Index
Rebecca J. Morris
(Westfield State University, USA)
The Ultimate Guide to Compact Cases: Case Research, Writing, and Teaching
ISBN: 978-1-80382-850-3, eISBN: 978-1-80382-847-3
Publication date: 1 September 2022
This content is currently only available as a PDF
Citation
Morris, R.J. (2022), "Index", The Ultimate Guide to Compact Cases: Case Research, Writing, and Teaching, Emerald Publishing Limited, Leeds, pp. 269-273. https://doi.org/10.1108/978-1-80382-847-320221012
Publisher
:Emerald Publishing Limited
Copyright © 2022 Emerald Publishing Limited
INDEX
Active learning
, 4, 159, 231
theories
, 18
Alignment
, 228–229
Archives
, 57–58
Assignment
, 228–229
Association to Advance Collegiate Schools of Business (AACSB)
, 127, 227
Asynchronous online
, 228, 230, 231
classes
, 232
Back pocket cases
, 242
Bad ideas for Compact Cases
, 36–40
Bar charts
, 105–106
Black Lives Matter (BLM)
, 85
Blended learning (see Hybrid learning)
Case
, 4, 53
criteria for Compact Cases
, 34–36
ideation
, 33
releases
, 61–63
teaching modalities
, 229–231
Case series (see Multipart series)
Case writer(s)
, 53, 114, 128–129
research ethics for
, 68–73
Case writing
, 62
assignment
, 159
assignment choices
, 167
benefits of
, 160
challenges of
, 164
conventions
, 78–79
individuals or teams
, 166–168
instructor benefits
, 162–164
instructor challenges
, 165–166
length of case
, 168
materials and guidance
, 174–176
peer feedback
, 170
research methodology in
, 53–54
skills
, 162
structuring
, 166
student benefits
, 160–162
student challenges
, 164–165
tips for
, 19–23
type of analysis
, 168–170
Chief Executive Officer (CEO)
, 86
Closing Hook
, 93–96
Clustered bar graph (see Grouped bar graph)
Committee on Publication Ethics (COPE)
, 68
Compact Case
, 1
active learning theories
, 18
bad ideas for
, 36–40
case
, 4
case ideation criteria for
, 34–36
case writing adventure
, 8–12
closing hook
, 93–96
company history
, 85
components
, 79
differences in learning objectives
, 25–26
“Don’t Tell Us–Show Us” approach
, 91–92
elements of compact case
, 23–25
encouraging student reading of assigned materials
, 19
great case writers
, 6–7
history of cases
, 2–3
IM for Compact cases vs. traditional cases
, 154–156
industry background
, 83–85
manager(s)
, 86–87
opening hook
, 80–83
past, present, and future of cases
, 248–250
possibilities for 2019 Hackathon
, 37–38
primary differences between short and traditional cases
, 28–29
problem/case focus
, 87–90
revised Bloom’s taxonomy
, 89
short cases from instructor’s perspective
, 27
short cases from student’s perspective
, 27–28
student’s perspective
, 17
teaching cases
, 3–4
tips for case writing
, 19–23
traditional cases
, 15
vs. traditional cases
, 15
write cases
, 5–6, 7–8
Company History
, 85
Conference workshop presentation
, 171
Conflicts of interest
, 68
Construct validity
, 60
Contextual knowledge
, 5
Data sources
, 54
primary data sources
, 54–55
quasi-primary data sources
, 56–58
secondary data resources
, 55–56
Data transparency
, 70
Data visualization (Dataviz)
, 100
in case exhibits
, 101
diagrams/charts
, 111–113
financial statements
, 108–110
graphs
, 101–108
maps
, 110
photos
, 113–114
sample timeline
, 112
videos
, 114–117
Deans and tenure committees
, 130–131
Decision-focused cases
, 46–48
Defamation
, 61
Descriptive cases
, 43
Design
, 228–229
Diagrams/charts
, 111–113
Discussion questions
, 143–144
and answers
, 148–152
Disguised cases
, 63–67
“Don’t Tell Us–Show Us” approach
, 91–92
Donut charts
, 104–105
Editors
, 130
Embryo cases
, 49
Evaluative cases
, 44–46
Evaluators
, 129
Exhibits
, 97
buried alive in data
, 100–101
Compact Case word budget
, 117–118
in compact cases
, 98
