Information Technology Reference
In-Depth Information
Role Play
In DMA, role play is used to explore the case organization. Role play, as defined by
Ladousse in Cutler and Hay (2000), is “a short, low input-high output, interactive teaching
and learning technique.” Rather than a role being mapped out for students, students are
required to engage with the parties to the role play, and their role is shaped as they learn (Cutler
and Hay, 2000). They also note that this enables students to tackle “live” projects, adopt a
role, and view a situation from the viewpoint of their role; requires them to present arguments
and defend their viewpoints in verbal and written form; and requires them to work in teams,
thus developing their group skills. This approach is particularly suited to the development
of a number of graduate qualities. It provides students with an opportunity to interact with
each other, and members of a “business,” in a group project. It allows the students to apply
theory learned to a “live” case. It provides a platform for testing a range of communication
media and requires students to manage themselves and the groups they work in.
Due to the diverse nature of our student audience (internal, external, and overseas), role
play for DMA is performed in a number of settings — face to face, via the Web, and by using
email or telephone.
DEVELOPING THE GRADUATE
QUALITIES (GQS)
Body of Knowledge (GQ1)
The use of lectures as a method of teaching in higher education has long been the
primary method of imparting knowledge to students. To cater for the diverse range and
location of students studying at the UniSA, the body of knowledge has to be disseminated
in a number of ways and has been extended to include study packages (study guides, texts,
readings) in hard copy and via electronic media. The students choose their preferred method
of study.
Students are not only required to demonstrate an understanding of the concepts and
theories but also to apply this knowledge to real situations.
Collaborative Work (GQ4)
Kreber (2001) cited the recommendations of Gross Davis (1993) and Knoop (1984) that
case studies should be used in conjunction with group work.
Business graduates are likely to experience collaborative (group or team) work during
their professional careers. The UniSA (1999d) recognizes that “effective collaboration is
determined as much by the ways [students] and their colleagues work with one another as
by the kind of task [they] are working on.”
This collaborative project introduces the students to the dynamics of a team, the
advantages and disadvantages of working together to solve a common problem, and the
requirements of businesses for project management and adherence to strict timelines. Group
work is currently being introduced to external students in this course, and initial responses
from the students have outlined that this is an important skill that has been beneficial to most
of the students involved. Results of a more comprehensive investigation into the effective-
ness of this implementation will be published at a later date.
