Page 7 - Articles Written by JGJ EF DPS

applications were introduced. A third stakeholder, the higher education
institution, entered the equation when interactive, online applications were
developed and dramatically realigned all stakeholder expectations. Where
before, the lecturer could, when developing a paper-based case study,
undertake this research from his own resources now, when online
interactive business case studies are undertaken that call for a greater
resource base, this may no longer be the case. As Bonk [Bonk, 2004]
commented in the

“Perfect E-Storm ……. [there] are now dozens of innovative learning
technologies to cloud the online landscape.”

This fact alone has resource, training, pedagogic and process issues
which impact on case development.

Diagrammatically, the relationships between these constituent elements
of the lecturer, the student and the institution can be shown as in the
Case Study Flow Chart, diagram 1. Two streams of activity flow from the
traditional business case study methodology A and B both of which
generate research output.

DIAGRAM 1: CASE STUDY FLOW CHART
Stream A:
comprises the
choice and
evolution of
case study
development
Here, the
traditional

business case
study
methodology is
pursued and is
a decision that
will impact on
both the student
and the
institution. On
the one hand it
requires

resources, such