case study on assignment problem

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Modeling and solving a real-life assignment problem at universities

1998, European Journal of Operational Research

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Combinatorial problems which have been proven to be NP-hard are faced in Higher Education Institutions and researches have extensively investigated some of the well-known combinatorial problems such as the timetabling and student project allocation problems. However, NP-hard problems faced in Higher Education Institutions are not only confined to these categories of combinatorial problems. The majority of NP-hard problems faced in institutions involve grouping students and/or resources, albeit with each problem having its own unique set of constraints. Thus, it can be argued that techniques to solve NP-hard problems in Higher Education Institutions can be transferred across the different problem categories. As no method is guaranteed tooutperform all others in all problems, it is necessary to investigate heuristic techniques for solving lesser-known problems in order to guide stakeholders or software developers to the most appropriate algorithm for each unique class of NP-hard probl...

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Examination timetabling is an important operational problem in any academic institution. The problem involves assigning examinations and candidates to time periods and examination rooms while satisfying a set of specific constraints. An increased number of student enrollments, a wider variety of courses, and the growing flexibility of students' curricula have contributed to the growing challenge in preparing examination timetables. Since examination timetabling problems differ from one institution to another, in this paper we develop and investigate the impact of a two-phase heuristic that combines Graph-Colouring and Simulated Annealing at Sokoine University of Agriculture (SUA) in Tanzania. Computational results are presented which shows great improvement over the previous work on the same problem.

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Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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Assignment Problem: Meaning, Methods and Variations | Operations Research

After reading this article you will learn about:- 1. Meaning of Assignment Problem 2. Definition of Assignment Problem 3. Mathematical Formulation 4. Hungarian Method 5. Variations.

Meaning of Assignment Problem:

An assignment problem is a particular case of transportation problem where the objective is to assign a number of resources to an equal number of activities so as to minimise total cost or maximize total profit of allocation.

The problem of assignment arises because available resources such as men, machines etc. have varying degrees of efficiency for performing different activities, therefore, cost, profit or loss of performing the different activities is different.

Thus, the problem is “How should the assignments be made so as to optimize the given objective”. Some of the problem where the assignment technique may be useful are assignment of workers to machines, salesman to different sales areas.

Definition of Assignment Problem:

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Suppose there are n jobs to be performed and n persons are available for doing these jobs. Assume that each person can do each job at a term, though with varying degree of efficiency, let c ij be the cost if the i-th person is assigned to the j-th job. The problem is to find an assignment (which job should be assigned to which person one on-one basis) So that the total cost of performing all jobs is minimum, problem of this kind are known as assignment problem.

The assignment problem can be stated in the form of n x n cost matrix C real members as given in the following table:

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Maximisation in an Assignment Problem: Optimizing Assignments for Maximum Benefit

Table of Contents

This blog will explain how to solve assignment problems using optimization techniques to achieve maximum results. Learn the basics, step-by-step approach, and real-world applications of maximizing assignment problems.

In an assignment problem, the goal is to assign n tasks to n agents in such a way that the overall cost or benefit is minimized or maximized. The maximization problem arises when the objective is to maximize the overall benefit rather than minimize the cost.

Understanding Maximisation in an Assignment Problem

The maximization problem can be solved using the Hungarian algorithm, which is a special case of the transportation problem. The algorithm involves converting the assignment problem into a matrix, finding the minimum value in each row, and subtracting it from all the elements in that row. Similarly, we find the minimum value in each column and subtract it from all the elements in that column. This is known as matrix reduction.

Next, we cover all zeros in the matrix using the minimum number of lines. A line covers a row or column that contains a zero. If the minimum number of lines is n, an optimal solution has been found. Otherwise, we continue with the next step.

In step three, we add the minimum uncovered value to each element covered by two lines, and subtract it from each uncovered element. Then, we return to step two and repeat until an optimal solution is found.

Solving Maximisation in an Assignment Problem

The above approach provides a step-by-step process to maximize an assignment problem. Here are the steps in summary:

• Convert the assignment problem into a matrix.
• Reduce the matrix by subtracting the minimum value in each row and column.
• Cover all zeros in the matrix with the minimum number of lines.
• Add the minimum uncovered value to each element covered by two lines and subtract it from each uncovered element.
• Repeat from step two until an optimal solution is found.

Real-World Applications

Maximization in an Assignment Problem has numerous real-world applications. For example, it can be used to optimize employee allocation to projects, to allocate tasks in a manufacturing process, or to assign jobs to machines for maximum productivity. By using optimization techniques to maximize the benefits of an assignment problem, businesses can save time, money, and resources.

This blog has provided an overview of Maximisation in an Assignment Problem, explained how to solve it using the Hungarian algorithm, and discussed real-world applications. By following the step-by-step approach, you can optimize your assignments for maximum benefit.

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Operations Research

1 Operations Research-An Overview

• History of O.R.
• Approach, Techniques and Tools
• Phases and Processes of O.R. Study
• Typical Applications of O.R
• Limitations of Operations Research
• Models in Operations Research
• O.R. in real world

2 Linear Programming: Formulation and Graphical Method

• General formulation of Linear Programming Problem
• Optimisation Models
• Basics of Graphic Method
• Important steps to draw graph
• Multiple, Unbounded Solution and Infeasible Problems
• Solving Linear Programming Graphically Using Computer
• Application of Linear Programming in Business and Industry

3 Linear Programming-Simplex Method

• Principle of Simplex Method
• Computational aspect of Simplex Method
• Simplex Method with several Decision Variables
• Two Phase and M-method
• Multiple Solution, Unbounded Solution and Infeasible Problem
• Sensitivity Analysis
• Dual Linear Programming Problem

4 Transportation Problem

• Basic Feasible Solution of a Transportation Problem
• Modified Distribution Method
• Stepping Stone Method
• Unbalanced Transportation Problem
• Degenerate Transportation Problem
• Transhipment Problem
• Maximisation in a Transportation Problem

5 Assignment Problem

• Solution of the Assignment Problem
• Unbalanced Assignment Problem
• Problem with some Infeasible Assignments
• Maximisation in an Assignment Problem
• Crew Assignment Problem

6 Application of Excel Solver to Solve LPP

• Building Excel model for solving LP: An Illustrative Example

7 Goal Programming

• Concepts of goal programming
• Goal programming model formulation
• Graphical method of goal programming
• The simplex method of goal programming
• Using Excel Solver to Solve Goal Programming Models
• Application areas of goal programming

8 Integer Programming

• Some Integer Programming Formulation Techniques
• Binary Representation of General Integer Variables
• Unimodularity
• Cutting Plane Method
• Branch and Bound Method
• Solver Solution

9 Dynamic Programming

• Dynamic Programming Methodology: An Example
• Definitions and Notations
• Dynamic Programming Applications

10 Non-Linear Programming

• Solution of a Non-linear Programming Problem
• Convex and Concave Functions
• Kuhn-Tucker Conditions for Constrained Optimisation
• Quadratic Programming
• Separable Programming
• NLP Models with Solver

11 Introduction to game theory and its Applications

• Important terms in Game Theory
• Saddle points
• Mixed strategies: Games without saddle points
• 2 x n games
• Exploiting an opponent’s mistakes

12 Monte Carlo Simulation

• Reasons for using simulation
• Monte Carlo simulation
• Limitations of simulation
• Steps in the simulation process
• Some practical applications of simulation
• Two typical examples of hand-computed simulation
• Computer simulation

13 Queueing Models

• Characteristics of a queueing model
• Notations and Symbols
• Statistical methods in queueing
• The M/M/I System
• The M/M/C System
• The M/Ek/I System
• Decision problems in queueing

How to Write a Case Study Assignment?

How to write a case study assignment was a major question when I was a student. Writing a case study assignment can be a crucial and difficult task for students, but it is an essential skill to develop. Case studies are a common method used in many fields to analyze and solve problems. It requires students to apply critical thinking skills, research, and analysis to real-world scenarios. 

To write a case study assignment, students need to identify the problem, gather relevant information, analyze the data, and propose a solution. It is important to present the information in a clear and concise manner, using appropriate language and avoiding passive voice. By mastering the art of writing case studies, students can enhance their problem-solving skills, develop and improve their research abilities, and improve their communication skills. In this article, we will discuss how to write a case study assignment for any problem, providing tips and strategies to help students succeed.

Table of Contents

Benefits Of Case Study Assignments

Case study assignments work as a test of checking the student’s level of understanding. These assignments offer a lot of practical benefits that help you learn by diving right into real-life situations. Here are some of the benefits of case study assignments:

• Develop Critical Thinking Skills

Case study assignments require students to analyze and solve real-world problems, which enables them to develop critical thinking and problem-solving abilities. Students learn to identify the cause of a problem, evaluate various solutions, and make informed decisions.

• Enhance Research And Information Analysis Skills

Students need to gather relevant information, data, and resources to support their case study analysis. This process helps them learn how to conduct thorough research, evaluate the credibility of sources, and analyze complex data.

• Improve Communication And Presentation Skills

Case study assignments often require students to present their findings and propose solutions to their peers or instructors. This helps them develop effective communication and presentation skills, which are important for both academic and professional settings.

