The purpose of this paper is to encourage consideration of the multiple factors affecting dual use of case studies for both research and teaching, and conversion between the two types; to encourage development of a case transformation protocol to add rigor to this process.
Literature review with discussion.
Noting that insularity diminishes the potential contribution of the research underlying either teaching or research cases, this paper advocates establishment of more formalized conversion approaches.
Dual use of case studies can provide economies of scale for academics, conserving time, effort, and funding, but involving greater care and advance consideration of the implications of differences between teaching and research cases.
By highlighting key issues and proposing solutions, this paper advances understanding of the potential for transformation of cases and the importance of advance consideration of their purpose(s).
Štrach, P. and Everett, A.M. (2008), "Transforming research case studies into teaching cases", Qualitative Research in Organizations and Management, Vol. 3 No. 3, pp. 199-214. https://doi.org/10.1108/17465640810920287
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