To help our reviewers this booklet describes the process of reviewing a case study submitted to SAJBMC and ICMC

1. REVIEWING A
CASE STUDYFor ICMC and SAJBMC
Center for Management Case Development
Birla Institute of Management Technology

2. The purpose of management education lies in creating responsible and
value-conscious managers and executives who can display ethical conduct
when faced with a complex dilemma in life. It is a process of sharpening
their skills to handle situations and resolve issues where conflicts and
differences of opinions arise. The best of management education lies in
exposing the learners to real situations. As it happens, in family-owned
businesses the patriarch leads his next-generation expecting the younger
flock to sit alongside and participate in the decision making. The B-School,
in the absence of live situations, attempts to do so by simulations created
through well-crafted case studies.The studies having origins in the cultural,
ecological, and economic environment where the young scholar is expected
toperformlaterarefoundtocreatelastinglearningimpressions.
We believe that every case must demonstrate a strong linkage with theory
and should be crafted with a purpose. Cases are two types: event-based
teaching case and phenomenon-based research case study. Event-based
cases lead to good teaching cases. A teaching case should be mapped with
the learning outcomes of a course. Otherwise, a case will not be included in
a course outline.Afaculty of management prefers a teaching case that helps
to explain either a concept or a framework or a model.Ateaching case has a
dilemma and presents different alternatives (options) to solve the dilemma.
In a class, students discuss to find the best-suited alternative. A teaching
case provides a situation in which students can apply the concepts learned in
aclass.Henceateachingcasecannotgeneratenewknowledge.
The study of a single phenomenon within a context results in a case study
researchthatholdsthepotentialofgeneratingnewknowledge.
Further, we practice responding quickly. The desk review is turned around
within 4-5 weeks and peer review within 4-5 months. The approach of both
thereviewstagesis‘ReviewandImprove’andnotreviewandreject.
The reviewer of CMCD takes the assignment with compassion and with an
approachtohelptheauthorimprovethequalityofthecase.

3. REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in
Purposeofareviewdocument
With the experience of organizing International Conference on Management Cases (ICMC) every
year for the past ten years and successfully steering a case focused research journal the SouthAsian
Journal of Business and Management Cases (SAJBMC), we as a part of Centre for Management
Case Development (CMCD) in BIMTECH are passionate about creating and nurturing a
communityofcaseauthors,reviewers,andfacultywhoareusingcasemethodofteaching.
We are concerned that a case – be it for teaching purpose or a research study – is evaluated on the
same parameters as those used for a research article. Systematic searches of case journal websites
and case repositories failed to produce a meaningful insight into the process of reviewing a case.
So, we at CMCD set out to create this document which will help us to share the review process with
theauthors.
The double-blind process of review of a case may not be different from that of a research article, but
this document has brought in a few perspectives in the content and approach which are relevant for
evaluatingacase.
In the ‘content’, the emphasis is on the distinction between an event or phenomenon-based cases,
linkagewiththeory,casetitle,andguidanceonthechoiceofaphenomenon.
On the ‘approach’ front, most of the reviews adopt ‘review and reject’ stance. To help the
community especially the budding case authors, CMCD decided to adopt ‘review and improve’. If
a case displays the potential of converting into a good case, the author is given extensive support by
ourreviewers.Thereviewformatreflectsthisapproach.
Background
This section on reviewing a case starts by recapitulating that cases are of two types: Event-based
and Phenomenon based. The former results in a teaching case and the latter helps in framing a case
study research.Ateaching case provides a simulated real-life scenario in which students can apply
the concepts learnt in a class. Hence a teaching case does not offer any new knowledge. On the
contrary, a case study research studies a phenomenon and can generate new findings as extensions
ofpresentboundariesofknowledge.
Typesofcases
A teaching case is characterized by the presence of a dilemma, a protagonist, alternatives to solve
the dilemma, and ends abruptly by raising a few questions.Afaculty of management likes only two
types of teaching case – applied decisional and applied problem-solving. Both these types must
have a protagonist around whom the case issue (dilemma) revolves and students can relate to the
protagonist while taking decisions. The scope of literature review in a teaching case is very limited
asthequestiontoansweris‘Whichofthealternativeswillsuitthesituation?’
Case study research design that probes a single phenomenon is more rigorous, versatile, and
flexible; it can have any philosophical perspective (e.g., positivist, interpretivist, or critical); and
can deploy qualitative and quantitative data collection methods. It could be a single case study or a
set of multiple case studies. The quality of case study relies on choosing appropriate study modes
according to the purpose and context of the phenomenon. The phenomenon is studied by