• Understand Real-World Challenges

Case studies provide students with an opportunity to engage with real-world problems and understand the problems faced by personnels in various fields. This exposure helps them develop an in depth understanding of the practical applications of their theoretical knowledge and prepares them for the challenges they will face in their future careers.

• Stimulate Creativity And Innovation

As students work on case study assignments, they are encouraged to think creatively and innovatively to find the best solutions to the problems at hand. This increases a culture of creativity and innovation, which is essential for driving progress in any field.

How To Write A Case Study Assignment?

Case studies are a treasure of learningNow it is the time when we will be discussing how to write a case study assignment. In this section we will be listing 10 steps for writing a good and effective case study assignment. They are as:

Step 1: Choosing A Compelling Topic

By picking a topic that captivates your interest, aligns with your field, is specific yet impactful, and has accessible information, you set the stage for an engaging and enriching case study. Selecting an interesting topic is key when starting a case study. Here’s how to pick a compelling one:

1. Explore Your Interests : Think about what excites you or what problems intrigue you. Choose a topic that genuinely captures your curiosity.

2. Relevance Matters : Look for topics that are relevant to your field of study or something happening in the world around you. It makes your case study more meaningful.

3. Narrow it Down : Don’t aim too broadly. Focus on a particular aspect or issue within your chosen topic. This makes your study more manageable and detailed.

4. Real-life Impact : Consider topics that have real-world implications or can offer practical solutions. It adds depth and significance to your study.

5. Availability of Information : Ensure there’s enough information available on your chosen topic. You’ll need data and resources to support your case study.

Step 2: Research Thoroughly

Thorough research lays the foundation for a strong case study. It helps you understand the topic inside out and gives your study the depth and credibility it needs. Researching thoroughly is super important when starting a case study. Here’s how to do it:

1. Dive into Resources : Hit the books, search online, and check out credible sources. Look for articles, books, and data that relate to your case study.

2. Talk to People : Interviews can be gold. Reach out to experts, professionals, or anyone connected to your topic. Their insights can add depth to your study.

3. Take Detailed Notes : Write down everything. Facts, quotes, stats it all helps. Organize your notes so you can easily find what you need later.

4. Verify Sources : Make sure the info you gather is reliable. Double-check sources and cross-reference information from different places.

5. Keep an Open Mind : Stay open to new ideas or perspectives. Sometimes, unexpected info can make your case study even more interesting.

Step 3: Introduce The Case

Remember, your introduction sets the stage for your case study. Make it engaging, clear, and intriguing to motivate your readers to dive deeper into your findings. Introducing your case study is like saying “Hello” to your readers. Here’s how to do it:

1. Set the Scene : Start by giving a sneak peek into what your case study is about. Briefly explain the situation or issue you’re tackling.

2. Grab Attention : Hook your readers from the get-go. Use an interesting fact, a thought-provoking question, or a compelling story related to your case.

3. Define the Problem : Clearly state the problem or challenge your case study addresses. Make it crystal clear right from the start.

4. Keep it Concise : Your introduction shouldn’t spill all the details. Keep it brief, giving enough info to pique curiosity but leaving room for exploration.

5. Preview What’s Ahead : Give a glimpse of how your case study will unfold. Mention what readers can expect in the upcoming sections.

Step 4: Detail the Background

By providing a detailed background, you paint a clear picture for your audience, helping them grasp the context and significance of the case study. Detailing the background of your case study is like setting the stage for your story. Here’s how to do it:

1. Context Introduction : Start by introducing the situation or scenario. Explain what’s happening and why it’s important.

2. Key Players : Introduce the main characters or entities involved in the case. Describe who they are and their roles in the scenario.

3. Historical Context : Share any relevant history or events that led up to the current situation. This helps readers understand how things got to this point.

4. Relevant Details : Highlight any crucial information that impacts the case. It could be data, statistics, or specific facts that add depth to your study.

5. Problem Identification : Clearly state the problem or issue that your case study will address. Make it crystal clear why this problem matters and needs attention.

Step 5: Present Findings

By organizing your findings clearly, presenting factual information, using examples, incorporating visuals, and staying focused, you make your case study a compelling and informative read. Presenting your findings is where the detective work shines through. Here’s how to do it:

1. Organize Information : Lay out your findings in a clear and organized manner. Use headings, bullet points, or charts to make it easy to follow.

2. Stick to Facts : Share the data, facts, and evidence you’ve gathered. Be specific and precise, avoiding vague statements.

3. Use Examples : Illustrate your findings with examples or real-life situations. This helps in better understanding and adds depth to your study.

4. Be Visual : Consider using visuals like graphs, tables, or images if they can enhance understanding. Visual aids can make complex data more digestible.

5. Stay Focused : Stick to the main points. Don’t overwhelm your readers with excessive details. Highlight what’s most relevant to your case.

Step 6: Analyze The Data

Analyzing data is about digging into the details, finding connections, and interpreting what it all means for your case study. It’s like putting together a jigsaw puzzle to reveal the bigger picture. Analyzing data in a case study is like solving a puzzle. Here’s how to do it:

1. Sort and Organize : Arrange all the facts, interviews, and info you’ve gathered. Group them based on similarities or relevance to understand them better.

2. Look for Patterns : Spot similarities, trends, or recurring themes among your data. This helps in understanding the core issues or connections.

3. Connect the Dots : Link the data to the problem you’re exploring. Explain how each piece of information relates to your case.

4. Consider Different Angles : Look at your data from various viewpoints. This widens your perspective and helps in drawing comprehensive conclusions.

5. Be Critical : Question the data. Verify its reliability and relevance. Don’t take things at face value; delve deeper to understand the underlying meanings.

Step 7: Propose Solutions

By suggesting practical solutions backed by your analysis, you’re not just identifying problems but paving the way for potential fixes in your case study. This section is where your creativity and critical thinking shine. Proposing solutions in your case study is like offering keys to solve a puzzle. Here’s how to do it:

1. Analyze Findings : Based on your research and analysis, identify potential solutions to address the problem you’ve highlighted.

2. Be Practical : Offer solutions that are realistic and feasible. They should align with the information you’ve gathered.

3. Explain the ‘Why’ : Clearly state why these solutions are suitable. Support your suggestions with evidence or reasoning from your case study.

4. Present Alternatives : If possible, provide multiple solutions or approaches. Show the pros and cons of each option.

5. Consider Implications : Discuss the potential outcomes of implementing these solutions. Highlight the positive impact they might have.

Step 8: Summarize With Conclusion

In your conclusion, emphasis on the main points, emphasize the solutions, and leave your audience with a clear understanding of the problem and the potential ways to address it. Keep it concise yet impactful. Concluding your case study is like wrapping up a story. Here’s how to do it:

1. Recap the Key Points : Summarize the main findings and crucial details discussed in your case study.

2. Restate the Problem : Remind readers about the core problem or issue you investigated.

3. Address Solutions : Highlight the solutions or recommendations you proposed earlier in the case study.

4. Emphasize Impact : Discuss the significance of your findings and how they relate to solving the problem.

5. End on a Strong Note : Finish with an effective statement that leaves a lasting impression. Reinforce the importance of your study or suggest further steps.

Step 9: Edit And Proofread

Remember, editing and proofreading tighten up your case study, making it more professional and polished. It’s the final touch that makes your hard work shine. Editing and proofreading are like giving your case study a final polish before presenting it. Here’s how to do it:

1. Check for Clarity : Read through your case study and ensure your ideas are clear and easy to follow. Make sure everything makes sense.

2. Look for Errors : Hunt down typos, spelling mistakes, and grammar errors. They can sneak in, but they’re easy to fix. To quickly and accurately get the proofreading job done, utilize a grammar checker . It will not only highlight mistakes in your assignment but will also provide appropriate suggestions to correct them.

3. Structure Check : Ensure your case study flows smoothly from one point to another. Check if your paragraphs connect well.

4. Fact-Check Time : Double-check all the facts and figures. Make sure they’re accurate and properly cited if needed.

5. Fresh Eyes Help : Ask a friend or family member to read it too. They might catch things you missed.

6. Read Aloud : Yup, reading aloud helps catch awkward sentences or places where the flow feels off.

Step 10: Format And Citations

Formatting and citing properly not only make your case study look organized but also show that you’ve done thorough research and credited the sources you’ve used. It’s like giving credit where credit is due. Formatting and citing your sources are like giving your case study a polished look. Here’s what to do:

1. Follow Guidelines : Check your assignment guidelines or ask your instructor about formatting requirements. This includes font, spacing, margins, etc.

2. Structure Matters : Ensure your case study has a clear structure with headings for different sections like introduction, findings, analysis, etc.

3. Cite Your Sources : Whenever you mention facts, quotes, or data from other sources, give credit by citing them. 

4. Be Consistent : Stick to one citation style throughout your case study. This keeps it neat and professional.

5. Double-check : Before submitting, review your formatting and citations to make sure they align with the guidelines and are error-free.

And that’s a wrap, case study champions! You’ve seen how to write a case study assignment. Remember, your case study is your canvas to showcase your extraordinary observation skills.

By now, you’ve made your way through the problem, gathered clues, and presented a story that’s as interesting as a bestseller. Appreciate yourself on the back for your thorough investigation and compelling storytelling.

