Demarcating Teaching and Research Cases

First Published?April 29, 2021?

Editorial https://doi.org/10.1177/22779779211008230

Shifting the scope and aim from teaching case journal to a focused research case journal is an uphill task. It often creates confusion for authors contemplating to write for a journal which has forever been known to accept teaching cases. However, this shift is essential if the quality of the cases is to be improved so that they not only describe a phenomenon but also contribute by filling gaps in the current knowledge. But then, what bridge may help authors, writing a teaching case, crossover and develop a research case?

Before discussing that, it is vital to accept the fact that not all cases initiated as teaching cases can be changed into a research case. There are certain ground rules that are imperative if the basic idea of a case is to be shifted from teaching to a research case. Our previous editorial (SAJBMC Volume 9 Issue 3) noted that a research case should have a phenomenon that is being studied, a context it is being studied in and a theory that explains the happening in the phenomenon. However, it cannot be denied that the same aspects can be a part of teaching case as well. Hence, we need to further demarcate teaching and research case on a structural level. The major points of difference are thus discussed below.

What is the Objective?

A teaching case, mostly triggered by the occurrence of an event, shall have a protagonist who is in a dilemma, an issue that is unresolved, that needs probing into possible multiple competing alternatives (solutions). Other kind of teaching case is where a protagonist has already taken a decision, however, whether or not that decision will bear fruits need discussion by the case readers, who mostly happen to be students or trainees. Let us understand that for classroom discussions, cases that focus on either problem solving (dilemma driven) or decision-making (decision driven) in an applied situation are desired. Such cases do need the presence of a protagonist so that students can imagine themselves in the shoes of protagonist while taking decisions.

If you re-read the above paragraph, you would realise that in both the types of teaching case, dilemma driven or decision driven, the study needs to describe the facts that happened and that is where the case ends. Hence, a teaching case is descriptive in nature, and avoids discussion as a part of the case content. It is rich in describing the context for the case within which the event took place. Its objective is merely to inculcate decision-making and critical thinking among the readers by putting them in the shoes of the protagonist. Moreover, a teaching case also aims to provide learners an explanation of a phenomenon and/or a theory. In general, these are parts of the accompanying teaching note.

There is no theoretical contribution of a teaching case as its objective is to find an answer to the question ‘which of the alternatives is best suited to solve the problem?’ Answer to such a question does not generate any new knowledge.

A research case, on the other hand, has research objective(s) formulated by the authors after identifying the knowledge gaps in the phenomenon being addressed in the case. The research objective(s) then informs the direction of the study, so as to arrive to the new knowledge. Such a case will be rich in theoretical contribution by generating new knowledge. Also, a research case is aimed for the research audience like scholars and academicians.

Like a teaching case, a research case also needs a well-defined context within which the phenomenon can be studied in such a manner that boundary between the two often gets blurred. The description of context is interwind with the study of phenomenon. It is essential to remember that a phenomenon is inclusive of a context. Hence, one cannot jump to a context without explaining the phenomenon to which the context belongs.

Purpose of Literature Review

The scope of a literature review in a teaching case is limited. Most often it is not needed. It may be part of the teaching note but not in the format of a review to identify research gaps. It’s purpose is to provide the teacher a guide that could help them in directing the class towards the theory or concept the teaching case is aiming to explain.

In a research case, on the other hand, literature review is done to identify the knowledge gap. However, as a best practice, the literature review is not a part of a case, the theoretical background is. Difference between literature review and theoretical background is—the former is aimed at merely identifying the gap while the latter it is aimed at building the theoretical support for the phenomenon being studied, indicating the limitations in the current understanding of the same.

Purpose of Data

Another major difference between a research case and a teaching case is the purpose of data in both the cases. In a teaching case, the data is provided to help the reader in their decision-making process and reach to their own conclusions. The data is part of the description of the case and sometimes also provided in annexures, thus it only acts as information.

On the other hand, in a research case, data is analysed to arrive to the unknown, that is the new knowledge within the studied phenomenon. It is where data is collected through different sources like interview, organization documents, publicly available data and so on, but analysed using a specific qualitative, method and/or tool to be presented in the form of findings or results.

It is essential to identity the appropriate qualitative method, as a case research can use different qualitative analysis technique. This decision is derived from the objective of the research. If the objective is simple to explore different aspects of the phenomenon, a thematic analysis could suffice. If it is to minutely understand the individual experience as lived by the research participants, narrative approach shall be appropriate. While if the researcher is interested in arriving at a mid-range theory, grounded theory can be used. Hence, the objective of the research shall inform which method should be used for the analysis of the data.

Discussing the Discussion

As mentioned earlier, teaching case does not have a discussion section, the discussion is meant to be in the class. While a research case cannot do without a discussion section. It is here where the study claims its contribution to the phenomenon. The discussion shows the connect between the findings of the study, the theoretical background and how they have contributed to the understanding of the phenomenon. While writing the discussion section, the authors need to ensure that they include important previous literature that either complements, or contrasts their study, thus signifying their own contribution. A strong discussion section is an integral part of the research case. One may have a good theoretical background, an interesting phenomenon, appropriate data and methodology, but a loosely written discussion may result in rejection of the manuscript. A good discussion will not only explain the findings but also reconnect them with theory and explain how the study informs on the phenomenon. It will also include the implications of the study, not only theoretically but also in praxis.

The Conclusion

A teaching case will simply conclude with the dilemma it started with and possible questions the reader needs to brainstorm. While a research case will end with some compelling remarks of the study and providing future directions for further research. A good conclusion in a research case is one that provokes a researcher to ponder on the study and see how it can be taken further.

In this issue, out of the 10 cases most were converted from a teaching case to a research case. The authors have been very cooperative and supportive in our endeavour to bring this strategic shift and have been patient to incorporate the changes required to make their cases in line with research case.?