Demarcating Teaching and Research Cases

Abstract

Shifting the scope and aim from teaching case journal to a focused research case journal is an uphill task. It often creates confusion for authors contemplating to write for a journal which has forever been known to accept teaching cases. However, this shift is essential if the quality of the cases is to be improved so that they not only describe a phenomenon but also contribute by filling gaps in the current knowledge. But then, what bridge may help authors, writing a teaching case, crossover and develop a research case? Before discussing that, it is vital to accept the fact that not all cases initiated as teaching cases can be changed into a research case. There are certain ground rules that are imperative if the basic idea of a case is to be shifted from teaching to a research case. Our previous editorial (SAJBMC Volume 9 Issue 3) noted that a research case should have a phenomenon that is being studied, a context it is being studied in and a theory that explains the happening in the phenomenon. However, it cannot be denied that the same aspects can be a part of teaching case as well. Hence, we need to further demarcate teaching and research case on a structural level. The major points of difference are thus discussed below.