But hey, the journey doesn’t end here. Keep exploring, keep asking questions, and keep sharpening those problem-solving skills. Whether it’s about a business, a scientific mystery, or a social issue, the case study approach is your secret weapon.

So, go ahead, share your insights, and inspire others with your detective skills. Keep practicing, stay curious, and keep cracking those cases wide open. You’re on your way to becoming a true case study superstar! Cheers to your success.

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Principedia

Successful Strategies for Solving Problems on Assignments

Solving complex problems is a challenging task and warrants ongoing effort throughout your career. A number of approaches that expert problem-solvers find useful are summarized below, and you may find these strategies helpful in your own work. Any quantitative problem, whether in economics, science, or engineering, requires a two-step approach: analyze, then compute. Jumping directly to “number-crunching” without thinking through the logic of the problem is counter-productive. Conversely, analyzing a problem and then computing carelessly 
will not result in the right answer either. So, think first, calculate, and always check your results. And remember, attitude matters. Approach solving a problem as something that you know you can do, rather than something you think that you can’t do. Very few of us can see the answer to a problem without working through various approaches first.

Analysis Stage

• Read the problem carefully at least twice, aloud if possible, then restate the problem in your own words.
• Write down all the information that you know in the problem and separate, if necessary, the “givens” from the “constraints.”
• Think about what can be done with the information that is given. What are some relationships within the information given? What does this particular problem have in common conceptually with course material or other questions that you have solved?
• Draw pictures or graphs to help you sort through what’s really going on in the problem. These will help you recall related course material that will help you solve the problem. However, be sure to check that the assumptions underlying the picture or graph you have drawn are the same as the assumptions made in the problem. If they are not, you will need to take this into consideration when setting up your approach.

Computing Stage

• If the actual numbers involved in the problem are too large, small, or abstract and seem to be getting in the way of your thinking, substitute simple numbers and plan your approach. Then, once you get an understanding of the concepts in the problem, you can go back to the numbers given.
• Once you have a plan, do the necessary calculations. If you think of a simpler or more elegant approach, you can try it afterwards and use it as a check of your logic. Be careful about changing your approach in the middle of a problem. You can inadvertently include some incorrect or inapplicable assumptions from the prior plan.
• Throughout the computing stage, pause periodically to be sure that you understand the intuition behind each concept in the problem. Doing this will not only strengthen your understanding of the material, but it will also help you in solving other problems that also focus on those concepts.
• Resist the temptation to consult the answer key before you have finished the problem. Problems often look logical when someone else does them; that recognition does not require the same knowledge as solving the problem yourself. Likewise, when soliciting help from the AI or course head, ask for direction or a helpful tip only—avoid having them work the problem for you. This approach will help ensure that you really understand the problem—an essential prerequisite for successfully solving problems on exams and quizzes where no outside help is available.
• Check your results. Does the answer make sense given the information you have and the concepts involved? Does the answer make sense in the real world? Are the units reasonable? Are the units the ones specified in the problem? If you substitute your answer for the unknown in the problem, does it fit the criteria given? Does your answer fit within the range of an estimate that you made prior to calculating the result? One especially effective way to check your results is to work with a study partner or group. Discussing various options for a problem can help you uncover both computational errors and errors in your thinking about the problem. Before doing this, of course, make sure that working with someone else is acceptable to your course instructor.
• Ask yourself why this question is important. Lectures, precepts, problem sets, and exams are all intended to increase your knowledge of the subject. Thinking about the connection between a problem and the rest of the course material will strengthen your overall understanding.

If you get stuck, take a break. Research has shown that the brain works very productively on problems while we sleep—so plan your problem-solving sessions in such a way that you do a “first pass.” Then, get a night’s rest, return to the problem set the next day, and think about approaching the problem in an entirely different way.

References and Further Reading:

Adapted in part from Walter Pauk. How to Study in College , 7th edition, Houghton Mifflin Co., 2001

• ← Questions to Ask Yourself When Problem Solving
• Breaking Down Large Projects Into Manageable Pieces →

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How to Write a Case Study Assignment: Writing Tips and Examples

Published 22 Nov 2023

Case studies are a powerful tool for students and professionals. They offer a practical way to explore real-world situations, sharpen analytical skills, and communicate findings effectively. In this article, we’ll provide a concise and informative guide on writing a compelling case study assignment. We’ll delve into the various types of these tasks and present practical examples demonstrating how to write a case study assignment. You’ll learn the step-by-step process of creating well-structured content and get the knowledge and skills needed to excel in crafting effective case studies, whether for academic or professional purposes. 

What is a case study assignment? 

This task type centers on a real-world professional situation that presents workplace challenges. It poses specific questions about the scenario, tasking students or professionals with identifying and scrutinizing the issues and providing appropriate responses, preventive measures, or solutions. This entails a comprehensive examination and analysis of practical situations, with the primary objectives of deepening understanding, applying knowledge, honing analytical and problem-solving skills, cultivating research capabilities, refining communication, acquiring hands-on experience, and contributing to the body of knowledge. It serves as a structured framework for the exploration, analysis, and resolution of issues, proving its worth in both academic and professional settings.

How do research papers differ from case studies?

While research papers address particular issues, a case study assignment takes a more in-depth approach as its guidelines emphasize a meticulous examination of specifics, employing diverse analytical methods. They often delve into individual or group experiences and encompass rich narratives.

Essential types of case study

Case studies represent a versatile and widely employed approach within academic and research contexts, manifesting in various forms tailored to distinct objectives and disciplines. Among the most common types of these assignments are the following:

• Illustrative case study , which involves an in-depth examination of a well-known case to enhance comprehension. This task type is primarily descriptive and is frequently employed in research methodology.
• Exploratory case study , typically initiated as a preliminary investigation preceding more extensive research endeavors. Often utilized within Social Sciences, it centers on real-life situations.
• Cumulative case study , frequently employed in qualitative research, gathers data from diverse sources multiple times. This assignment serves as a means of data analysis, minimizing the need for redundant investigations.
• Critical instance case study , discerning the causes and consequences of specific events. It is employed to scrutinize cases of unique significance, those lacking general interest, or to challenge widely accepted beliefs.

How to write a case study assignment: a step-by-step guide 

Are you ready to craft a compelling assignment? If you’re wondering how to navigate this task effectively, here’s an in-depth guide that breaks down the essential steps to create an outstanding text.

Step 1: Select a topic.

The initial phase of completing this document involves selecting a suitable topic. This decision should align with your interests and course requirements. Brainstorm various topic ideas related to your field of study, ensuring they match your academic goals. For example, if you're pursuing a course in environmental science, your topic might be “Sustainable Urban Planning Strategies.”

This step can be circumvented if your instructor has already provided a specific topic relevant to your course.

Step 2: Define the case study type.

Once you've settled on a topic, determine the appropriate type of assignment that best fits your subject. Case studies can be exploratory, cumulative, illustrative, or critical instances. To ensure alignment with your instructor's expectations, cross-reference your choice with the grading rubric or ask for case study help from our writing service.

Step 3: Create an outline.

To lay the foundation for an outstanding paper, create a well-structured outline. It should encompass crucial elements, such as the problem statement and background information. Start by highlighting essential facts pertinent to your research objectives, and then incorporate the notes you’ve compiled during your investigation. A comprehensive outline typically includes details about the case study problem, objectives, viable solutions, research outcomes, and a call to action.

For instance, if you're exploring “Sustainable Urban Planning Strategies,” your outline might commence with a problem statement, shedding light on the urban planning challenges faced by cities striving for sustainability. Subsequently, you would detail the study's objectives, present potential solutions, elucidate the research findings, and conclude with a call for further exploration in sustainable urban planning.

Step 4: Complete a thesis statement.

Developing a robust thesis statement is pivotal in guiding your case study. To formulate an effective thesis, examine existing papers to identify gaps in the literature. Construct your thesis based on these gaps, ensuring it is well-supported by credible evidence.

In the context of sustainable urban planning, your thesis statement might read: “This case study investigates the challenges faced by urban centers in achieving sustainable development and offers innovative solutions to address these issues.”

Step 5: Write the text.

With a well-defined thesis statement, it’s time to start composing your case study assignment example. Organize your paper into key sections, including the introduction, body, and conclusion. 

Continuing with our example of sustainable urban planning, let’s explore this in more detail. Imagine you are focusing on the city of Greenfield, which faced the daunting task of transforming into a sustainable urban center.

• Introduction: In this section, set the stage by defining the study's purpose and presenting your thesis statement. For instance, your thesis statement could state, “This case study explores the challenges faced by Greenfield as it pursues sustainability.”
• The body: Here, dive into the core of your research. Meticulously dissect the challenges supported by empirical evidence. For example, dissect issues like traffic congestion's impact on air quality, the growth of urban green spaces, the success of a comprehensive public transportation system, and community engagement in sustainable urban planning.
• Conclusion : Summarize the key insights from the body and propose further research or actions. Highlight the positive impact of sustainable urban planning, such as reduced emissions and improved air quality. Suggest avenues for future exploration, like long-term sustainability assessment.

It's essential to ensure proper citation of your sources throughout the assignment, adhering to the citation style specified by your institution. It not only enhances the credibility of your case study but also demonstrates rigorous academic practice.