data visualization
, 100
editing case
, 119–121
increased encounters with visualization
, 100
technological innovations
, 101
tips for data visualizations
, 101–117
Fabrication
, 65
Faculty Survey of Student Engagement (FSSE)
, 17
Falsification
, 65
Fictionalized cases
, 63–67
Field research
, 55
Financial statements
, 108–110
Five Forces Analysis
, 141, 169
Focus in short writing
, 34
Functional cases
, 20
“Good Idea” for Compact Case
bad ideas for Compact Cases
, 36–40
case ideation
, 33
case ideation criteria for Compact Cases
, 34–36
case writing journey
, 48–49
finding good case ideas
, 40–43
good ideas for short cases
, 36
types of cases
, 43–48
“Good” answers, characteristics of
, 149–150
Graphs
, 101–108
Great case writers
, 6–7
Grouped bar graph
, 106
Harvard Business School (HBS)
, 2–3
Hybrid learning
, 230–231
Illustrative cases (see Descriptive cases)
In-person case discussions
, 230
Industry Background
, 83–85
Informative cases
, 87
Informed consent form
, 73
Institutional Review Board (IRB)
, 69
Instructor’s manual (IM) (see Teaching note (TN))
Instructors
, 129
benefits
, 162–164
challenges
, 165–166
Intellectual contributions
, 64–65
Intellectual property
, 69
Journalism principles
do not add
, 72
do not deceive
, 72
Lammily case
, 47
Learning management system (LMS)
, 198, 229–230
Learning objectives (LOs)
, 128, 137
assignment questions vs.
, 141
examples
, 138–140
improper sequencing of
, 141
lack of
, 140–141
lack of alignment of
, 141–142
multipurpose tool
, 142
problems with
, 140
“Library cases” (see Secondary data resources)
Line graphs
, 102–103
LinkedIn study
, 162
Manager(s)
, 86–87
Maps
, 110
Multipart series
, 49
Multiple bar charts
, 108
North American Case Research Association (NACRA)
, 137, 162, 204
Online case pedagogy
, 237–242
Opening Hook
, 80–83
applying Five Ws and an H Framework to
, 81
Passive actors
, 159
Past tense
, 78
Pedagogical content knowledge (PCK)
, 5, 6
Pedagogical knowledge
, 5
Pedagogical usage
, 135–137
Peer feedback
, 170
Peer-to-peer learning
, 202–203
PESTEL analysis
, 149, 234
Pie charts
, 103
Plagiarism
, 69
Primary research
, 55, 60–61
Primary sources
, 33, 86–87
“Problem-based learning”
, 2–3
Problem/case focus section of Compact Case
, 87–90
Problems, Pieces, People, and Possibilities (Four Ps)
, 35
Protagonist
, 16
PSEG case
, 47, 48, 94, 113, 138–139
Publication process
, 171–173, 210–217
Publishing Compact Case
activities post case acceptance
, 223
for journal submission
, 200–210
peer-review process
, 197
publication process
, 210–217
responding to reviewers
, 217–223
Quasi-primary data sources
, 56–58
Question and answer period (Q&A period)
, 57
“Red herrings”
, 88
Relationship-building
, 62
Reliability
, 60–61
Reproducibility
, 68
Research methodology
in case writing
, 53–54
IM
, 142–143
Researching Compact Case
case releases
, 61–63
data sources
, 54–58
difference between storytelling and research
, 53
disguised vs. fictionalized cases
, 63–67
informed consent form
, 73
primary or secondary research
, 60–61
publish-release form
, 71
research ethics for case writers
, 68–73
research methodology in case writing
, 53–54
triangulation
, 58–60
Return on investment (ROI)
, 198
Reviewers
, 130
writing response to
, 221–223
Reviewing
, 212
Sample Compact Case
, 125
Secondary data resources
, 55–56
Secondary research
, 60–61
Secondary sources
, 33, 86
Short cases
good ideas for
, 36
from instructor’s perspective
, 27
primary differences between short cases and traditional cases
, 28–29
from student’s perspective
, 27–28
Shorter cases
, 20, 49
good ideas for
, 36
from instructor’s perspective
, 27
primary differences between traditional cases and
, 28–29
