Mapping the spectrum of case analysis genres in a program for information systems

Abstract

Students generally find it difficult to adopt the academic/learner and professional/mock consultant roles necessary for the case study. The case study is a well-liked literary device commonly employed in business and information systems (IS) education. Conflicting demands are placed on these obligations to be kept to the abovementioned situation. We concluded that it would be useful to develop a continuum for case studies covering the spectrum from educational to professional contexts at our institution, which offers four different information systems programs based on the findings of design-based research. Taking advantage of the study's findings helped us complete this project successfully. This section examines the expectations for each of these four courses, how the case analysis assignments fit into the continuum, and whether or not they promote overall healthy student development. According to the results of our study, students are typically helped by expanding our educational institution when they move from academic to professional duties. However, the trajectory may be improved by increasing the volume of help offered with producing case studies, which is in the middle of the continuum. Finally, we offer some suggestions for how academic programs should use the benefits offered by the developmental trajectory to enable a seamless transition across a student's four-year college experience. This is being done to ensure that the student's educational experience evolves naturally.