Step 6: Make editing and proofreading.

After completing the writing process, allocate time for meticulous proofreading and editing. Verify that you’ve addressed all the questions in your assignment, and meticulously scrutinize the content for grammar, spelling, and punctuation errors. Only after you’re confident that your document is error-free should you submit your final copy.

Now, you know how to do a case study assignment. By diligently following these steps, you can navigate the intricacies of crafting top-notch assignments. Remember that while this guide provides a comprehensive overview, it's essential to consider your instructor's specific requirements as you embark on this academic endeavor. 

How to format a case study?

When you have established your outline, you can start the writing process. It's important to note that you can skip the sequence where the sections appear in the final presentation. Starting your case study assignment with the main body, specifically the background, followed by solutions and the primary answer or solution, often proves to be the most effective approach. After that, you can tackle the conclusion with your recommendations and address the introduction. This sequencing can simplify the writing process, as the conclusion offers a summary of the entire assignment, and the introduction provides an overview of the task, both of which become more straightforward to write after completing the main sections.

• Introductory paragraph: Begin by crafting a precise and succinct thesis statement, which shouldn’t exceed one or two sentences. Proceed to elucidate the problem's significance, the rationale behind this case study, and its relevance in mitigating the issue.
• Background: This section entails a comprehensive exploration of pertinent issues and facts, achieved through meticulous research employing trustworthy information sources like research papers, scholarly articles, academic journals, etc.
• Solutions: Present potential solutions to the problem and outline them in detail. Assess the pros and cons of every solution, providing a well-rounded analysis.
• Fundamental answer: Articulate your choice for the most suitable solution and substantiate it with supporting evidence. You may also include insights from lectures, class discussions, relevant texts, and personal viewpoints to fortify your solution.
• Conclusion : Clarify the reasons for advocating the implementation of your proposed solution and elucidate how it will resolve or ameliorate the issue, supported by relevant theories.

It's worth noting that educational institution requirements can vary significantly, and the suggested format provided above serves as a general guideline. You should always pay careful attention to the specific assignment brief provided by your professor.

Final thoughts

Completing a persuasive case study assignment is an invaluable skill that opens doors to in-depth exploration, insightful analysis, and effective communication. If you want to master this skill, remember that the ability to present real-world situations with clarity and precision is a powerful tool, both in academic and professional contexts.

However, should you encounter challenges or wish to ensure the highest quality for your case study assignment, don’t forget that professional assistance is just a click away. Our case study writing service is always ready to help you navigate the complexities of academic papers and deliver top-notch content.

So, as you continue honing your skills, remember that support is readily available, ensuring that your assignments shine with expertise and excellence. Happy writing, and should you need it, professional guidance is just a message away.

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How to Write a Case Study Assignment: All-In-One Guide

But First: What Is a Case Study?

How long should your case study paper be, 5 types of case study assignments, what’s the common case study structure, how is a case study different from a research paper, how to prepare for writing your case study assignment, 7 powerful tips on how to write a case study, how to add a title page & citations to a case study, 3 marketing case study templates to help you out, 3+1 case study examples to inspire you, in conclusion.

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You won’t get through your academic program without at least one case study assignment. That’s because case studies are a powerful tool for gaining a real-world, in-depth understanding of problems – and their solutions.

But as an assignment, they can be confusing and challenging, especially if it’s your first time writing a case study. So, let us share with you everything we know about how to write a case study that’s compelling and fresh – and that’ll get you the top grade.

Before you get to writing a case study, you need to understand what it is to zero in on your goal as the author.

A case study is a piece that examines a particular problem and one or several of its real-world solutions. It can also analyze a certain event, personality, place, or situation in the context of a bigger issue.

And here lies your first piece of advice on how to write a case study assignment. Your goal is to meticulously analyze your case: what problem it tackles, how successful the approach was, etc.

It depends. A case study assignment can be anywhere between 500 and 1,500 words. The precise length depends on how long it needs to be for you to cover every crucial detail of the case and tell your readers the story.

That said, when you get to case study writing, keep in mind these four guidelines:

• Hook your reader within the first 100 words;
• Dedicate the bulk of your text to results and benefits or failing;
• Keep it as concise as you can;
• Use visuals whenever appropriate.

If you buy assignment , verify that the work you get follows these guidelines, too.

When you’re asked to write a case study, remember to pinpoint which case study type matches your topic the best:

• Historical case studies examine past events and draw parallels between them and contemporary trends or issues.
• Cumulative case study writing involves aggregating information about a particular subject.
• Problem-oriented case studies aim to find the best solution by analyzing existing ones and their results.
• Illustrative case studies recount a certain event, break down its outcomes, and reach teachable conclusions.
• Critical case studies involve writing a case study report on the causes and effects of their subject.

To write a case study, follow this standard eight-part structure:

• Executive summary combines an overview of the field and your thesis statement.
• The background is the description of your case: its context, course, and key issues.
• Case evaluation is where you isolate the issues or details you’ll focus on and explain why the solution works – or doesn’t.
• Proposed solutions describe how to improve what works or fix what doesn’t. It’s often the toughest part, so don’t hesitate to turn to cheap assignment help if it’s your case.
• The conclusion is a summary of the previous two sections.
• Recommendations are your substantiated opinion on the best way to tackle the issue.
• Implementation describes the practicalities of putting your strategies to work.
• Citations are where you provide all the references.

These two types of assignments, albeit similar, aren’t the same. So, before we dive into how to write a case study essay, let’s list its four differences from a research paper:

• It’s a more detail-oriented, in-depth look at a particular case;
• When you write a case study, you should flex your storytelling muscles to craft a compelling essay;
• A case study is typically shorter than a research paper;
• It focuses on the practical aspects of approaching a certain problem.

Preparation is a crucial part of how to write a case study. It should include rigorous research, multiple source analysis, and, sometimes, interviewing experts or customers.

Here are five steps you should take during this phase:

• Pinpoint the goal of your case study assignment;
• Zero in on the topic, issue, and subject you’ll describe in it;
• Read up on its background information;
• Round up all the credible sources you’ll rely on in writing;
• Identify the multitude of solutions to the central problem.

Now that you know what a case study is and how to prepare for writing one, let’s break down these seven actionable tips that’ll help you in your writing process.

1. Make Your Interviews as Easy as Possible

If you’re writing a case study that examines a real business, campaign, or individual, it may involve one or several interviews. And when you ask a person to sit down with you, you essentially ask them to spend their time on you. So, make it as easy for them as possible:

• Straighten out all the interview details in advance (when, where, how long);
• Explain how the case study will be used and where it’ll end up;
• Offer to hold an interview the way they prefer (over the phone, online, via email).

2. Hook Your Readers with a Snapshot

Like any good story, its beginning should hook the reader, i.e., make them want to read further. But don’t rely on the intrigue too much.

Instead, in the introduction, describe not just the case setup but its results, too. Don’t worry about the intrigue: the journey from point A to point B should still pique the reader’s interest.

3. Find an Unconventional Perspective

Writing a case study is easy. But writing a compelling one is not. To keep your readers hooked on your case study until the last word, you’ll have to flex your creative muscles.

Here are three tips for that:

• Tell your story as a protagonist-driven narrative;
• Add a teaser at the beginning to hook your readers;
• Find your unique angle; don’t settle for a conventional perspective.

“I don’t feel up to the challenge. Can I have someone do my assignment cheap instead?” Of course! Our writers are gurus of finding fresh perspectives, no matter how stale the topic may seem.

4. Make Your Story Relatable

A unique angle shouldn’t render your story too ambiguous or cryptic to your readers. Instead, aim to craft your case study to be relatable to your target audience.

For example, when businesses create their case studies to attract potential customers, they should make sure the reader can identify with the protagonist’s problems. Then, as the business describes how its product solved those problems, it essentially tells the reader, “This product can help you with your problem, too.”

5. Pay Attention to Visual Appeal & Readability

Your case study shouldn’t be just a wall of text (if you can help it). Visuals are more efficient at communicating information.

So, add infographics, charts, tables, and other illustrative visuals whenever possible. They’re easier to comprehend and consume.

Readability is another thing to keep in mind. To make your case study easy to read, make it skimmable by:

• Adding subheadings and lists;
• Highlighting important sentences;
• Keeping the paragraphs and sections as short as possible.

6. Don’t Make the Narrative All About Yourself

Unless you have the experience or background to be at the forefront of a case study, avoid I-statements. Focus on your protagonist and tell the story from their perspective instead. This is key to making it relatable for a particular target audience, too.

Think about it this way. If you’re writing a case study for a company, you’ll want them to come across as a helping hand, not a self-proclaimed hero. So, stay humble and avoid boasting.

7. Let Your Subject Tell the Story

Whenever possible, use that interview material and incorporate interviewees’ quotes directly into your story. This will help your case study come across as more credible – and more relatable, too.

How should you use quotes when you’re writing a case study, exactly? Set up the scene or write the transition – and add the quote. And avoid repetition!

Case Study Title Page

The formatting for your title page and citations will depend on the style you’re required to use. Most likely, it’ll be the APA style. You may sometimes need to follow other style guidelines, like MLA or Chicago.

