What is the difference between field-researched, decision-focused case teaching method and case study research?

Faced with training challenges similar to those of the fisheries industry and fisheries management, top business management (MBA) programs build their curricula around the field-researched, decision-focused case method as a framework for learning fundamental principles and decision-making skills (Barnes, Christensen, and Hansen 1994). 

These teaching cases are significantly different from the research case studies also identified as important for fisheries management and economics curricula. The typical "case study" is qualitative research methodology that is an exploratory, descriptive, or explanatory presentation of empirical data from a unique management problem (Yin 2003). Students or trainees can discuss these just as they would other published research studies. This form of teaching is valuable, but relatively passive. 

In contrast, top educators in business, law, and management contend that the field-researched, decision-focused case trains students to apply concepts and knowledge to real-life problems and gives them first-hand appreciation of, and experience with, the application of knowledge to practice (Barnes, Christensen, and Hansen, 1994). This “MBA” style case method uses real data, a real problem, and real organizations to put the “students” in a situation where there is no absolute right or wrong “answer”. With intelligent guidance, students confront a complex problem with difficult choices. Through structured group analysis and debate, they “discover” fundamental principles, structure models and paradigms, identify alternatives, and make recommendations. 

Preparation of the field-research, decision-focused case involves extensive literature review and field interviews with individuals in the relevant organization(s). The research process identifies one or two key decision points around which to build the learning experience. These cases include a teaching “note” that provides instructors with teaching guidelines, learning objectives, key references, suggested discussion questions and answers,  and other teaching recommendations. The teaching note is critical toward enabling widespread use by other educators and trainers. 

References:
Barnes, L. B.; Christensen, C. R.; and Hansen, A.J., 1994. Teaching and the Case Method, Harvard Business School Press.  

Yin, R.K. 2003. Case Study Research: Design and Methods,3rd edition. SAGE Publications. 181p.

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