4. REVIEWING A CASE STUDY
For ICMC and SAJBMCwww.bimtech.ac.in
identifying the conversations going on between different actors of a case or within a set of different
cases. The detailed description of the context will assist in demonstrating the credibility and
generalizabilityoftheresearchresults.
Sectionsofthereviewreport
The structure and approach of the review of a case study are completely different from those
appliedtoaresearcharticle.Acomprehensivereviewreportforacaseshouldcoverallthepoints:
• Relevance,rigour,andappeal
• PurposeofthecaseasalignedtotheobjectivesoftheICMCorSAJBMC
• Linkwiththeory
• Descriptionofthecontext
• Focusoftheliteraturereview
• Casewrittenwithsecondarydata
• Multipleperspectivesandtherichnessofthecase
• Discussion
• Conclusion
Relevance,rigour,andappeal
Any research output, be it a case or an article, has to pass through a triple-layered sieve of
Relevance,rigour,andappeal.
Relevance
Areviewer applies the lens of relevance by checking if the phenomenon selected is currently being
debated in research parlance, the context selected should not be older than 3 to 5 years, it is not an
open-and-shutcase,andthedatasourceisauthenticanddatausediscurrent.
Rigour
For case study research rigour is synonymous with validity. Validity means “appropriateness” of
the tools, processes, and data. By applying checks whether the research question is valid for the
desired outcome; choice of methodology is appropriate for answering the research question; the
design is valid for the methodology; sampling and data analysis is appropriate and results and
conclusionsarevalidforthesampleandcontext.
Appeal
The appeal is tied to the target audience.Acase on capital budgeting or financial ratio analysis may
be appealing to a class of MBA students but not for the seasoned and accomplished readers of an
internationaljournal. No matterhow well a case on employeeengagementmay be structured, it will
notfindaplaceforpublicationunlessitisdoneonmillennialsorGenZpopulation.

5. REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in
Purposeofacase
Every case should be written with a singular purpose of discussing a phenomenon with adequate
linkage with the theory. Select the title and align it with the purpose. The choice of title differs for a
teachingcaseandacasestudyresearch.
Teachingcase
For a teaching case (only for ICMC; the SAJBMC does not accept) the title should be less
revealing,intriguing,andenigmatic.Thecaseshouldunfoldlikeasuspensethriller.
GOOD TEACHING CASES either applied problem-solving or applied decision 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 differentALTERNATIVES to solve thedilemmaand is toldas a
STORYinafashionthatENGAGESreaders.
Dilemmainateachingcase
If the dilemma (also known as case issue) in a case is detected and options/alternatives to solve have
been identified, the scope of literature review in a case is limited. Even for detecting alternatives the
authorshouldtakeadeepdiveintodatacollectedforthecaseandneednotlookoutside.
Except in the case of financial dilemma, a well-written teaching case should not be data-heavy and,
hence,shouldnotrequireelaborateanalysistools.
A DILEMMA is the heart of the teaching case. Without a DILEMMA no teaching case can be
written. The DILEMMA should be placed before the reader within the first two paragraphs of the
case.Theauthorshouldthensuggestallthealternativesthattheprotagonistcanselect?
Roleoftheliteraturereviewinateachingcase
The discussion of a case tries to bring out ‘WHICH’of the alternatives will work better and why?A
case does not seek to answer as to ‘WHAT’or ‘HOW’the protagonist 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.
Generally, a literature review is required to find answers to questions like ‘What can be done?’ or
‘Howtoproceed?’or‘Whathavebeendonebypreviousresearchers?’
Reviewofa phenomenon-based casestudyresearch
A case study research paper examines a person, place, event, phenomenon, or other types of the
subject of analysis 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
animportantresearchproblemwithgreaterclarity.

