A basic chronology of facts in the case can be helpful. What is the basic sequence of events? How did the situation occur? What events, actions, policies, attitudes led up to the circumstances on which the case is based?

CASE STUDY: for unit 2 – Chapter 3 Pg 57 Edmontons Walterdale Bridge by Heather Stewart and Paul R. Messinger

For each Assignment part you will be required to analyze one or more of the case studies assigned in the reading. Case studies give students a sense of reality that few classroom exercises can equal. The format for the analysis of the case studies will vary somewhat from case to case depending upon the circumstances and content of the individual case itself. You will have to decide how to best approach your analysis of the cases and questions presented. Length of your case study analysis will naturally vary depending on complexity and variables of the case. Generally, most cases can be covered in three pages, typed double spaced in Times New Roman, using a 12 font. Below is an outline that I would like you to follow when you do your case study. This format makes it easy for you to do your analysis and makes it easier for me to correct. There are five (5) topics outlined below for you to follow. Each study will begin with a Problem and end with a solution. The best way is to analysis each topic as it relates to your case using it as a title, then give your explanation for that title. Place in the appropriate area.

The Problem
Central issue/facts: a few sentences/paragraphs characterizing the central theme of the case study. Avoid restatements. Use your own words to systematically apprise the reader about the problem(s). Why is the case significant?

The History

Major factors contributing to the problem: A basic chronology of facts in the case can be helpful. What is the basic sequence of events? How did the situation occur? What events, actions, policies, attitudes led up to the circumstances on which the case is based?

Alternatives
Alternatives for solving the problem: What other actions/decisions might have been possible that would have changed the outcome? Where any of these alternatives considered but not acted on?

Specific Concepts
Tie the case into specific theoretical concepts under review: What central problems and dilemmas for the field does it emphasize? What answers, if any, does it provide to the precise theoretical questions being addressed?

Solution
Conclusion/lessons for future administrators: What was the outcome of the case? What could be learned from the events and actions of the case itself that may apply to future, but different circumstances? Is the case only providing lessons applicable to that specific instance, or are their larger lessons that can be adopted in a broader context? If so, which ones?

 

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