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Live case study

  • Module code: HA5306
  • Year: 2018/9
  • Level: 5
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

This module provides you with an opportunity to apply your developing understanding of creative problem solving to real-world examples of problem conceptualisation, research and solution design. It will draw on the skills and problem solving techniques developed in the Visual Narrative and Design Thinking (HA4301) modules and the Creative Project Management (HA5305) module. Its main objective is to create a situation requiring professional level of interaction and the application of creative and design skills to the creation of a solution. This will prepare you for when you need to create and sell ideas into companies either for an agency or as a freelancer. Cases will be selected according to their relevance to each degree. Two scenarios are expected. One, the case will involve aspects of each degree and can be tackled by all students. Two, separate cases will be found to match each degree. Each organisation will bring a live or 'as live', project for you to work on and produce a solution. The 'liveness' of the project refers to the fact that it is a current issue that the organisation is currently experiencing and that you are working on a problem that therefore could contribute to, or change, how the organisation responds.

Aims

  • To enable the students to apply their understanding and skills on a real-world project.
  • To develop listening skills and professional writing skills when working with clients and to a brief.
  • To develop students' ability to select and acquire knowledge and skills relevant for specific briefs.
  • To enhance their pitching and visual communication skills

Learning outcomes

On successful completion of the module, students will be able to:

  • Communicate and transact with a client in a professional manner
  • Select knowledge and skills to be used in a task based on relevance to a brief not personal preference or current knowledge
  • Generate ideas and prototype solutions
  • Evaluate cost/benefits for a recommend solution
  • Present ideas persuasively

Curriculum content

  • Interpreting and clarifying a brief
  • Professional writing/communication
  • Design Thinking methodologies
  • Problem specific content (to be identified)
  • Pitching skills

Teaching and learning strategy

The teaching and learning strategy follows the method of the live case study. A project will be described to the students during an initial briefing by representatives of an organisation or institution. Information on the situation will be provided along with a detailed brief for the students to work to. Students then work in groups on interpreting the brief and identifying gaps in their knowledge and the skills required and seeking support needed to fill them. This support will be a mix of information from the company, and skills and knowledge provided by the tutors and technicians. The critical learning opportunity rests on this reflexive arrangement, of providing a clear situation where students need to become very selective, not just applying what they know but working to the brief and the problem and identifying what they need to know, then applying it. After a period (usually 3 weeks) of work by the students an interim project briefing will be held with the client in person or over skype/email. This will be an opportunity to show work in progress to check direction and assumptions and also for the students to seek further information. Students then return to the studio and complete the work which will then be presented to the client for review and feedback.

The module will make use of the Virtual Learning Environment (VLE) Canvas for communication and dissemination of information between students and staff as well as making online learning materials available to all.

All courses based in the Kingston School of Art offer students free access to the online video tutorial platform Lynda.com. This provides a wide range of subjects to choose from, many with downloadable exercise files, including software tutorials covering photography, graphics, web design, audio and music, CAD and Microsoft Office software, as well as courses on business and management skills. Some of these are embedded in the curriculum and offer additional self-paced learning, others may be taken at will by students wishing to broaden their employability skills in other areas.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Tutor guided sessions 48
Guided independent study Preparation for tutor guided sessions Project work 252
Total (number of credits x 10) 300

Assessment strategy

Summative assessment is based on two assessments, the solution proposed to the client, and a reflective multimedia blog (1500 words plus media content). The solution will be in the form of a written report (2000 words) and accompanying presentation of 10 minutes, both produced through group work. The mark awarded for this assessment will be holistically assessed across these two elements. Formative feedback will come from the client led interim project check and supported by feedforward from the observing tutor(s).

The student is protected from being penalized by a client changing their mind by a rigorous assessment rubric which assesses the process and response, while providing real world experience of client-facing work.

The students are expected to lead in the communication with the client adopting professional standards of communication in terms of tone, content and timeliness. They will work in groups on the project and where needed seek or commission work from other students in the faculty or University. Students will keep a log, either digital or physical depending on taste on their actions (including all correspondence and meeting notes), effectiveness and the match between hope and expectations and realities and events. A good part of the log will be designed to identify and seek support for future or remedial skills development.

For the 2000 word group report, students need to attach an appendix detailing the diary of meetings and work done by each individual group member. This will allow the tutor to assign an individual mark for each student.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Communicate and transact with a client in a professional manner Reflective multimedia blog
2) Select knowledge and skills to be used in a task based on relevance to a brief not personal preference or current knowledge Reflective multimedia blog
3) Generate ideas and prototype solutions Report and presentation (10 mins)
4) Evaluate cost/benefits for a recommend solution Report and presentation (10 mins)
5) Present ideas persuasively Report and presentation (10 mins)

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
Reflective multimedia blog (1,500 - individual) Coursework 30%
Presentation (10 mins) and report (max 2,000 - Group) Coursework 70%
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any element of assessment is passed separately in order to achieve an overall pass for the module.

Bibliography core texts

Works cited are for initial reference only. Module leaders will select works based on the context of the live case study.

Schein, E. (2016). Humble Consulting: How to Provide Real Help Faster. Berret-Koehler Publishing: Oakland.

Enns, B. (2010). The Win without Pitching Manifesto. Rockbench Publishing: Nashville.

Bibliography recommended reading

Merrington, C. (2011). Why Do Smart People Make Such Stupid Mistakes?: A Practical Negotiation Guide to More Profitable Client Relationships for Marketing and Communication Agencies, Sales Teams and Professional Service People. Ecademy Press: Herts. 

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