6. REVIEWING A CASE STUDY
For ICMC and SAJBMCwww.bimtech.ac.in
The study of a phenomenon within a case context holds immense potential to generate new
knowledge. Hence, if crafted well by following a structure, it is counted as a research output of high
quality. The responsibility of a reviewer of a case study research is to ensure adherence to the
standard structure.The salient features of a phenomenon based case study research are displayed in
thisportionofthedocument.
Phenomenonstudied
The phenomenon selected should be of contemporary relevance and being discussed in the
research conversations. It should successfully pass through the three sieves of relevance, rigour,
andappeal.
Selecting a suitable topic is crucial for a decent start. A reviewer should check how the case
originated?Followingfivetypesofcasesofferwiderappeal:
• Does the case represent an unusual or atypical example of a research problem that requires
morein-depthanalysis?
• Doesthecaseprovideimportantinsightorilluminateapreviouslyhiddenproblem?
• Doesthecasechallengeandofferacounter-pointtoprevailingassumptions?
• Doesthecaseprovideanopportunitytopursueactionleadingtotheresolutionofaproblem?
• Doesthecaseofferanewdirectioninfutureresearch?
Linkwiththeory
To check if the case demonstrates linkage with either a concept or a framework or a model. Which
concept or a framework or a model? If there is no linkage, please advise a suitable theory that
should be tightly coupled with the case context and the title of the case. If needed, suggest a revision
ofthetitle.
Descriptionofthecontext
Acase study research needs a rich description of the context within which the phenomenon needs to
be studied. While describing the context has the author wandered around and included non-
essentialtext?
The context of a business case needs a description of the firm, the market in which it operates, and
thecompetitiveintensityinthatmarket.
While describing the firm be judicious in picking up those issues that help in the furtherance of the
understanding of the phenomenon. Anything other than what explains a phenomenon must not be
included. Often a case includes the organogram. This should be described in a manner to help
understand as to who is responsible to drive the achievement of milestones related to the
phenomenon, how much resources are deployed, and if there is a metric for evaluation. How often
progressismonitored?
While describing markets an author simply lists the competition and sometimes their offerings. A
reviewer must check the significance of the offerings concerning the phenomenon under study. For
analyzing competitive scene is there any framework been used? Five forces or Porter’s model for
competitoranalysis?

7. REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in
Case writing is different from information sharing. If the author gets access to competitor data, it
does not mean that such data must be shared in the case even if it is not helping to understand the
phenomenon.
Focusofliteraturereview
A case study research will need a well-articulated literature review whose focus should be on
understandingthephenomenonratherthanfindingaknowledgegap.
Casewrittenwithsecondarydata
Crafting a case study through secondary data poses higher-level challenges. Often a case written
with secondary sources fails to place adequate pieces of evidence to derive inferences. In such a
casetheinferencesarenothingbutabiasedviewoftheresearcher(author).Mustbeavoided.
Multipleperspectivesandrichnessofthecase
Reviewer to check if multiple perspectives have been incorporated by giving voices to different
actors/stakeholders. Whether divergent views found a place in the case? Or has the antagonist
viewsbeencaptured?
Extendedabstract
The journal requires that the abstract be written in an extended form displaying separately the
followingsections
• Abstract
• ResearchquestionsforcasestudyresearchorDilemmaforateachingcase
• Theory
• Typeofthecase(AppliedDecisionalorAppliedProblemSolving)
• BasisoftheCase(PhenomenonorEvent-based)
• Protagonist(Present,Absent,Notneeded)
• FindingsfortheresearchcaseorOptionstoresolvethedilemmainateachingcase
• Discussionsforthephenomenon-basedresearchcase&casequestionsfortheteachingcase
ThisextendedabstractwillbefollowedbyKeywordsandIntroductionsections.
Discussion
(Styledalongthelinesofhttps://libguides.usc.edu/writingguide/casestudy)
The main elements of the discussion section are generally the same as any research paper but
centered on interpreting and drawing conclusions about the key findings from the analysis of the
casestudy.Foradiscussionsection,areviewermustensurethat:
• Itstartsbyreiteratingtheresearchproblemandthemajorfindings
• Anyfindingsthatwereunexpectedorespeciallyprofoundhavebeenhighlighted
• Theimportanceofthefindingshasbeensystematicallyexplained
• The findings have been related to similar studies done in the past and cited in the literature
reviewsection.