If you need to follow the APA guidelines, adding a case study title page is obligatory. Here’s what it’ll include (each element should be on a new line):

• Author’s name;
• Author’s affiliation;
• Course number and name;
• Your instructor’s name;
• The paper’s due date.

Need an example? Here’s one for a case study assignment:

Greenwashing: Coca-Cola Sustainability Campaign Case Stud Jane B. Doe Harvard Business School, Harvard University MRK101: Introduction to Marketing Prof. John AdamsMay 12, 2022

Case Study Citations

You’ll also need to know how to cite a case study when you write one. The exact rules differ depending on the style, so here are your formulas for APA and MLA styles with examples.

For an APA citation , use this template:

Author’s last name, initials (Publishing year). Title. Source

Doe, J. B. (2020). Apple and Google: an oligopoly case study. Tech Journal, 10, 13. https://website.org/oligopoly-case-study

For an MLA reference , follow this template:

Author’s last name, first name. “Title of source.” Container, publication date, source location

Doe, J. B. “Apple and Google: an oligopoly case study.” Tech Journal 10, 13, 2020, website.org/oligopoly-case-study. Accessed 4 May. 2022.

Don’t know where to start with your case study? Following a template can be a great way to overcome writer’s block – and save some time in the process.

Here are three resources with case study templates you’ll love:

• Canva has a whole case study category in its templates. Use them to make your case study presentation visually appealing – and outstanding!
• Venngage offers dozens of sleek PDF templates for case studies. You just need to create a free account to use them.
• HubSpot gives away a free pack of three text-only and three designed templates, along with a creation kit.

Need business and marketing how to write a case study examples to give you a push in the right direction? Here are three of them you can learn a great deal from:

• “The Met” by Fantasy. Focused on a website redesign for The Met, this case study posted on Fantasy’s website shows instead of just telling. The text is concise while the website showcase is put front and center.
• "In-Depth Performance Marketing Case Study" by Switch. Presented in PDF format, this case study reads as an in-depth research paper on marketing. The client’s name is never revealed, but that doesn’t get in the way of storytelling. Switch also included a glossary of terms to make it more readable for non-marketers.
• “GoFundMe Increases Repeat and Referral Business 180%” by HubSpot. Just like other HubSpot case studies, this one is well-structured and emphasizes figures as evidence. It covers both the client’s problems and how the product solved them in a quote-driven, engaging way.

If you’re looking for more academic case study writing examples or college assignment help, let us share a sample of Greenwashing: Coca-Cola Sustainability Campaign Case Study with you:

The Coca-Cola Company, a global beverage corporation, has been criticized for its plastic production and waste since the 2000s. To improve its public image, the corporation decided to spotlight its sustainability efforts. However, these campaigns only hurt the company’s brand as it was accused of greenwashing (rightfully so).

Coca-Cola pledged to reduce single-use bottles multiple times. In 2017, Greenpeace already criticized the company for failing to achieve its 2015 goal of sourcing 25% of bottle materials from recycled plastic.

The company’s current goal – “using at least 50% recycled material in our packaging by 2030” – can be tracked via Ellen MacArthur Foundation, although the data is self-reported. According to that data, the recycled content accounts for just 11.5% of its packaging material sourcing as of 2020. But it excludes most of the company’s operations in Asia, Africa, and the Middle East.

Break Free from Plastic’s annual Brand Audit has named Coca-Cola the number one plastic polluter worldwide five years in a row. The Changing Markets Foundation listed it as a top greenwashing company in 2022, too.

All of this undermines Coca-Cola’s marketing campaign messaging and negatively impacts its branding. So, going forward, a genuine overhaul of its operations toward more sustainable ones – and transparent and full reporting on it – are a must for the company.

A case study is a great way to gain fresh, practical insights into a certain problem or event. When done right, it’s also a more compelling and engaging piece than other research papers.

However, that’s exactly what makes case studies so research-demanding and time-consuming. But if you’re not up to the challenge or lack the time required to do an A-worthy job, don’t worry. You can always turn to assignment help online like ours for help!

Any tips on how to start a case study?

Can you give some advice on how to write introduction for case study, where can i find some examples of well-written case studies, what if i don’t know where to start with my case study assignment, do you have any tips on how to present a case study, what is case study research.

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• Open access
• Published: 11 June 2024

Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study

• Rachel Macdiarmid   ORCID: orcid.org/0000-0003-4791-7417 1 ,
• Eamon Merrick   ORCID: orcid.org/0000-0003-4269-6360 2 , 3 &
• Rhona Winnington   ORCID: orcid.org/0000-0002-6504-2856 1  

BMC Nursing volume  23 , Article number:  399 ( 2024 ) Cite this article

235 Accesses

Metrics details

Graduate Entry Nursing (GEN) programmes have been introduced as another entry point to nurse registration. In the development of a new GEN programme, a problem-based approach to learning was used to develop critical thinking and clinical reasoning skills of motivated and academically capable students.

To explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

An educational design research approach was used to explore the learning experiences of GEN students using an unfolding case study approach situated in experiential pedagogy and the teaching experiences of the academics who designed it. Data were collected through semi-structured interviews with students once they had finished the course and weekly reflective diary recordings by academic staff throughout implementation. Thematic analysis was used to analyse the data.

Student reflections highlighted that this cohort had insight into how they learned and were comfortable voicing their needs to academic staff. While the unfolding case studies were not liked by all participants, for some it offered a unique learning opportunity; particularly when scaffolded with podcasts, simulation labs, tutorials and clinical placements. Staff reflections primarily aligned with student experiences.

The gaps highlighted in the delivery of the course suggest that a blended pedagogical approach to graduate entry nurse education is required. Specifically, GEN students are aware of the learning needs and are happy to express these to academic staff, thus suggesting that engaging with a co-design curriculum approach will benefit future cohorts.

Peer Review reports

Graduate entry nursing students begin their degrees as experienced learners and must develop critical thinking skills within the shortened degree time frame.

What is already known

Graduate entry students are experienced and academically capable learners who begin with a diverse range of life and career experiences.

What this paper adds

Graduate entry students would benefit by being involved in curriculum design to acknowledge the unique skill set that they bring.

Introduction

Graduate Entry Nursing (GEN) degrees, or second degrees leading to eligibility for nursing registration, have recently been introduced to New Zealand. GEN students are known to be academically capable, motivated, and driven, bringing with them a range of life experiences, and have often had significant careers before enrolment [ 1 , 2 ]. Previous research has identified that teaching and learning methods must be carefully planned and innovative [ 1 ].

Pre-registration nursing education programmes prepare nursing students to provide safe nursing care with crucial skills expected of nursing graduates, including critical thinking and clinical reasoning. Clinical reasoning enables students to approach clinical issues with a problem-solving lens that relies on gathering assessment data and intervening and evaluating the patient’s response to the intervention [ 3 ].

Problem-Based Learning (PBL) aligns with the fundamental elements of authentic learning approaches [ 4 ], where learning is situated in real-world contexts [ 5 ]. Problem-based learning is considered to be an experiential teaching and learning approach that helps students develop a critical lens and clinical reasoning skills [ 6 , 7 ]. The use of PBL in nursing education is well established with previous research focused on students’ experiences and satisfaction [ 8 ]; factors that facilitate or hinder students' learning [ 9 ]; and the development of critical thinking skills [ 10 ].

Graduate entry nursing students report enjoyment of the active learning sets that enabled discussion surrounding case studies, scenarios, and practice issues [ 11 ]. Cangelosi’s [ 12 ] phenomenological study found that although time-poor, GEN students welcomed learning opportunities that were not traditional and facilitated their development and growth.

However, there is conflicting evidence regarding the effectiveness of PBL in nursing. For example, McCormick et al. [ 13 ] compared undergraduate student performance using differing teaching approaches, such as unfolding simulation scenarios versus recorded lectures and found these to be of benefit to students. Carter and Welch [ 14 ] compared the results of associate degree nursing students who attended lectures to those whose learning was informed by an unfolding case study. In contrast to McCormick’s et al.’s [ 13 ] earlier positive results, these authors found both groups of students performed worse in the post-test.

As previous research has identified that new graduate nurses do not always have critical thinking skills, using an unfolding case study approach can reflect the reality of clinical practice where not all the relevant information is known at the first encounter with the patient [ 14 , 15 , 16 ].

Nonetheless, while several studies have investigated the use of unfolding case studies in undergraduate preregistration programmes there is little evidence that supports the use of these with more academically capable GEN students. This article reports on a qualitative interpretivist study that used an educational design methodology to explore the experiences of GEN students who participated in the programme of learning and the experiences of the academics who designed it.

Educational Design Research (EDR) is an iterative, pragmatic, and reflective methodology well suited to small projects [ 17 ]. It has arisen from design-based research and can include both quantitative and qualitative data collection methods. EDR was selected as it fitted with our desire to develop new ways of teaching alongside gaining feedback from both academic staff and students. In the first phase of this research, we redesigned the teaching and learning strategies for a component of the GEN programme [ 18 ].

