Crafting a theory linked phenomenon based case study research for ICMC and SAJBMC, BIMTECH

1. Crafting a Theory Linked
Phenomenon Based Case
Dr. A. K. Dey
Professor, BIMTECH
ak.dey@bimtech.ac.in
112:46:24

2. Your speaker
• Professor, BIMTECH
• Teaches : Operations, Supply Chain Management and Res
Methods
• Areas of interest: Curriculum Development and Student
Engagement, Consumer Behaviour, Patient engagement, Job
Crafting, Mentoring, Project Management, Logistics,
Transactive memory system
• Research guide
• Editor of the South Asian Journal of Business & Management
Cases
• On the EAB of Emerald Emerging Market Case Studies and
Journal of Entrepreneurship in Emerging Economies
• Chairperson of Center for Management Case Development
12:46:25 2

3. Why this topic?
• Every year for the past four years reviewing
– 100 cases for ICMC
– 150 cases for SAJBMC
• No cohesion in the understanding of
– Characteristics of a good case
– Difference between a teaching and a research case
– Types of cases preferred for class discussion
– Is protagonist a must?
– Why linking with theory? How it can be done?
– What is a case study research? How to write?
12:46:25 3

4. Flow of Topics
• What is a case study?
• Case Method of teaching
• Why use case method?
• Common issues in using case method
• Teaching versus research case
• Characteristics of a case
• Selecting a case for a course
• Teaching note
12:46:25 4

5. Flow of Topics
• How to write a good decision case?
• How to evaluate a case?
• Types of cases favoured by a
management faculty
• Is the presence of protagonist a must?
• What are NOT cases?
• Why literature review NOT needed for a
case?
12:46:25 5

6. Flow of Topics
• Why and How to link theory? Three options
• Framing case study research
• Validity, reliability and generalizability
• Five dimensions of case selection
12:46:25 6

7. Case Studies
• Case studies are stories or scenarios, often in
narrative form, created and used as a tool for
analysis and discussion. They have long been used in
higher education, particularly in business and law.
• Cases are often based on actual events, which adds a
sense of urgency or reality. Case studies have
elements of Simulations, although the students tend
to be observers rather than participants
• A case is a teaching tool to show the application of a
theory or concept to real situations
712:46:25

8. Case Studies
• Good cases generally have the following features: they tell a
good story, are recent, include dialogue, create empathy with
the main characters, are relevant to the reader, serve a teaching
function, require a dilemma to be solved, and have generality.
• Dependent on the goal
– Cases can be fact-driven and deductive (Event based)
– Cases can be context driven may be inductive (Phenomenon
based)
• Teaching cases are event based
• Research cases are phenomenon based (Adam Smith Pin
Factory; Hawthorne Studies, 1924–32)
• Teaching cases have ‘Dilemma’ and research cases have
‘Research questions’
12:46:25 8

9. Why use Case Method?
• Engages students in research and reflective discussion
• Encourages higher order thinking
• Facilitates creative problem solving
• Allows students to develop realistic solutions to complex
problems
• Develops students' ability to identify and distinguish between
critical and extraneous factors
• Enables students to apply previously acquired skills
• Creates an opportunity for students to learn from one
another
Case studies bridge the gap between a more teacher-
centred lecture method and pure problem-based learning
912:46:25

10. Common issues using case studies
• The challenges with Case Studies are similar to
those with Discussions:
– Getting students to talk, and keeping the class
moving,
– Controlling pointless arguments, which can throw
a case analysis off track.
• Since case study analysis is student-led, it can
be difficult to get the class to move through
various stages of analysis and arrive at a
reasonable conclusion.
1012:46:25

11. Teaching vs. Research Case
• Source of a case: Event or Phenomenon
• Event based leads to teaching case; Phenomenon based to
research case
• Difference is primarily in terms of application
– Teaching case is used as an instrument to facilitate teaching and add to
practical knowledge
– Research case is a methodology used to support research findings, and
add to the body of theoretical knowledge
• The style of writing differs
– Teaching cases should be interesting and have a dilemma and a story line
that students can get immersed in and relate too
– Research cases are more evidence based and must relate to academic
peers
• Teaching cases highlight practical applications of theory and
concept to real world situations
1112:46:25

