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The purpose of this paper is to propose a framework that uses complexity as a means of better understanding the role that case studies can play in the classroom and in building bridges between research and practice.

The paper synthesizes complexity theory and the practical classroom and case writing experiences of the author into a framework.

A narrow view of the impact of case studies severely limits their widespread adoption. Rather than treating a case study as a document of very limited value to an academic career, the author needs to recognize their role in building relationships between research and practice. Through these relationships, opportunities for students and two-way flows of knowledge between academia and practice can be achieved.

The framework developed assumes that domain of study is complex – involving many interacting elements taking place in a context where an objectively “right” or “best” answer is unlikely to be realized. It is less clear that it is applicable to situations where optimal procedures are available and can be taught or learned.

A key implication of the framework is that separating the use of case studies in the classroom (i.e. case facilitation) from the development of case studies in the field (i.e. case writing) can greatly diminish their value.

The proposed framework argues for greater interaction between the academic and practitioner communities.

The paper offers a comprehensive perspective on cases that is rarely expressed. It should be of particular value to faculty and administrators seeking to justify the development and use of case studies.

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

Action design research (ADR) has become widely accepted as a prominent research method within information systems when managing design-oriented research projects. One purpose of the ADR method is to provide methodological guidance for the building of IT artefacts. However, several scholars have reported a lack of guidance of method support at the micro level. This article aims to complement the macro level of the ADR method by integrating prescriptive method support at the micro level.

A qualitative approach including direct content analysis. An empirical ADR project was analysed in order to identify method support that could be integrated into the ADR method.

Method support at the micro level was identified for all the stages of the ADR method. The method support consists of procedural support, guiding concepts, and various techniques for the documentation of project tasks stated in the ADR method.

The contribution to theory consists of aspects concerning the integration of macro and micro levels: relationships between normative and prescriptive support, continuous focus shifts, and method completeness.

The contribution to practice consists of explicit suggestions for method support that could be integrated into the ADR method.

This study extends previously provided knowledge by offering empirical evidence concerning theoretical constructions consisting of explicit relationships between ADR tasks and integrated method support, and elaboration on the integration of macro and micro levels.

The purpose of this paper is to identify the triggers, strategies and outcomes of collaborative information-seeking behaviours of researchers on the ResearchGate social networking site.

Data were collected from the population of researchers who use ResearchGate. The sample was limited to the Ph.D. students and assistant professors in the library and information science domain. Qualitative interviews were used for data collection.

Based on the findings of the study, informal communications and complex information needs lead to a decision to use collaborative information-seeking behaviour. Also, easy access to sources of information and finding relevant information were the major positive factors contributing to collaborative information-seeking behaviour of the ResearchGate users. Users moved from collaborative Q&A strategies to sharing information, synthesising information and networking strategies based on their needs. Analysis of information-seeking behaviour showed that ResearchGate users bridged the information gap by internalizing new knowledge, making collaborative decisions and increasing their work's visibility.

As one of the initial studies on the collaborative information-seeking behaviour of ResearchGate users, this study provides a holistic picture of different triggers that affect researchers' information-seeking on ResearchGate.

This study tests the impact of family control on information technology (IT) investment and IT adoption in MSMEs in India.

This study employs a survey research design. Micro, small, and medium enterprise (MSME) owners in India were surveyed to test the impact of family control on IT investment and IT adoption.

Our empirical results show that family control — measured by family ownership, family member firm management, and/or family CEO duality — increases IT investment and IT adoption in India. Family ownership increases the chances of IT investment and IT adoption by 19.24% and 38.40%, respectively. Firm management by family members increases the chances of IT investment and IT adoption by 11.29% and 18.29%, respectively. CEO duality increases the chances of IT investment and IT adoption by 51.13% and 258%, respectively. Thus, CEO duality has a higher impact on IT investment and IT adoption than family ownership and firm management by family members.

The empirical results may be generalized only to MSMEs similar to those surveyed in this study. Additionally, this study relied on the perceptions and judgments of MSME owners.

This study contributes to the literature on the impact of family control on IT investment and IT adoption in the developing economics. This study can help scholars to develop further studies in the family control area. Our findings may help MSME owners to increase family control to survive and prosper into the future. Additionally, MSME management consultants may find the empirical results useful to provide consulting services.

The purpose of this paper is to provide a framework with which to understand the issues that arise in the discussion cases included in this Special Issue and explains the role of case studies in the education of those responsible for leading organizations.

This paper is based upon the review of literature from a range of disciplines, all of which is relevant to executive learning; the analysis of the cases and papers in this Special Issue, and interviews with colleagues who use the case method.

The case method is useful in the education of managerial decision makers who face complex situations, but it is most effective when the cases contain certain essential ingredients and when the instructor is skilled in discussion leadership. These ingredients include the presence of a protagonist, the deep description of a problematic situation, the existence of at least two reasonable courses of action, and sufficient data to evaluate each alternative. The interactive nature of case discussions reinforces those values and behaviors that associate with civility.

Since some of the discussion cases were in the process of completion, it was not always possible to evaluate the experience with their use in the classroom.

The introductory paper points to broader opportunities for the use of the case method, and for its adaptation to experiential learning, than is generally recognized in academia.

The use of discussion cases in management schools, where future business leaders interact with professors and classmates in an environment of critical learning and respect for opinions of others, encourages behaviors of civility.

This introductory paper is valuable in providing a framework to integrate and make sense of the diverse topics, situations, and contexts described in the cases contained in the Special Issue.

Expert systems (ES) design emulates expertise with the intention that the ES be used by non-experts. This study aims to predict end-user intention and use of ES by proposing a research model that extends the basic components of the unified theory of acceptance and use of technology (UTAUT) by including additional relevant factors to ES, including the expert domain, perceived relevance, reliability, quality of ES and management support, which directly and indirectly influence the end-user intention to use an expert system.

A structural equation model (SEM), using LISREL, was used to test the measurement and structural models using a sample of 205 end-users of expert systems in the USA. These users of expert systems come from a variety of domains. The factors include both internal and external factors for the individual level of analysis design of this study.

The results showed behavioral intention had the strongest effect on usage, followed by perceived relevance. With respect to the factors that impact intention, perceived relevance had the strongest total effect, followed by attitude. For attitude, effort expectancy had the strongest total effect, followed by management support and perceived relevance.

The results of this study should assist decision-makers in planning training and communications about the use of expert systems so that the expert systems will be used as intended.

The originality of this work resides in the addition of external factors to the UTAUT model that helps provide advice to practitioners in the support needed to insure expert system implementation success.