EDR has four phases (Table  1 ) [ 17 ]:

Aims and objectives

The study aimed to explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

Theoretical framework

To enable the development of clinical reasoning skills a scaffolded learning approach was implemented that involved unfolding case studies designed to represent the health needs of the New Zealand population, thus, encouraging critical thinking. Unfolding case studies reflective of situations that students might face in the future were used to encourage students to consider and analyse information, provoke further questioning and identify the information required to narrow their inquiries [ 14 , 15 ]. Supported by this evidence the academic staff built a learning environment where a regular teaching schedule (two days of lectures and one day of clinical labs per week), was complemented with online resources. Initial questions about the case study were provided on the learning management system. Students attended simulations where they responded to the case and answered questions critical to unpacking the ‘patients’ reality. Alongside the unfolding case studies were podcasts where experts were interviewed on topics related to the case. Tutorials enabled students to collaboratively construct answers and share their perspectives; at the end of each week students shared their answers in an online discussion forum.

Methods and setting

This study was conducted at an education facility in New Zealand offering undergraduate and GEN programmes. The participants are academics involved in the design and delivery of the course and one cohort of students of the GEN programme. This article reports on Phase 2 and 3 of the EDR approach, the academic staff’s reflective diary during course delivery, and students' feedback after the course was completed the first time. The methods were reported using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) [ 19 ].

Participants

Purposeful sampling was used as the researchers were keen to explore the experiences of a specific GEN cohort [ 20 ]. Academic staff involved in the weekly reflective diaries are also the research team ( n  = 3). All students in the identified cohort ( n  = 7) were invited to participate, totalling ten possible participants. Student participants were approached via an advertisement on the university’s learning management system. Students were asked to contact the research assistant, who was separate from the academic staff and was not involved in the delivery of the GEN programme; five students agreed to participate. A $20 petrol voucher was offered to those who participated.

Data collection and analysis

In keeping with education design methodology, the authors met weekly to reflect on their experiences of delivering the content and guiding students. The weekly reflective conversations, between 60–90 min in length, followed a simple format of ‘what worked, what didn’t work, and what would we (as academic staff) change?’ Face to face student interviews were conducted by the research assistant at a time and place convenient to the students using semi-structured questions that were developed by the research team (see Additional file 1 ).

The semi-structured interviews ( n  = 5) and reflective meetings ( n  = 9) were recorded and transcribed verbatim by a research assistant who had signed a confidentiality agreement. All identifying information was deleted from the transcripts by the research assistant before the research team reviewed the data; each recording and transcript was allocated a unique identifier, for example ‘participant one’.

Thematic analysis [ 21 , 22 ] was used to analyse the data. First, the research team independently read the transcribed interviews to familiarise themselves with the data and identified initial codes. Second, the researchers met and reviewed all transcripts to identify themes and reached consensus on the themes emerging from the data. Themes were established once more than 50% of the participants stated the same issue/thought/perception. A matrix was developed whereby common themes were identified, with quotes demonstrating the themes collated to establish an audit trail.

Reflexivity

Central to this study given the proximity of staff to this student cohort, a reflexive stance was essential. Reflexivity is an engendered practice and was used in this instance not to influence the direction and outcome of the research but to allow the researchers to engage in the data to produce viable and valuable outcomes for future staff and students. Specifically, this reflexive practice provided a means for the research to be rigorous through the consideration of the vulnerability of the participating student cohort, thus inciting reflection-before-action [ 23 ].

Ethical considerations

Ethical approval for this study was obtained from the Auckland University of Technology Ethics Committee (AUTEC) (19/233). Given the potential power differential in the student/staff relationship present, participants were approached via an online advertisement and followed up by an independent research assistant. This is key to the success of the project, as such research undertakings have the potential for conflict of interest to exist [ 24 ]. The academic staff recordings were also undertaken with the knowledge that these would remain confidential to the participants and transcriber only, with a memorandum of understanding completed to this effect. Participant information sheets were given to students interested in joining the study to ensure they knew what it entailed and how their safety and identity would be managed. Written consent was obtained before the interviews were undertaken, with oral consent obtained at the beginning of each interview.

Three dominant themes emerged, which focused on the experiences of both GEN students and teaching staff. These were:

Reflective learning: Students and staff ability to clarify what worked and what did not work

Evaluation of learning: Students and staff being insightful about their ways of learning and needs

Challenges: Planning and delivering appropriate content for GEN students is challenging for teaching staff.

Within these overarching themes, subthemes were developed and will be presented in the following data results (Table 2 ).

Reflective learning

The exploration of student and staff experiences and responses to the unfolding case studies unearths what worked and what was problematic for both parties.

Unfolding case study as problem-based approach

The student experiences of using an unfolding case study approach were divided. Some students enjoyed the case scenarios but did not necessarily find them beneficial in terms of knowledge advancement as.

“ I personally, like the case studies but personally I didn’t really find that they enhanced my learning in like the clinical setting ” (P1)

or that they were relevant to clinical practice in that.

“… some of it was definitely relatable but I just found it was very different in the clinical setting compared with doing this theoretical case setting ” (P1).

A second student supported this idea that the case studies did not add practical clinical knowledge value as.

“ I mean for me the case studies weren’t challenging…I didn’t think the case studies added anything extra into my practice, they didn’t challenge my clinical reasoning or anything like that ” (P2).

Of note was that those students with previous professional healthcare backgrounds found the use of an unfolding case study approach problematic in that.

“ I found that quite a challenge. I think because with my clinical background I was sort of going straight into, yeah like I wanted more information so you know I probably would have preferred…to have a different case study every week or have all the information…and I’d be like well what about this, what about that? ” (P5).

Participant One, however, noted that while the case studies may not have added knowledge value, they were helpful at times as.

“ …one example is we learnt about arterial blood gases and then I was on placement I came across that literally [on] day one, so was really nice to be able to put something that I’d learnt in class into practice ” (P1).

While some students were less keen on the case study approach and found them hard work, others thought they provided opportunities to encourage discussion, clinical reasoning, and autonomous thinking as.

“ there was no right or wrong answer, you just had to prove your point to say I think it is this because of this, and someone else can say something else and just kind of still prove it because it was a quite grey [area] but I actually found that it really got us thinking ” (P3).

Moreover, the same participant acknowledged that.

“…I think that’s the whole idea of the course [GEN Programme] because at this level they shouldn’t be spoon-feeding you…you should be able to think for yourself and reason things out ” (P3).

Although some discord was present with regard to the case study approach, one participant did acknowledge the value of being able to break down a huge scenario into manageable sections to enhance understanding and clinical decision-making, as.

“ when you break it down it makes it easier to kind of work out what you’re going to do and what steps you’re going to do ” (P4), and that “ because you start looking at the smaller things that you need to do rather than just the big bits ” (P4).

It appears, however, that staff involved in the programme of learning were pleased with the overall notion that problem-based learning approach offered a ‘practical’ means through which to discuss what is the hands-on job of nursing. Specifically,

“ the second session around child abuse and recognising child abuse…took me a bit by surprise as I wasn’t expecting that to go very well and it went extraordinarily well, mostly because it was case based again and story based ” (L1).

Moreover, with regard to encouraging discussion and clinical reasoning at a postgraduate level,

“ I think we’ve really pulled out the difference [of] what we’re expecting of them [GEN students] as opposed to what they may have been used to” (L1).

Use of podcasts

While the use of technology is not necessarily a completely new strategy in tertiary education, here we have linked podcasts recorded with experts in their fields which related to the unfolding case studies, Again, however, there was division in the value of podcast recordings, with some students really enjoying them, saying.

“ I liked the podcasts yeah, I found the podcasts really good especially when there was [sic] different people talking about it, yeah...podcasts are good, like to just chuck on in the car or at the gym ” (P2).

Moreover, some found them easy to listen to because.

“… it’s a different way to learn because like you’ve got YouTube videos and you’ve got books and stuff but podcasts are kind of like easy ” (P2).

Some students found the podcasts particularly engaging saying.

…I just remember listening to it and I think I was in the car and I had stopped because I was on my way home…and I was still listening to it in the garage like when I was home and I was like oh this is a really interesting podcast ” (P2).

Participant three also thought podcasts a positive addition to the resources saying.

“ yeah they were helpful…there was one I listened to…they were talking about dying…I know that [one of the lecturers’] kind of research is kind of talking about death, euthanasia and all this kind of thing, and for some reasons, I don’t know why, maybe that’s why I still remember, I can say it’s the only podcast I really listened to and it was really good because it gave me a good insight as to what is happening… ” (P3)

This positive response was also noted in face-to-face class time as one staff member reported that.

“ they [the students] loved the person who was interviewed, and the feedback was it was really nice to hear a conversation about different perspectives ” (L1).

Yet, not all students were of this opinion, with some advising the podcasts were too long (approximately 60 min each), that they can be distracting, that they preferred videos and images or an in-person discussion, saying.

“ I find podcasts…I tend to switch off a bit, a bit quicker than if I was watching something, I would probably prefer, rather than watching a podcast [sic] I’d rather have an in-class discussion with the person” (P4).

Participant one said that they too struggled with podcasts because.

“ I’m more visual so I like to look at things and see like a slide I guess or what they’re talking about or, so I sort of zone out when it’s just talking and nothing to look at, so that’s what I personally struggle with, they [podcasts] are helpful it’s just I’m more a visual learner ” (P1).

While there were some negative responses to the podcasts, another participant acknowledged their value but offered their own solutions to learning, saying that.

