts of outcomes that can be achieved.

Drug Safety, Pharmacoepidemiology, and Regulatory Decision Making

1988 ◽  
Vol 22 (4) ◽  
pp. 336-344 ◽  
Author(s):  
Robert C. Nelson
Keyword(s):  
Risk Assessment ◽  
Decision Making ◽  
Conceptual Framework ◽  
Knowledge Base ◽  
Case Studies ◽  
Drug Safety ◽  
Research Question ◽  
Regulatory Decision ◽  
Risk Manager ◽  
Interpretive Framework

The safety or risk assessment of a pharmacotherapeutic agent begins early in its development and continues throughout its use cycle. The practice of pharmacoepidemiology is the art of using the sciences and the tools of science to generate information about pharmaceutical outcomes, including associated risks, in the postmarketing environment. A pharmacoepidemiologist must be capable of functioning with a matrix constructed of three components: a knowledge base, a conceptual framework, and an interpretive framework. From this perspective one can establish surveillance schemes, or understand a posed research question, select strategies, apply methodologies, and interpret the results of purposeful investigations. When conveyed to the risk manager, appropriately interpreted results of a properly conducted risk assessment can be used in regulatory decision making. Seven case studies are presented as examples of this approach.

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