The case study method: exploring the link between teaching and research

Lapoule, Paul; Lynch, Richard

doi:10.1080/1360080x.2018.1496515

Cited by 15 publications

(14 citation statements)

References 36 publications

(52 reference statements)

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“…In our view, if the instructor wants to contend that their teaching case makes a contribution to theory or conceptual frameworks, the teaching note can make a convincing argument along those lines by including a review of the literature highlighting the contribution to knowledge. But our experience has been that only under exceptional circumstances does a teaching case lead to the generation of a new theory or constitute empirical research (Lapoule & Lynch, 2018).…”

Section: What About Text Books and Cases?mentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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Many business schools continue to use contribution in teaching, research, and service as measures of faculty performance. There has been a long tradition of thinking of faculty as making their research contribution within a specific subdiscipline. We call these teaching and discipline scholars (TDS). However a growing number of faculty who, although they teach in a subdiscipline, are choosing to make their research contribution in the teaching and learning area. We call these persons teaching and learning scholars (TLS). A major hurdle facing TLS candidates is a promotion and tenure (P&T) system primarily designed for teaching and discipline scholars. This article takes a granular look at the typical P&T system within business schools. It proposes a way of thinking about what is typically meant by teaching ability and how it might be measured. It then discusses what is meant by research, how this definition might be applied to measure the output of TLSs and the special challenges for TLSs in having their research accepted as part of their P&T portfolio. Suggestions are provided for how the TLS may navigate the P&T process in light of these challenges.

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Section: What About Text Books and Cases?mentioning

confidence: 99%

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Hatch

2020

Journal of Management Education

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“…[31, p. 1-2]. In a study that explored the use of case study as a link between teaching and research, the case study could be a way to elaborate on research to boost teaching practices, but pedagogical cases studies were also used to enrich scholarly research [32]. The study identified five categories for case study usage in teaching and/or research.…”

Section: Methodology: Exploratory Case Studymentioning

confidence: 99%

University-Industry Collaboration to Support Lifelong Education

Bjursell¹,

Ramsten²

2020

INTED Proceedings

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Collaboration between the university and industry can contribute to generating a rich and relevant educational content. Furthermore, it can create a network of contacts with the surrounding community and future employers. Collaborating with an educational institute can also be a way of engaging in lifelong education and learning. This includes developing specific knowledge while training generic abilities, not least the ability of working collaboratively. There has come a movement in universityindustry collaboration that involves a shift from (A) simple knowledge exchange to (B) the creation of shared frames of reference. This does not entail that problem-solving and knowledge dissemination should be set aside, but we observe that new dimensions have been added to the working methods that are already in play. Additionally, there is an increasing demand on higher education to provide lifelong learning, but how can this be done? The objective of this study is to explore innovative models of collaboration in continuous higher education. The paper is based on a qualitative case study method. Case study can be a way to explore unique cases, and in this particular paper, to explore new forms of collaboration as part of lifelong education. Considering the ongoing changes in university -industry collaboration, the question arose whether there are initiatives to collaborate in new ways in education to support lifelong education in working life. We started to search for new forms of education collaboration (in the national context of study). Since we looked for new forms, they were not to be found in data bases or previous literature. and we found that the most efficient method was to simply ask around in our networks. The criteria to include a case was: 1) that is was based on collaboration between university and working life, 2) the collaboration was aimed at higher education for professionals, 3) that the case exhibited a form of collaboration not identified elsewhere. When the cases were identified, we contacted the organizations for interviews with key informants. Based on the interviews, we constructed cases that described what they had done, what was unique and what we can learn from these cases. The interviewees got to approve the cases and make sure that the facts were correct. The main result from these cases is that it is industry and working life, not universities, that initiate collaboration to develop new models for lifelong education. Such collaborative efforts also hold a potential for the integration of research, education, and innovation. However, we need to: (i) develop robust models outlining how this can be achieved and (ii) clarify how the development of skills takes place. In our paper we draw the following conclusions: -Proximity facilitates collaboration and regional initiatives are the appropriate level to reach a critical mass while remaining geographically close to collaborating businesses. -Collaboration in higher education can be said to have undergone a cultural shift towards approaches that ...

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“…Both of these are particularly suited to IL instruction, as they provide opportunities for information discovery and analysis. Lapoule and Lynch (2018) link the use of case study pedagogy and cases in research, noting that the use of case studies in classrooms enhances research practices and vice-versa, which could be explored in an information literacy context. Whitworth (2014) explores a radical approach to IL using narratives as a tool to encourage learners to explore viewpoints and experiences that vary from their own, stating "within narratives, one can see signs of the information narratives that have shaped them" (Chapter 8).…”

Section: Literature Reviewmentioning

confidence: 99%

Case studies, cuts, and critical information literacy

Steinberg¹

2021

Preprint

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Post-secondary institutions are responding to cuts in government funding by prioritizing skillsbuilding directly related to employment. Conservative governments ignore employers’ call for transferable skills in new graduates, and use funding cuts to pressure educational institutions’ focus. Librarians face the challenging task of offering instruction in both specific technical skills and transferable thinking skills in a limited time period. Critical information literacy is increasingly included as part of instruction in post-secondary libraries, in addition to technical use of library resources. This paper includes practical examples of critical library instruction using case studies, and explores the relationship between case studies and critical information literacy. Case studies in library classes or workshops fit within required guidelines for careerfocused learning and practical skills-building while providing opportunities for students to engage in analysis of information. Cases lend themselves well to progressive, learner-focused, and flexible modes of instruction. This paper argues for case studies as a radical, relevant tool in post-secondary library teaching

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The case study method: exploring the link between teaching and research

Cited by 15 publications

References 36 publications

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

Becoming a Teacher Scholar: The Perils and Promise of Meeting the Promotion and Tenure Requirements in a Business School

University-Industry Collaboration to Support Lifelong Education

Case studies, cuts, and critical information literacy

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