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Assessing the Contribution of Collections of Case Studies to Academic Development in Higher Education

Record type: Article

In recent years there has been a proliferation of paper-based and electronic collections of case studies focusing on different facets of academic practice in higher education. Inherent in their compilation and dissemination is the assumption that these collections contribute to improvements in practice. How justified is such an assumption? This question serves as a backdrop to the paper in which attention is given to the range and variety of collections of case studies; their nature and purpose; positive and negative arguments concerning their value; and their role in educational development. It is concluded that, if collections of case studies are to make an effective contribution to educational development, academic developers should attend to a variety of questions concerning their adoption and use.

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Citation

Ottewill, Roger, Shephard, Kerry and Fill, Karen (2002) Assessing the Contribution of Collections of Case Studies to Academic Development in Higher Education International Journal for Academic Development, 7, (1), pp. 51-62. (doi:10.1080/13601440210156475).

More information

Published date: 2002
Keywords: case studies, academic development, higher education

Identifiers

Local EPrints ID: 11089
URI: http://eprints.soton.ac.uk/id/eprint/11089
ISSN: 1360-144X
PURE UUID: 60ad5079-ed66-451e-b01c-e9bc824466ce

Catalogue record

Date deposited: 12 Jan 2005
Last modified: 17 Jul 2017 17:04

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Contributors

Author: Roger Ottewill
Author: Kerry Shephard
Author: Karen Fill

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