12. Teaching vs. Research Case
• Teaching case does not generate new knowledge
• They are a
– documentation of the situation
– reflect the ambiguity of the situation
– need not have a single outcome as the intent is to create a dialogue with
students
– encourage critical thinking and research and evaluate recommendations
• Teaching note must accompany the case
• Research cases are more academic and are focussed on a
research outcome and is counted as a research publication
• Can generate new knowledge
• Teaching cases have ‘Dilemma’ and research cases have
‘Research questions’
1212:46:25

13. So, let us summarize
12:46:25 13

14. What is a Case?
• A business case is a written or verbal value proposition
that is intended to educate a decision maker and
convince him to take some kind of action
• A case
– Is a narration of an event that have taken place sometimes in
past for a firm or for a person
– A study of a phenomenon within a context e.g., what kind of
leadership in the target organization helped in sailing through
the crisis
• This understanding of a case will become more
stringent later

15. Characteristics of a Teaching Case
• Written in past tense, a case must have
– A few learning outcomes mapped to a course
– Culmination of the content in dilemmatic situations that
can be solved in multiple ways
– Applied Problem solving and applied decisional cases
preferred
– Above two types need clear Identification and relevance
of protagonist around whom the case will revolve
– Correct Identification of hooks or issues to be resolved
– First few paragraphs should be dramatic so that the reader
gets attracted
– Relation between the questions posed and the content

16. Teaching Note
• Has two sections: Content and Process
• Content: Summary, theory link, case questions with
suggested answers
• Process: Class management and time for each
section, how to engage students and time needed
for case discussion
• A Teaching note is evaluated on
– Quality of suggested solutions in the Teaching note
– Appropriateness of suggested ways to engage students
– Adequacy of time estimate for the case
• Guides faculty about preparation needed by the
students and the faculty before the case is taken up

17. Characteristics of a Case Study Research
• A case study research encompasses
– A problem contextualized around the application
– Of in-depth analysis, interpretation, and discussion,
– Often resulting in specific recommendations for action
– Or for improving existing conditions
• Like a research paper it has ‘Research questions’
• Lit review is done not to establish knowledge gap but to
develop deeper understanding of the phenomenon
• Unlike a teaching case there is no need of a dilemma
• Protagonist also not needed
12:46:25 17

18. How to write a good ‘Decision
Focused Problem Solving’ teaching
case?
12:46:25 18

19. TEN TASKS
Courtesy Mr. Trevor Williamson of Case Centre, UK
1. Identification of target audience
2. Identify a secondary target audience
3. Specify teaching, learning and assessment
objectives
4. Decide upon the characters to whom you will
give a voice
5. Write a draft of an opening paragraph and
review it with a colleague
12:46:25 19

20. TEN TASKS
6. Write a draft of a closing paragraph and ask a
colleague to review it
7. Decide upon the bits in between
8. What to put in the appendices?
9. As you write the draft of your case, map out
and fill in bits of your teaching note
10.Map out a teaching plan for your case
12:46:25 20

21. Identification of target audience
• Who are the students for whom this case will
be ideally suited?
• What are they likely to be studying?
• Where does the case fit in?
• How many students?
12:46:25 21

22. Identify a secondary target
audience
• The first target audience is and MBA student
• Faculty or an Editor
• A focus on a firm with a `household’ name
• A focus on a recent event / invention / scandal
– Relevance and reality
– Then apply ‘Rigour’ and ‘Appeal’
12:46:25 22

23. Specify teaching, learning and
assessment objectives
• Specify, as clearly and succinctly as possible,
three teaching and learning objectives
• Writing these down and refining them to suit
the setting
• Definitely link with an MBA/BBA course
learning outcomes
• Will help you to decide what to include in the
case and what can go into teaching note
12:46:25 23

24. Decide upon the characters to
whom you will give a voice
• Dialogue between different characters in a case
allows and prompts the reader to consider
alternative perspectives on the issues in hand
• Carefully selected and crafted series of quotes from
key characters in a case enlivens it
• A case should not be written through the eyes of one
individual: Multiple perspectives increases richness
• But perspectives of too many spoils the readability
• Involvement of an external stakeholder worth
considering
12:46:25 24

