That is, new knowledge and problems relevant to the decision can become available over the course of a quarter or semester. The net result could be an added touch of realism for the traditional case method. This approach may work well not only in a DSS or knowledge management course, but also in a subsequent business capstone course. These are intended to help students appreciate how concepts introduced in prior chapters can be applied to real-world situations. The first of these is a traditional case.
Students can use the classroom to present, justify, and discuss their answers to the case questions.
This exercise helps them tie together a variety of important concepts introduced in the first four chapters. The other three cases also help tie together concepts, but in the context of students developing their own DSSs. In effect, these are customized cases that evolve as students work on their projects. Students can use the classroom to relay and discuss their experiences in building DSSs. The textbook's case descriptions pose a series of guidelines for organizing students' consideration of their own customized DSS development cases as they unfold.