selecting outlets for
, 21–22
from student’s perspective
, 27–28
Social media
, 58
Sound research methodology
, 62
Startup cases (see Embryo cases)
Storytelling and research
, 53
Strategic management cases
, 83
Student
benefits
, 160–162
challenges
, 164–165
Subject matter knowledge
, 5
Supplementary materials
, 147–148
“Swiss army knife” of cases
, 135
Synchronous online
, 231
classes
, 231–232
Synopsis/case summary
, 133–135
Teaching cases
, 3–4, 53, 78
Teaching note (TN)
, 11, 26, 33, 53, 78, 127, 198, 252
adopting instructors
, 129
case writer
, 128–129
for compact cases vs. traditional cases
, 154–156
components of
, 131–132
deans and tenure committees
, 130–131
discussion questions
, 143–144
discussion questions and answers
, 148–152
editors and reviewers
, 130
epilogue
, 152–154
evaluators
, 129
to incorporate feedback
, 201–202
LO section
, 137–142
pedagogical usage
, 135–137
purpose of
, 128
research methodology
, 142–143
supplementary materials
, 147–148
synopsis/case summary
, 133–135
teaching strategy
, 144–145
theory discussion
, 145–147
Teaching strategy
, 144–145
Teaching with cases online
, 231
asynchronous online classes
, 232
case preparation
, 233–234
online case pedagogy
, 237–242
synchronous and asynchronous methods combination
, 233
synchronous online classes
, 231–232
tools for
, 234–236
Teaching with Compact Cases
case for teaching with cases
, 227
case teaching modalities
, 229–231
decision-making skills
, 243
design, assign, and align
, 228–229
development of effective communication skills
, 227–228
PESTEL analysis
, 244
students beyond classroom
, 228
teaching tips for compact cases
, 242–243
teaching with cases online
, 231–242
Theory discussion
, 145–147
Three-option approach
, 93–94
Traditional cases
, 15, 159
active learning theories
, 18
Compact Cases vs.
, 15
differences in learning objectives
, 25–26
elements of
, 16
elements of compact case
, 23–25
encouraging student reading of assigned materials
, 19
IM for compact cases vs.
, 154–156
primary differences between short cases and
, 28–29
short cases from instructor’s perspective
, 27
short cases from student’s perspective
, 27–28
student’s perspective
, 17
tips for case writing
, 19–23
Transcripts
, 57
Triangulation
, 58–60
Unacceptable answers, characteristics of
, 150–151
Undergraduate case assignment example
, 181–188
US Code of Federal Regulation (CFR)
, 69
US National Science Foundation (NSF)
, 65
Videos
, 56–57, 86, 114–117
Who, What, When, Where, Why and How framework (Five Ws and H framework)
, 80–81
to Opening Hooks
, 81–82
Write cases
, 5–6, 7–8
Writing Compact Case
, 77
benefits of case writing assignment
, 160–164
case writing collaborations
, 159
case writing conventions
, 78–79
challenges of case writing assignment
, 164–166
Compact Case components
, 79–96
conference workshop presentation
, 171
evaluating student cases
, 189–191
exhibits
, 97
exhibits in compact cases
, 98–117
learning from experience of others
, 173–181
publication process
, 171–173
structuring case writing project
, 166–170
student response to case assignment
, 192–193
with students
, 159
undergraduate case assignment example
, 181–188
writing process
, 97–98
Writing process
, 97–98
- Prelims
- 1. Why Write Compact Cases?
- 2. Compact Cases Versus Traditional Cases
- 3. Finding a “Good Idea” for a Compact Case
- 4. Researching a Compact Case
- 5. Writing a Compact Case
- 6. Writing the Teaching Note for a Compact Case
- 7. Writing Compact Cases with Students
- 8. Publishing a Compact Case
- 9. Teaching with Compact Cases
- 10. Looking to the Future
- Appendix 1: Annotated Copy Chipotle Case
- Appendix 2: Annotated Copy Chipotle Instructor’s Manual
- Index