25. Write a draft of an opening
paragraph and review
• Creating dramatic interest and intrigue
• Positioning the case in time
• Identifying, or suggesting, the issue / decision
focus
• Identifying the major actor(s), their roles and
likely involvement in the case
• Avoid ‘the CEO was sitting by the window with
a cup of…….dark cloud at the distant sky….’
12:46:25 25

26. Write a draft of a closing paragraph
• Following are general purposes served by
closing paragraphs
– Remind the reader of the task in hand / the
issue(s) to be resolved
– Provoke appropriate thought, reflection,
imagination
– Make clear (explicitly or implicitly) what the
reader should do next
– Perhaps shock the reader into action
12:46:25 26

27. Decide upon the bits in between
• Section headings and key learning point(s)
• Weave main plot and sub-plots decide how the case
unfolds
• Decide information to go in the body of the case, to
leave out, or to put in the teaching note
• Drafting an opening sentence for each section
• Think about transition points and questions that you
might pose in class to help students meander
throughout the journey of the case
12:46:25 27

28. Teaching Note
• Present a short summary with teaching and learning
objectives
• Suggest some theoretical frameworks / models / rubrics to
apply in the given circumstances and provide references
for additional reading
• Present the questions you posed at the end of your
`teaching’ session to prompt follow-up activity and, or for
student assignments.
• Explain your `teaching approach’ and strategy to engage
the whole class
• Reveal what happened next
12:46:25 28

29. Case Study Research
• A case study research encompasses
– A problem contextualized around the application
– Of in-depth analysis, interpretation, and discussion,
– Often resulting in specific recommendations for action
– Or for improving existing conditions
• Like a research paper it has ‘Research questions’
• Lit review is done not to establish knowledge gap but to
develop deeper understanding of the phenomenon
• Unlike a teaching case there is no need of a dilemma
• Protagonist also not needed
12:46:25 29

30. Case Study Research
• More emphasis on case study research
• Counted as research output
• Purpose is to study a single phenomenon within a
context
– How the communication of the leader of an organization
changed during crises?
• Context needs to be described well
– How to engage students in an MBA class? (Descriptive)
– How to engage students in an MBA class in ABC school? Case)
• But describing only context does not make a case
• Focus is on the phenomenon studied to develop better
understanding
12:46:25 30

31. How to evaluate a case?
12:46:25 31

32. Evaluation of a case
• Reality: Authenticity is important for engagement
• Significance: Underlying issues of the case must be important
in theoretical or policy or practical terms.
• Comprehensiveness: Should provide rich description of the
context in which the organisation is embedded and people
act.
• Alternative perspective: Although case issues are often seen
through the eyes of an individual decision maker, they can
also be described from other perspectives.
• Backed by evidence: A case is a story backed by evidence. The
case writer’s biases are kept – to the extent possible – out of
the text.
3212:46:25

33. Evaluation of a case
• Reasonably complex: Complexity – along with some
ambiguity – maybe essential to the process of
learning how to make quality decisions.
• Emotionally rich: Some cases can quickly involve the
reader emotionally.
• Engaging: Emotionally rich cases are important to get
the reader interested but it takes a well written case
to keep the reader engaged from start to finish.
3312:46:25

34. How many types of Cases?
Which types are favoured by
management faculty? Why?
12:46:25 34

35. Types of Cases
• Based on the following parameters cases can
be categorised in to eight types
– Type of information included in the case
– How the information is structured
– The research objectives
– What the case writer intended for the students to
do with the case
3512:46:25

36. Types of Cases
• Critical incidents: These short compact cases can be
descriptive or decisional but they are brief, focus on one event
or issue and little context. Generally found at the end of a
chapter in a book or in Journal of Critical Incidents.
• Descriptive illustrative: These describe actions that have
been taken by an organisation. Some are purely descriptive
seeking to inform the reader about an organisation and its
policies. Some are intended to be memorable example of an
organisation – positive or negative.
• Problem identification cases: Primary purpose of such cases
is to get students to prioritise information and identify, define
or redefine a problem.
3612:46:25

