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Metacognition, learning how to learn, peer feedback and peer review.
Abstract
Theoretical basis
Metacognition, learning how to learn, peer feedback and peer review.
Research methodology
Essay based on experience as a reviewer and editor and best practices.
Case overview/synopsis
This quick start guide provides a tutorial on how to review teaching cases and the associated instructor’s manual or teaching note. The purpose of this guide is to help develop the confidence and skill of novice reviewers and refresh and refocus experienced reviewers. Case writers may also use this guide to anticipate peer reviewer feedback and assess or refine their cases before submitting them to a journal. Reviewing is essential to the Academy – without peer reviews there would be no peer reviewed journal articles, a pillar of the tenure process. Reviewing is also a valuable way to learn, to keep current in a field and to be a good citizen – contributing to one’s professional community. This guide will help scholars become even more effective reviewers, writers and contributors to the Academy.
Complexity academic level
For academics interested in developing their case reviewing skills.
Details
Keywords
John F. McCarthy, David J. O'Connell, Douglas T. Hall and Jan Eyvin Wang
Management scholars and researchers have long been concerned about the impact and relevance of their work. Here we chronicle the teaching, research, management, and personal…
Abstract
Management scholars and researchers have long been concerned about the impact and relevance of their work. Here we chronicle the teaching, research, management, and personal leadership development lessons that have arisen from a collaborative, decade-long relationship between three management faculty members and the senior management team of a major Norwegian-based global shipping and logistics company. This relationship grew from the creation of a teaching case in 1997 to many years of productive and meaningful work together, including the development and delivery of the all-conference Plenary Session at the 2006 Eastern Academy of Management Meeting, held concurrently with the annual CASE Association Conference. At the 2006 Plenary Session, each of the authors expressed powerful personal and professional development through their collaboration over the years, which is summarized in this article. Reflections, lessons and future research directions are provided.
This case focuses on the steps taken by the Director of the Jaipuria Institute of Management, Jaipur, to arrive at a working definition of the problem of lack of student…
Abstract
This case focuses on the steps taken by the Director of the Jaipuria Institute of Management, Jaipur, to arrive at a working definition of the problem of lack of student engagement and to initiate corrective measures. A key assumption made by the Director was that if students were engaged outside of the curriculum, they would be more engaged with the curriculum. This is consistent with research findings (see for example Kuh, Kinzie, Buckley, Bridges and Hayek, 2006) which show that students who are more engaged within the curriculum are more engaged with their institution's governance and student activities. It must be pointed out, however, that each institute, given its own context, should examine whether this assumption holds—activities outside the curriculum should not end up simply competing for valuable students' time.
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Erica Berte, Vijaya Narapareddy, Marlene M. Reed and J. Kay Keels
“I think I would like to write a case. What do I do now?” The purpose of this paper is to answer this often-asked question by presenting a useful guide for case writers which…
Abstract
Synopsis
“I think I would like to write a case. What do I do now?” The purpose of this paper is to answer this often-asked question by presenting a useful guide for case writers which examines the entire process of case writing beginning with the initial idea and proceeding through required stages leading to the publication of case studies. Further, this guide seeks to emphasize that case writing is a form of research, not just story telling. Ultimately, the increasing interest of scholars in researching, writing, and publishing pedagogical cases provided the impetus for this paper. The four major case writing processes identified in this paper include ideation (idea generation), creation (crafting the case study), application (creating the Instructor’s Manual), and publication (publishing the case). Each of these four processes is presented in detail including examples, pitfalls, and resources. This work is intended to assist novice, as well as experienced, case authors who seek advice on crafting and publishing pedagogical cases in refereed journals. Resources presented in this paper should be helpful especially for aspiring and as yet unpublished case writers.
Research methodology
The paper is based partially on archival research, but most of the content is based on the substantial experience of the authors.
Relevant courses and levels
The paper is relevant for upper-level undergraduates as well as graduate students interested in pedagogically based research.
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Keywords
Gina Vega, Herbert Sherman and Thomas Leach
This is the sixth in a series of articles about case research, writing, teaching, and reviewing. In this article, the protagonist, Prof. Moore, consults experienced case reviewers…
Abstract
This is the sixth in a series of articles about case research, writing, teaching, and reviewing. In this article, the protagonist, Prof. Moore, consults experienced case reviewers and learns several different approaches to reviewing cases for journal publication. The article is written as if it were a case; it is fictitious.