Case Research and Case Teaching - Is It Possible to Close the Divide?
2007 (English)In: International Journal of Case Method Research & Application, Vol. 19, no 2, 116-122 p.Article in journal (Refereed) Published
From a teaching perspective, the case method is already well established in many, if not all, academic disciplines. From a research perspective, the method is well established in some academic communities, e.g. Sweden and also Scandinavia in general, where qualitative methods have gained an increasing acceptance, while it is less so in other communities, where quantitative methods still seems to be dominant. Also, even in communities where there is an acceptance for cases as a valid research method, there is a perceived gap between case research and case teaching, sometimes so wide as to define them as completely different activities. This means that proponents of the case method faces the dilemma that, in an environment where increasingly “research is king”, it is hard to get case development recognized as a valid academic activity. This paper is a first attempt to on one hand give some ontological and epistemological basis for the case method as such and on the other to close the divide between case research and case writing for educational purposes
Place, publisher, year, edition, pages
2007. Vol. 19, no 2, 116-122 p.
case research, case teaching, case studies, theory of science, research methods
Research subject Business Administration
IdentifiersURN: urn:nbn:se:su:diva-56400OAI: oai:DiVA.org:su-56400DiVA: diva2:411033