8. REVIEWING A CASE STUDY
For ICMC and SAJBMCwww.bimtech.ac.in
• Hastheauthorconsideredalternativeexplanationsofthefindings?
• Thestudy'slimitationshavebeendescribedandareasoffurtherresearchsuggested
Conclusion
(Styledalongthelinesofhttps://libguides.usc.edu/writingguide/casestudy)
Like any research paper, conclusions should be summarized in clear, simple language; emphasize
how the findings from the case study differ from or support prior research and why. Do not simply
reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show
how these converge to address the research problem. If not already done in the discussion section,
besuretodocumentthelimitationsofthecasestudyandanyneedforfurtherresearch.
Reviewtheconclusionsectiontoseeitjustifiesitsfunctionby:
1. Reiteratingthemainargumentsupportedbythefindingsfromthecasestudy
2. Stating clearly the context, background, and necessity of pursuing the research problem using
a case study design in relation to an issue, controversy, or a gap found from reviewing the
literature
3. Providing a place to persuasively and succinctly restate the significance of the research
problem, given that the reader has now been presented with in-depth information about the
topic.
Consideringthefollowingissueswillmaketheconclusionsectionappropriate:
• Foracomplexcasestudy,arethepointssummarizedforthereader?
• If, before the conclusion, the significance of the findings is not explained, or if the proceeding
is inductive, use the conclusion of the paper to describe the main points and explain their
significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns
the topic to the context provided by the introduction or within a new context that emerges from
thecasestudyfindings.
Note that, depending on the discipline and purpose, the concluding paragraph may contain the final
reflections on the evidence presented as it applies to practice or on the essay's central research
problem. However, while being introspective about the subject of analysis, the investigator should
carefullystayawayfromintroducingresearchbiases.
Problemstoavoid
Overgeneralization, failure to document limitations, failure to extrapolate all possible
implications.

9. REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in
FORMAT FOR
CASE REVIEW

10. REVIEWING A CASE STUDY
For ICMC and SAJBMCwww.bimtech.ac.in
Centre for Management Case Development

11. REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in

12. REVIEWING A CASE STUDY
For ICMC and SAJBMCwww.bimtech.ac.in

13. CentreforManagementCaseDevelopment
Guided by the vision to inspire and enhance the use of the case method in learning, teaching and
academic research in management, the Centre for Management Case Development (CMCD) was
establishedin2010with
• Vision: We inspire and enhance the use of the case method in learning, teaching and academic
researchinmanagement
• Mission:To build a vibrant and supportive community of both young and accomplished scholars
byexpandingopportunitiestoconnect,exploreideasandpublishcases
During the initial nine years, the journey was tumulus and full of surprises. But the centre could
establish and consolidate three initiatives for engaging management faculty and students. First, an
annual International Conference on Management Cases (ICMC). Second, a case research focused
journal the South Asian Journal of Business and Management Cases (SAJBMC). Third, a Case
AnalysisCompetitionforstudents.
Engagement
The year 2020 will witness the tenth anniversary of ICMC which attracts about 100 delegates from
over 12 countries including India. The claim to fame for ICMC is its uniqueness of distributing on the
first day all the cases that are presented in the conference. The full-text, double-blind, peer-reviewed
cases in two volumes of books carrying ISBN numbers are made available to all delegates. Many
cases/papersaretakenforwardtopublicationinresearchjournals.
Since its first publication in 2012, SAJBMC has evolved as the best journal in the portfolio of SAGE
Publications that is case focused.The SCOPUS and UGC Care listed journal saw 28000 downloads of
casesduring2019.
The focused positioning of SAJBMC is achieved by communicating point-of-difference on two
counts: prompt response and approach to peer review. The peer review is done with an approach of
‘reviewandimprove’ratherthan‘reviewandreject’.
The objective of case analysis competition is to engage management students along with their faculty
mentorswithCMCD,BIMTECH.
REVIEWING A CASE STUDY
For ICMC and SAJBMC www.bimtech.ac.in