37. Types of Cases
• Decision focused cases: These require the reader to
make a decision or advise the protagonist.
• Application cases: The pedagogical goal of an
application case is for students to apply a concept,
theory, typology, calculation, framework or model
and determine how well the theory fits the data
provided in the case.
• Contextual issue cases: These are used to explore
the context around an (often) ethical or legal issue.
So called ‘dark side’ cases fall in this category.
12:46:25 37

38. Types of Cases
• Live cases: In a live case some information is provided orally
by the firms representative in a field visit or as a guest speaker
in classroom. Another variation of a live case is a ‘living case’.
In this format of the case students interact with the
protagonist after they have written the recommendations.
These live cases can be of any type as described above.
• Cases in video, multimedia and other format: The format of a
case discussion is only limited by our imagination. Technology
has made it feasible to use video cases which bring realism
into the classroom and engage students at different cognitive
level.
12:46:25 38

39. Is the presence of a protagonist
must for every type of case?
12:46:25 39

40. Protagonist
• Not all types of cases require protagonist
• Applied Decision focused, and Applied Problem solving cases
will definitely require a well identified protagonist
– These two are preferred case formats for management education
• For teaching case the case issues (dilemmas) should revolve
around the protagonist whose decisions can influence the
case issues
• For this reason a protagonist has to be internal to the system
• Students can identify themselves with the protagonist while
recommending decisions
• A protagonist in other types of cases may help in discussion
and understanding but it is not a must have feature.
12:46:25 40

41. Are these cases?
Do such cases merit publication?
• Describing with volume and revenue figures the
growth of a strong brand or a popular firm over 3 to
5 years. (No – lacking theory link)
• For a famous international firm such as Amazon
analyzing past three years financial performance
figures and deriving some inferences. (Yes, for only
class discussion)
• Writing the story of past five years of a co-op dairy
firm making a consumer as a protagonist. (No –
wrong choice of protagonist)
12:46:25 41

42. What is a good teaching case?
GOOD TEACHING CASES are of decision and
problem solving applied type, should
demonstrate LINKAGE with theory, must have a
PROTAGONIST, who is facing a DILEMMA, that
UNFOLDS before the reader within the first two
paragraphs; the case must have
DRAMATIZATION, must suggest different
ALTERNATIVES to solve the dilemma and is told
as a STORY in a fashion that ENGAGES readers.
12:46:25 42

43. Dilemma in a Teaching Case
• A DILEMMA is the heart of a teaching case
• Without a DILEMMA no case can be written
• No Dilemma, no discussion, no learning
• The DILEMMA should be placed before the reader
within the first two paragraphs of the case
• The author should then suggest all the alternative
paths (options) that the protagonist can select?
• Should present perspectives of different
stakeholders to increase richness of the context
12:46:25 43

44. Dilemma and Alternatives
• The scope of literature review in a teaching case is
limited
– As the dilemma (case issue) in a case is detected
– Alternatives to solve the dilemma have also been identified
• Even for detecting alternatives the author should take a
deep dive into data collected for the case and need not
look outside (no need for literature review)
• Except in the case of financial dilemma, a well-written
case should not be data-heavy and, hence, should not
require elaborate analysis tools
12:46:25 44

45. Why experts feel that a teaching
case does not require
Literature Review?
12:46:25 45

46. Literature Review for a teaching case?
• A case tries to find the answer ‘WHICH’ of the
alternatives will work better and why?
• A case does not seek to answer as to ‘WHAT’ the
protagonist should do or ‘HOW’ she should proceed
• For finding answers to ‘WHICH of the alternatives?’ a
literature review is NOT NEEDED because all the
options have been either identified or can be
identified by delving deep into the case data
• Literature review is required to find answers to
questions like ‘What can be done?’ or ‘How to
proceed?’.
12:46:25 46

47. How to link theory?
A case which does not demonstrate any
linkage to either a concept, or a
framework or a model is not preferred by a
faculty!
12:46:25 47

