Key Skills Exemplified

• Working with Others
  
• Communication
  
• Learning to Learn
  
• Problem Solving
  
• IT
  
• Numeracy (where appropriate)

Description

A module in which a series of short investigations, based on "real" situations are carried out. Findings are presented to staff and peers.

Rationale

Undertaking short-term investigations and reporting their results to a wider audience provides students with an opportunity to encounter problems similar to those in the workplace. This can build student confidence and enhance their ability to evaluate and present their findings.

Learning Outcomes

• To prepare students for employment by developing their ability to problem solve, plan, manage and perform investigations.
  
• To work efficiently and to deadlines individually or within a group.
  
• To write concise, word-processed reports.
  
• To present results either orally or as a poster presentation to peers and academic staff.
  
• To develop assessment abilities for themselves and peers and be able to provide constructive feedback.

Implementation

• Students are required to carry out four investigations.
  
• Each investigation lasts a maximum of three weeks.
  
• Project briefs are set by different members of staff and reflect a variety of specialist areas and technologies.
  
• Project briefs are designed to simulate workplace scenarios and students have to assume an element of role-playing in the presentation of their results.
  
• The briefs are set to allow freedom and creativity in the presentation.
  
• An example brief may require students to investigate faulty garments as customer returns to a fictitious retailing company and present a written and oral report at the monthly quality control seminars held within the organisation.
  
• Results are presented as a written report and an oral or poster presentation.
  
• Advice is given on successful oral/poster presentations early in the module.
  
• Each report is assessed 80% for content and 20% is based on the oral/poster presentation.
  
• The assessment criteria and marking weighting is negotiated with students beforehand.
  
• All students participate in the assessment.
  
• Presentations are videoed to allow students to view their performance.
  
• Students are expected to follow a dress code when giving their presentation that reflects the company image. This helps them to mentally immerse themselves in the role playing activity.
  
• The final presentation of the series is on their final year dissertation.

Benefits for:

• Students develop more confidence in problem solving, time management and communication skills.
  
• Technical knowledge in a variety of subjects is increased.

The Lecturer

• The workload of the case studies module is shared, with minimal formal contact time. All staff involved attend the four presentations and mark the briefs they have set.
  
• A challenging brief exploring potentially new research areas may be set.
  
• Enables closer relationships with students.
  
• Helps to identify potential research students.
  
• Promotes good links with industry who are also encouraged to contribute to briefs.

The Institution

• A cost effective method of teaching.
  
• Promotes good links with industry.

Drawbacks for:

The Student

• In some cases the students' knowledge acquisition is somewhat superficial because they do not manage their time effectively.
  
• There is evidence of presentation "burn-out" whereby the quality of the presentations decline as the students gain more experience. This also reflects an increasing confidence in that they perceive presentations as less daunting.

The Lecturer

• With larger numbers of students it can be difficult to respond to individual students in as much detail as may be desired.

The Institution

• The institution needs to ensure that the library and internet resources are adequate for the needs of the students.

Evidence of Impact

Student feedback is obtained both formally through questionnaires and informally through the end of module review. This has always been positive, with students understanding the aims and objectives of the module and enjoying the mode of learning - certainly on reflection if not at the time.

Evaluation

This is a popular module with students and staff. The module has been offered in the third year for at least 10 years. It could be introduced earlier in the programme once students have acquired sufficient foundation knowledge of the subject.

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