“ I listened to a few podcasts that were put up, because they’re just easy to listen to ” (P2).

but felt that overall there were insufficient resources made available to students and therefore.

“ just went to YouTube and just, any concepts that I was unfamiliar with or stuff in class that we went over and when I went home I was like [I have] no idea what they talked about, I just found my own videos on YouTube… ” (P2).

Evaluation of learning

Learning experiences are unique to each GEN student, as are those experienced by the teaching staff. The data collected highlighted this clearly from both perspectives, offering a particularly strong insight into how this cohort of students’ function.

Approaches to learning

It was evident that these GEN students were aware of their approach to learning and that perhaps the structure of the teaching module did not align with their needs as.

“ I’m not really the best at utilising online things I’m a really hands on learner and things like a lecture…but you know if it’s yeah, more like class time, it’s sort of more my, my learning style [I] guess ” (P5).

A number of students were able to identify that they were visual learners as.

“ I use videos more because I guess I’m more of a visual learner as well and I learn better by seeing things instead of reading a huge article, I think that [videos] it helps me a bit more” (P4).

Another student, however, preferred a discussion based approach as opposed to either videos or podcasts saying that.

“ if it’s interesting, if it’s a topic that you can like relate to [through a podcast] or something it’s fine, but for me I just switch off not really taking a lot of the information [in] whereas in a discussion setting you can ask questions and you can interact with the person, yeah I find that would be a bit more helpful ” (P4).

This approach to learning through discussion was also noted when the teaching staff reflected on their experiences in that in one teaching session the GEN students.

“ were engaged, they were round a table with the second speaker talking and what I think enabled the discussion was that she [the speaker] was using her data as stories and so she was reading them, actually she got them [the students] to read them out” (L3).

The notion of learning styles, however, was not as linear as being visual or auditory or practical, as one student noted that a combination of styles was preferable to enhance learning, saying that.

“ if we weren’t able to have lectures like a recorded lecture so that there was a PowerPoint and just someone actually talking you through it, like I know there’s the YouTube videos…some of them were a little bit helpful, but like I just felt that sometimes we missed the teaching aspect of it. There’s a lot of self-directed stuff but definitely like a recorded lecture every week to go along with the readings and extra videos to watch ” (P5).

Students as insightful and engaged

While GEN students are known for their tenacity and ability to cope with the pressure and fast paced delivery, some students discovered that this did not necessarily equate with their preferred approach to learning. This cohort of GEN students were insightful in terms of their strengths and weaknesses in relation to knowledge acquisition. The use of the unfolding case studies, however, caused some frustrations as.

“ for me it was challenging in the fact that I felt I actually got frustrated because I’m thinking well I want to know this, I want to know that and yeah not getting all the information that I wanted at the time ” (P5).

This participant went further, saying that.

“ I definitely found that difficult [lack of information] I felt like [I] wasn’t getting as much information as I wanted to be able to make my clinical decisions ” (P5),

however this may have been due to the student’s background as their.

“my background is in paramedicine ” where “ we get a lot of information in a very short amount of time ” (P5).

Some fundamental issues were raised by the participants in terms of how much study is required for them to acquire the new knowledge. As one student highlighted,

“ I have a really terrible memory, so I kind of need to listen to things a few times or write it down and then watch a video and do some more reading and then like it’s good having another element to get into your brain you know ” (P2).

For one student, a solution to this was to ensure they did their preparation before attending class as.

“ you’re supposed to have read these things before coming to class, some people don’t but my kind of person, I’d read before coming to class and I tended to answer those questions so the critical, analytical part of me would be trying to find out and come up with a reasonable answer…” (P3).

For another participant, they took an alternative pathway to learning as they.

“ I just watch it and I don’t take [it in], it just sits in the back of my head because sometimes it’s building on top of previous knowledge so just, I just watch it to see if I can gain anything from that, I don’t necessarily take down notes or anything, but I just watch it so that it’s there you know ” (P4).

The pace of content delivery appeared problematic for some students, especially in relation to the practical sessions, with one student highlighting that.

“ personally I didn’t’ really like it and most of the time they were rushing, I was always like can I write this down to go back home to like really make sense of it and then sometimes obviously, sometimes I would have to say can I stay back and practice this thing again [as] I didn’t grab it as quickly as others did and the essence of the labs is that it’s grab all of these things ” (P3).

Challenges: Teaching staff experiences of GEN student learning

While on the whole the teaching staff were able to gauge the learning needs of this GEN cohort, the expectations of both parties did not always align, with one staff member reporting that.

“ the two biggest challenges was [sic] getting them [the students] to unpack already learned behaviour and [to] acknowledge their own limitations or bias ” (L1),

however by the end of the semester the same staff member reported that.

“ I think we made a lot of progress in getting them to acknowledge how they learn ” (L1).

Moreover, the challenges anticipated in teaching GEN students were not those that transpired in that.

“ I actually thought going into the first paper I was pretty excited as to how it was going to roll out, the problems I encountered were not the problems I anticipated ” (L3).

The vocality of this cohort was tangible, however, when content did not meet their needs, interest or expectations with the students saying,

“ that they didn’t do the materials because it wasn’t of interest to them and requested other teaching very much related to the assignment as opposed to anything else …” (L1).

It was expected that the GEN students would be participatory both in class and online irrespective of their ways of learning, but there was a difference in both responses and comfort with this form of engagement. One student that talked about the unfolding case study and the online component of assessment as being problematic said that.

“.. we had to put up about 250 words of something related to the case study every week and then we spoke to someone else, [I] didn’t really like the responses…I didn’t really like having to respond to someone else ” (P3).

Yet in contrast to this statement, the teaching staff were delighted that.

“…actually I got some fantastic questions from one of the students…emailed to me on Monday night about the case that was online for them, questions that I didn’t talk about in [the] lecture, I didn’t introduce the concept…they’re talking about concepts that are currently undergoing international clinical trials” (L1).

This study explored the experiences of both GEN students and academics using unfolding case studies situated in experiential learning pedagogy. The use of unfolding case studies supported with podcasts embraced our idea of developing content situated in real-life contexts. Learning was scaffolded using different teaching approaches such as podcasts, and experiential simulated learning, to offer learners multiple ways of engaging with content. Scaffolding is recognised as learning material being broken into smaller chunks of learning and in this way aligns with case-based learning [ 25 ]. In this way, we hoped that not only would students engage in problem-solving, and develop clinical decision-making skills [ 26 , 27 ], but that they would also achieve deep and lifelong learning and ultimately have an ‘aha’ moment when it all made sense.

Reflections on using an unfolding case study approach

Findings were divided, with some students enjoying the unfolding case studies and others describing them as not sufficiently challenging. The scaffolded learning approach that we developed incorporated a range of teaching approaches that enabled them to engage with the content in a way that fitted in with their lifestyle, even if the teaching method did not align with their individual learning preferences. Students reported differing views about the case studies; some enjoyed the unfolding nature while others wanted more context and direction to feel that they could make an informed clinical decision. Nonetheless, even though they did not like information being presented in smaller chunks one student recognised it meant they analysed the information they received more deeply.

Other learning tools such as podcasts were not always valued by participants and yet, the fact that students were able to provide feedback on their use does indicate that they at least attempted to engage with them.

Student reflections indicate that perhaps the use of unfolding case studies as a learning approach is not the solution to engagement, and that often more traditional teaching methods were preferred Indeed, Hobbs and Robinson’s [ 28 ] study of undergraduate nursing students in the US supported Carter and Welch’s [ 14 ] findings that the use of unfolding case studies were of no direct benefit, whilst Ellis et al.’s., [ 29 ] study confirmed that for final year nurse practitioner students unfolding case studies were beneficial in developing critical thinking and stimulating clinical reasoning. Considering these two conflicting findings, further consideration is needed of how to engage highly motivated GEN students.

As such, our results suggest it can be difficult to predict the needs of the GEN students given the diversity of their previous academic qualifications, career, and often significant life experience they bring to the programme [ 30 , 31 ]. Interestingly students in this study simultaneously demonstrated insight into their needs supporting their previous academic study experience and felt sufficiently secure to voice them, which supports evidence found in D’Antonio et al.’s [ 32 ] study. This suggests that GEN students’ capabilities need to be embraced and incorporated when planning curriculum and scaffolding learning. Anecdotally, we have found that students embrace experiential learning such as that offered in simulation labs whether this involves the use of simulated manikins or not, it seems the hands-on learning offers not only the opportunity to experience simulated reality but also fosters collaboration and problem solving with peers that enables them to dwell in learning of what it is to be a nurse.

Graduate entry students recognised as experienced learners

Our students were not overwhelmingly supportive of the pedagogical approach of unfolding case studies we adopted. As previously recognised GEN students are experienced learners and whilst having differing educational backgrounds bring individual experience and knowledge of their own approach to their learning. Nonetheless, the value of their previous learning experience appears problematic in that those learned behaviours and attitudes need to be refocused to engage with learning how to become a nurse, as demonstrated in the academic staff reflections. Despite this background experience and perceived confidence, some students reflected that online engagement that involved exploring the case studies in discussion forums with colleagues was uncomfortable. This was surprising to the academic staff and contrasted sharply with their reflections on the activity but has been previously noted by Boling et al., [ 33 ].