48. Linking Theory: Option 1
• There could be following three variations of
incorporating theoretical linkage:
• Option 1:
– The case can be written in a manner so as to
reflect the purpose. A case on repositioning, new
product launch, 4Ps of marketing can be written in
this manner.
12:46:25 48

49. Linking Theory: Option 2
• A case written for the purpose of covering a framework or a
model may need introduction and explanation of the
framework/model within the case itself
• At the end of the case connection of the framework with the
selected variables in the case may be useful to highlight the
application
• If the author has written a case on creating a service mindset,
add a section with ‘Service Mindset’ heading and references
to a few main theories should be given here
• Similarly, if a case describes how a service failure incident was
recovered, the framework for service recovery should be
included with few references.
12:46:25 49

50. Linking Theory: Option 3
• In yet another case the author may be interested in
placing a dilemma before the reader such as if the
firm had adopted ambidexterity or resilient
strategies, it could have faced the turbulent times
and may have come out winning
• In such a case it is advised that the theory of
ambidexterity or organizational resilience be added
at the end of the case as a section with citation of a
few seminal works.
12:46:25 50

51. How to overcome the problem of
low citation of cases?
12:46:25
51

52. Why poor citation?
• No two case situations are similar. So, why
cite?
• Teaching case provides opportunity to apply
knowledge
• Unless done with particular design (which is
case study research), a case does not generate
new knowledge
• New knowledge attracts citation
Perhaps by adopting the broader definition of a
case, citations can be increased
12:46:25 52

53. Broader definition of a case
• A case study research examines a person, place, event,
phenomenon, or other type of subject of analysis in order to
extrapolate key themes and results that help predict future
trends, illuminate previously hidden issues that can be applied to
practice, and/or provide a means for understanding an important
research problem with greater clarity.
• A case study research usually examines a single subject of
analysis, but case study research can also be designed as a
comparative investigation that shows relationships between two
or more subjects.
• The methods used to study a case can rest within a quantitative,
qualitative, or mixed-method investigative paradigm.
Writing@CSU. Colorado State University; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study
Research. Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why
and How? London: SAGE, 2010.
12:46:25 53

54. Significant shifts of SAJBMC
• South Asian Journal of Business and Management
Cases - a case focused research journal - is SCOPUS
and UGC listed published by SAGE
• In 2018 (effective Aug 2019 issue) the journal made
mandatory for all cases to show strong links with
theory
• In 2019 (effective Dec 2020) shifted the approach to
focus on case study research
• Due to the presence of new knowledge, citation may
increase
• Authors will benefit as it will be counted as research
paper and NOT a case
12:46:25 54

55. Case Study Research
• A case study research encompasses
– A problem contextualized around the application
– Of in-depth analysis, interpretation, and discussion,
– Often resulting in specific recommendations for action
– Or for improving existing conditions
• Like a research paper it has ‘Research questions’
• Lit review is done not to establish knowledge gap but to
develop deeper understanding of the phenomenon
• Unlike a teaching case there is no need of a dilemma
• Selecting a situation for writing a case study research
includes considering the following FIVE dimensions
12:46:25 55

56. Case Study Research
• For data collection and analysis qualitative methods must be
used
• Could be multiple cases or single case study
• Data to be captured are the
– conversations between the actors
– between the researcher and actors
– Text, statements, announcements, stories found in the secondary
sources like website, annual reports, chairman’s speech etc.
• Methods
– In-depth interview
– E mail exchanges
– Focus Group Discussion
– Observation
– Lit Review
– Projective techniques
12:46:25 56

57. Validity in qualitative research
• Validity means “appropriateness” of the tools,
processes, and data
• Whether the research question is valid for the
desired outcome
• Choice of methodology is appropriate for
answering the research question
• Design is valid for the methodology
• Sampling and data analysis is appropriate
• Results and conclusions are valid for the
sample and context.
12:46:25 57

