online case study solver

online case study solver

The Impact and Ethics of Online Case Study Solvers in Academic Settings

1. Introduction to Online Case Study Solvers

Online case study solvers have become a common element in various academic settings and can provide vital assistance at many stages of the study. Whether used as supporting research material or as a tool to facilitate deeper learning and exploration of a topic, these systems benefit not only the user, but also those who maintain, develop, and author content for the systems. This section briefly introduces the impact and ethical considerations that arise and then goes into detail in the following sections.

Online case study solvers are computer-assisted learning tools that provide feedback to students about the extent they have correctly identified problems from assigned cases, identified the causes of those problems within the case, and their knowledge about possible alternatives to consider further. These systems are typically linked to a library of case studies which users (e.g. students) are expected to read. After reading the case study and potentially researching issues raised within it, the user assesses the situation and enters their analysis and proposed solutions. The system provides feedback to the students that does more than simply assess whether their points were mentioned in the paper or not; it provides a more qualitative level of feedback. In short, feedback is used in order to allow the student to more pragmatically explore the parameters of an answer that they were formulating. Much of the content of the following pages arises from a project which, over the past two years, has been funded by the UK Higher Education Authority, through our applications to the Learning and Teaching Support Network.

2. Benefits and Drawbacks of Using Online Case Study Solvers

Some instructors in various academic disciplines ask their students to produce case study solutions as a part of their coursework. In such circumstances, case study solutions usually add up to 20%–25% of the overall performance of the student in a unit, which is not a small fraction. However, source codes of these case study problems completed satisfactorily and accompanied by a list of expected outputs are released at the deadline as public solutions. The students can then upload their source code for a validation process, which employs some electronic case study solver technology that accepts only the expected output for trial(s) provided by the student. The student will receive zero for that particular submission and hence a lower overall score in the end-of-semester if the expected output provided to a correct submission fails to pass the trial test.

Professionally, many of the online solvers also deploy course study members who maximize their affordable subscription fee or the use of a set grant to render a particular case study technology solver. This circumstance has led to a mixture of advantages and uncertainties. The pros include advantages like saving time and money because the professional expert that is deployed by one case study manager or another to solve their case studies earns just a small portion of what the professional expert earns if he or she provides a professional consultation, there are many online solvers available, they have the same procedures and rules of suturing case studies, they are easily able to be accessed via the online platform, and they provide several good quality services. However, the case study technology solvers have raised a certain level of uncertainty concerning issues because providing unsolved case studies is part of the online solver services argument made in order to protect themselves from copywriting technologies, in common applications. Consequently, individuals have argued that these solvers should be checked for piracy.

3. Ethical Considerations in Utilizing Online Case Study Solvers

As the popularity of academic case studies continues to grow, the education world also sees an increase in websites offering solutions or guidance to these case studies. Leveraging these websites provides an ethical problem that as an educator and school we should address. There is debate as to whether looking up HBR case studies is cheating. The use of online case study solvers or case guides suggests a moral or ethical infraction that has to do with the academic honesty of the student. This ethical consideration is closely tied to plagiarism. After all, if a student is using an online solver to guide content for a case study answer, they are just copying the work of someone else.

However, is leveraging these solvers much different than looking at an Answer Key? Part I of the question if leveraging solvers is any different than using the guide, there is an obvious moral difference. We expect that the educators would also expect that you would work the case based on your understanding of the readings enough to support the decisions and conclusions that you are making in the case. These responses must reflect your independent evaluation of the case and should also be submitted in your own words. By that measure, copying and pasting the material aids your decision-making process is not acceptable and is viewed as a serious ethical infringement. I also want to note that these online solvers in no way, shape, or form should be used to justify inappropriate referencing from case analysis to case analysis. An ethical case analysis must be well thought out, professional in manner, and your thoughts and the responses must flow in a logical manner.

4. Strategies for Academic Integrity in the Age of Online Case Study Solvers

The subversive capacity of the internet contributes to an environment of anxiety: how many students are accessing case study solvers? How many did not? How can faculty ensure an equitable assessment environment? Despite a climate of mistrust and cynicism, educators can take a proactive approach in their relationship with students and advocate for integrity. Setting expectations, providing information, structure, and support are proven methods that promote responsible behavior and ethical conduct. According to the International Center for Academic Integrity, the communication of consistent expectations is vital in fostering an environment of integrity in academic settings. When professors clearly articulate their expectations, students are more likely to be honest. Unclear or inconsistent standards create an atmosphere that could lead to unethical behavior.

In conclusion, educators at undergraduate business institutions can make several adjustments to secure the academic integrity of their courses. First, faculty can remove recent case studies from their examination cycle to limit student exposure to potential exam questions or answers. Second, faculty can adopt an honor code policy to mitigate reliance on hard-copy pledge seals that may induce trust issues in online exams. However, findings from this study suggest while these strategic options may hinder unethical behavior, they cannot entirely eliminate it in an environment where unethical aids exist. It is inevitable. Given the current seepage of impossible-to-restrict online search engines, faculty should discontinue assuming that students behave as if such resources did not exist, and adjust pedagogical practices to accommodate such technologies.