Implications

Given the disparity that exists between student and academic staff experiences, as demonstrated in our study, co-designing content delivery may offer a progressive solution. By engaging ‘students as partners’ it offers them a much deeper level of involvement in future teaching delivery through collaboration and reciprocation of ideas, thus culminating in appropriate curriculum design [ 34 ]. Collaborating with students in course design might facilitate students learning as they become cognisant of the active engagement of academic staff [ 9 , 10 , 35 ]. In the future, we aim to involve students in any curriculum review and course development to ensure their perspectives influence curriculum design and content delivery.

Even so, our initial intention of scaffolding learning by offering different ways for students to engage with content is supported by recent research by Dong et al. [ 36 ] who found that students performed better academically in a flipped classroom. This point, in association with our findings, suggests that the best approach to content delivery for graduate entry nursing students is to ensure students are involved in curriculum and course design alongside the delivery of learning experiences that are well facilitated and supported by faculty so that students are aware of the expectations, required of them, and importantly how they will be assessed.

Limitations

We acknowledge that the sample size in this study is small in terms of generalisability. However, our findings offer interesting, detailed and in-depth insights into the experiences and needs of both GEN students and the academic staff involved in the development and delivery of educational material. Further work needs to be undertaken to evaluate the experiences of GEN students from a range of educational providers. A longitudinal study has been undertaken to explore the motivations and experiences of GEN students in Australasia [ 37 ], which will also support these findings regarding the learning needs of GEN students.

This study has provided a platform through which academics and GEN students can share their insights of teaching and learning experiences. The results offer a clear insight into what these students expect and need to expedite their learning and how teaching staff must respond. While participants' views were somewhat mixed in relation to the use of unfolding case studies and scaffolded learning these results demonstrate how GEN students are aware of their personal ways of learning and how this translates in terms of education needs. The sharing of these experiences provides an insightful lens through which to re-evaluate pedagogical approaches for GEN students. As such, we suggest that to meet the needs of GEN student’s not only is a blended pedagogical approach appropriate but expanding education design boundaries further through a co-design focused approach to GEN programme design.

Availability for data and materials

The datasets generated and analysed during the current study are not publicly available due privacy and ethical restrictions of the participants, but are available from the corresponding author on reasonable request.

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Solving multi-objective constrained minimum weighted bipartite assignment problem: a case study on energy-aware radio broadcast scheduling

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This paper proposes a multi-objective constrained minimum weighted bipartite assignment problem (MCMWBAP), which is considered an extension of the classical bipartite matching problem (BMP). We first provide the formulation of the MCMWBAP and prove that it is an NP-hard combinatorial optimization problem. Based on this formulation, multi-objective energy-aware shortwave radio broadcast resource allocation problem (MSRBRAP) application is studied. The goal of this problem is to allocate radio programs to transmission devices to broadcast all radio programs felicitously with a maximized objective of total qualified monitoring sites and a minimized objective of energy consumption. Then, a novel multi-objective hybrid evolutionary algorithm (MOHEA), which is integrated with push and pull initialization, the dynamic resource allocation strategy, and the aggregate local search procedure, is developed to solve the problem. The proposed method is evaluated using two categories of benchmarks for MCMWBAP together with a real scenario case study for MSRBRAP. Furthermore, the key components of MOHEA are analyzed, and the experimental results demonstrate that MOHEA outperforms two classical multi-objective evolutionary algorithms (NSGA-II and MOEA/D), improving working efficiency.

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Yupeng Zhou, Mingjie Fan & Minghao Yin

Laboratory of Parallel Software and Computational Science, Institute of Software, Chinese Academy of Sciences, Beijing, 100190, China

State Key laboratory of Computer Science, Institute of Software, Chinese Academy of Sciences, Beijing, 100190, China

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Zhou, Y., Fan, M., Ma, F. et al. Solving multi-objective constrained minimum weighted bipartite assignment problem: a case study on energy-aware radio broadcast scheduling. Sci. China Inf. Sci. 65 , 182101 (2022). https://doi.org/10.1007/s11432-019-3017-9

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517- ASSISTIVE TECHNOLOGY MAJOR ASSIGNMENT 2

Breaking Down the Process: How I Tackled My Most Challenging Case Study Assignment

If you are here, it is fair to assume you are no stranger to case studies. So, if you are familiar with the concept, you must know how it feels to analyse a case study. Doing case studies can often feel like diving into uncharted waters. These homework assignments include a lot of intricate details and real-world implications. So, even the most seasoned students often find it challenging to implement the right approach. However, I have just completed my PhD graduation from a reputed university in the UK. So, I had to deal with case studies during this journey which made me more confident about my skills to tackle one perfectly. However, I feel that keeping my learning to myself won’t be fair. Ultimately, as the wise says, “knowledge is meant to be shared.” So, I decided to throw some light on how I completed my assignment. In this blog, I will break down every step and help you learn all the techniques.

I did my case study on a very relevant topic. The topic of my assignment was “The Increasing Use of Artificial Intelligence in the Telecommute Industry”. I observed that from Apple to Google, every big tech companies are using AI to reshape their business. The trend even showed that more and more people will be joining the bandwagon in the coming years. Hence, it felt like a very relevant topic to explore. However, the steps I will discuss here are not limited to only technological topics. Irrespective of the topic you are working on, you can use the same template. For certain topics, you may have to tweak the stances to suit your needs. I believe that you would not have any problems with modifying the templates if needed. However, if you face any difficulty, you can always get professional help. Many reliable academic sites like MyAssignmenthelp.co.uk offer case study help to students in need. But, if you have decided to do it yourselves, here are some tips for you –

1.    Understanding the Assignment Prompt

To tackle any assignment, you have to fully understand the requirements. Every homework that gets assigned comes with a set of expectations. Usually, these instructions are outlined in the prompt itself. When I was doing my case study, I always made sure to carefully read all the instructions. At the same time, I paid close attention to the key questions. Once you understand the scope, you can create a clear road map for proceeding further.

2.    Conducting In-Depth Research

Once I got a comprehensive understanding of the assignment, I decided to start researching. Research is an important part of writing academic papers. So, try to delve deep and find out extensive information. Usually, I limited my search to –

• Academic journals
• Reputable websites

However, feel free to think outside the box to research. You can check any credible sources you can find. You cannot predict from where you may gather vital data about your topic. This process may take some time. However, do not compromise the research quality. This process helped me to form the foundation of my analysis.

3.    Analyzing the Case Study

This is the sole purpose of doing any case studies. So, use all the knowledge you have acquired to analyse it carefully. For example, I started by examining the old works on AI. I identified certain key factors that played an important role in the early years of AI. I thoroughly analyses them and assessed their implications in today’s world. So, I can suggest you to follow three simple tips while analyzing your homework –

• Use critical thinking skills
• Evaluate the strengths and weaknesses
• Evaluate the opportunities and threats

Doing a quick SWOT analysis will help you to gain deeper insights into the underlying complexities.

4.    Identifying Core Problems and Solutions

I always stress on having a nuanced understanding of the case study you are doing. I, too, proceeded in a similar way with the help of Myassignmenthelp.co.uk . I identified the core problems before formulating a solution for you. You may even find multiple issues regarding your topic. It will be up to you how much you want to cover. However, irrespective of the challenges you are addressing, you must pinpoint the root causes of them. Once you have identified the problems, brainstorm potential solutions. Consider the feasibility and ethical aspects while thinking about the solutions.

5.    Applying Theoretical Frameworks

If you are familiar with this kind of academic paper, you must have already had an idea about the frameworks. It is crucial to select how you want to solve the challenges. For example, I contextualized my analysis with relevant theories on AI. I then brainstormed with my professors to decide how I wanted to implement them. I shortlisted three approaches for my paper –

• SWOT analysis
• Porter’s Five Forces
• Mallow’s Hierarchy of Needs

My professors guided me to select the one that seemed most ideal. I followed his suggestions and enhanced the depth of my paper.

6.    Constructing a Coherent Argument

No matter which academic paper you are doing, you must always keep it coherent. You will have to deal with tons of data at this stage. So, it is natural to get confused. But you should organist everything carefully and structure your argument logically. Whatever you are presenting must be supported by proper evidence. You should also check if you are writing all the points by following a logical structure.

7.    Seeking Feedback and Revisions

Before finalizing my submission, I sought feedback from my peers and mentors. Their perspectives offered fresh insights to my study. You must also be open to constructive criticism. These can help you identify areas for improvement. I always took their feedback with an open mind. I ensured that I incorporated suggestions that seemed appropriate. I feel these suggestions definitely made my final copy better than the first drafts.

8.    Reflecting on the Learning Experience

As I completed the assignment, I took a moment to reflect on the experience. You must understand that these assignments are not just limited to grades. The process of tackling a challenging case study teaches you valuable skills. I definitely feel that this experience improved my research skills. It also sharpened my critical thinking abilities than before.

So, before signing off, I just want to say that these are some of the steps that helped me through my semester. These are simple things that you can easily incorporate into your academic life. So, go through this breakdown and learn how to write a case study yourself. No matter how challenging it seems, these suggestions will always get your back.

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