14. Innovations
Both ICMC and SAJBMC require quality management cases in good numbers. Till the year 2016 the
flow of cases for ICMC and SAJBMC was erraticand of low quality.The editorialteamand reviewers
had a tough time balancing the viability of the conference and the journal and their quality. To come
out of such a situation, innovative thinking was needed. Four innovative interventions have been
introduced. They are - virtual community, quality of cases, case presentation formats, and case
workshops.
Virtualcommunity
From 2016 onwards, using LinkedIn, Facebook, and Twitter account, CMCD started building a
community of management professors and scholars of disciplines in which cases are used more. With
the engagement 11000 plus members of the virtual community, the flow of cases increased, the
footprint of the conference and the journal covered more area, and quality improved because the
percentage of rejection increased. BIMTECH could engage the community by sharing the
characteristics of good quality cases, tips on writing cases, suggesting current issues as case topics,
abstracts of published cases in the journal, and news about case workshops, conferences, and the
journal.ItproducedimpactsonICMCandSAJBMC.
Qualityofcases
Improving the quality of cases was achieved by breaking down into sub-tasks of developing the
appreciation of essential components of a good quality case; communicating additional
characteristics that help in improving quality; moving from event-based cases to phenomenon-based
cases; making teaching note redundant by integrating the theory link and case questions in the body of
the case; placing more importance on writing research cases and progressing from the single case
studytowritingcasestudyresearch.Thecommunicationalsofocusedonsharingwhatarenotcases.
Casepresentationformats
Introduced in 2018, Forum for Collective Wisdom (FCW) provides thematic space for discussing
excellent quality cases, with expert help, for further improvement.The format is ‘Get into the groups –
Discuss - Create’. Members of groups receive cases beforehand, they evaluate, record the evaluations,
and share their constructive feedback through a Google sheet. For such cases, PowerPoint
presentations were not allowed. In the conference, these cases were discussed in the round table
format.
In ‘Big Challenge’, an innovative format introduced in 2020, a case possessing rich and
multidimensional perspectives that can cater to more than one course of management, will be
presented with a competitive spirit by two faculty of different areas. Each will highlight why the case
REVIEWING A CASE STUDY
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15. REVIEWING A CASE STUDY
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fits the learning outcomes of her course and how the course will be delivered in a class. Emphasis will
be to display how to teach with a case to bring out the desired learning outcomes, engage students, and
managetime.Thebesttwoteamswillbeawardedcashandcertificates.
Caseworkshops
To engage case authors with different needs two levels of workshops are planned. For accomplished
case authors, the Case Master Development Workshop is conducted by the two keynote speakers of
ICMC on the next day of ICMC. The workshop discusses advanced methods of case design and
analysis.
For other case authors, two workshops are planned: ‘Crafting a Theory Linked Case’ and
‘Formulating a Phenomenon Based Case Study Research’. The first workshop will help in
understating how to write a case with a link to theory. The second workshop will deliver an
understandingof howtoconductcasestudyresearchbyclarifyinghowtoselectatopic.
Caseanalysiscompetition
Every year CMCD holds case analysis competitions for management students to improve their
analyticalthinking,decisionmaking,andproblem-solvingskills.
ThedreamistomakeCMCD,BIMTECHastheultimatedestinationforworld-classcaseresearch.

16. Birla Institute of Management Technology (BIMTECH) was established in 1988 under the aegis of the Birla
Academy of Art and Culture and supported by the Birla group of companies. Late Dr. (Smt.) Sarala Birla and
Late. B K Birla, chairperson of B K Birla Group of companies are the founders of the business school. With a
legacy of 32 years of value-based management education, BIMTECH has been successful in creating its niche.
Operating from a fully residential campus at Greater NOIDA, about thirty kilometers away from the capital city
of New Delhi, BIMTECH has created a highly conducive teaching-learning environment in which students
learn from highly accomplished professors having a mix of industry-academia experiences. The proximity to
the strategy makers of the industry and practitioners of the service and manufacturing companies enables in
establishing strong relationships with large organizations, firms in the MSME sector and not for profit
organizations.The location is also very apt for developing bonds with international universities and companies.
BIMTECH is a mini India. It has students, faculty, and staff coming almost from all the states of India, and also
from a few foreign countries.The mix of nationalities, diverse cultural backgrounds, academic and professional
experiences make BIMTECH one of the most exciting business schools in the country which is taking rapid
stridestowardsprogress.
OneofthestrengthsofBIMTECHisthesupportprovidedby9000plusalumniworkingallovertheworld.
Highlights
• Grade1autonomy
• BIMTECH is awarded Business School Impact System - the pioneering impact assessment label by EFMD
inJune2019
• AccreditedbyNAAC (A+)
• Ranked47thbyNIRFamongallIndianManagementInstitutesin2020
• All the four streams of PGDM, PGDM – IBM, PGDM- RM, and PGDM- IB areAICTE approved and have
beengrantedequivalencetoMBAbyAssociationofIndianUniversities(AIU)
• AllPGDM programsareaccreditedbytheNationalBoardofAccreditationforsixyears
• FirstinthecountrytostartsectoralPGDM programsforInsuranceandRetailmanagement
• The institute has MoUs with international education and training providers like KPMG, LOMA, IIBA, CII,
SwissRe,Sewaamongothers
• The teaching methodology is a combination of a lecture-cum-case based method with a high focus on self-
learningandpracticeatBIMTECH
• Ahighmixofcoursesaredeliveredinon-linemode

17. Plot No. 5, Knowledge Park- II, Greater Noida,
National Capital Region, UP- 201 306
Tel: +91-120-6843000-10, 9355024501-10,
e-mail: icmc@bimtech.ac.in
www.bimtech.ac.in Created in May, 2020