58. Reliability in Qualitative Research
• In quantitative research, reliability refers to exact replicability
of the processes and the results
• In qualitative research with diverse paradigms, such
definition of reliability is challenging and epistemologically
counter-intuitive
• The essence of reliability for qualitative research lies with
consistency
• A margin of variability for results is tolerated in qualitative
research provided the methodology and epistemological
logistics consistently yield data that are ontologically similar
but may differ in richness and ambience within similar
dimensions.
12:46:25 58

59. Enhancing Reliability
• Silverman proposed five approaches in
enhancing the reliability of process and
results:
– Refutational analysis
– Constant data comparison
– Comprehensive data use
– Inclusive of the deviant case
– Use of tables.
12:46:25 59

60. Generalizability
• Case Study research is the study of a phenomenon in
a certain population or ethnic group, of a focused
locality in a particular context
• Generalizability of qualitative research findings is
usually not an expected attribute
• A pragmatic approach to assessing generalizability
for qualitative studies is to adopt same criteria for
validity
– use of systematic sampling
– triangulation and constant comparison
– proper audit and documentation
– multi-dimensional theory
12:46:25 60

61. Five Dimensions of Topic Selection
• For a case study research select a topic that
– represents an unusual or atypical example of a
research problem that requires more in-depth
analysis?
– provides important insight or illuminate a
previously hidden problem?
– challenges and offer a counter-point to prevailing
assumptions?
– provides an opportunity to pursue action leading
to the resolution of a problem?
– offers a new direction in future research?
12:46:25 61

62. Represent an unusual or atypical
example of a research problem
• Often case topics rests on the findings of previous
investigations
• A case may provide new ways of understanding a problem
• If the research problem is to identify strategies to improve
policies that support girl's access to secondary education in
India
• Comparative case studies can be performed in
– One urban and one rural communities
– In India and in another country with better access
• Doing so may reveal important new insights
• May recommend how government can formulate policies that
support improved access to education for girls
12:46:25 62

63. Provide important insight or illuminate
a previously hidden problem
• In-depth analysis of a case can be based on the
hypothesis that it will reveal
– trends or issues that have not been exposed in prior
research
– new and important implications for practice
• Anecdotal evidence may suggest a pattern of
– Access to education for the children of migrant workers
and roles of father/mother
– Integration of children of acquitted female jail inmates in
the main stream – influence of father or mother
12:46:25 63

64. Challenge and offer a counter-point
to prevailing assumptions
• Research on any given topic can fall into a trap of developing
assumptions based on outdated studies
• Davis in 1989 used TAM to explain computer usage behavior
• At present across all segments of society technology
awareness and adoption are at a much higher level
• If the research problem is to find out why usage of mobile or
Internet banking is very low, TAM may not be the right model
• Case studies may be designed with diffusion theory, push-pull
or migration theories to uncover the reasons of resistance to
use
12:46:25 64

65. Provide an opportunity to pursue
action leading to the resolution
• Take the case of closing the loop for assessing
the Assurance of Learning (AOL)
• A critical evaluation of the situation may help
in developing better understanding of the
hinderances in student learning
• In the next cycle the hinderances may be
removed or overcome to achieve higher level
of student learning outcome
12:46:25 65

66. Offer a new direction
in future research
• A case study can be used as a tool for exploratory
investigation that highlights a need for further
examination of the research problem
• To investigate why some farmer producer firms
perform better than others, case studies can be used
to understand why and how cohesive cooperative
teams get formed
• This knowledge can then be applied in other cases
12:46:25 66

67. Summary
• What is a case?
• How many types? Which one are favoured in
management class? Why?
• Why to link theory? How to link?
• Writing case study research.
• Happy case writing! Connect with SAJBMC
• https://journals.sagepub.com/home/bmc
12:46:25 67

68. 68
Dr. A. K. Dey
ak.dey@bimtech.ac.in
M: +919810387104
LinkedIn: linkedin.com/in/ajoy-k-dey-b3520115
Twitter: https://twitter.com/AjoyKumarDey
Facebook:
https://www.facebook.com/profile.php?id=1179184939
BIMTECH: https://www.bimtech.ac.in/faculty-directory/9/akdey
68
12:46:25

69. Thank you
69
69
12:46:25
ALL THOSE WHO WERE SLEEPING
WAKE UP!