- Prof Marianna Sigala, University of Piraeus, Greece
- Dr Marcela Fang, William Angliss Institute
- Mrs Anastasia Yeark, Kaplan Business School
- Dr Julia N. Albrecht, University of Otago
- Dr Oscar Vorobjovas-Pinta, Edith Cowan University
Aims of the book
After the successful implementation of the first book (Sigala, Yeark, Presbury, Fang & Smith, 2021) titled Case-based research in tourism, travel, hospitality and events, the case study project is back with the aim to produce a second book in 2022. The repercussions of COVID-19 on tourism have magnified the need and urgency to use case studies as a research and pedagogical method. Case based research empowers scholars to investigate issues in greater depth in order to explore, challenge and update the applicability and validity of existing theories and knowledge. Case-based instructional methods can also better equip tourism, hospitality and events graduates in the post-COVID-19 era with industry-specific and transferable skills by understanding and relating theories to practice (Sigala, 2011). In addition, by disrupting and transforming all tourism stakeholders, the pandemic has generated numerous opportunities for ‘case studies’ to be explored.
Case study based research has been long recognised as a robust and solid research methodology for not only understanding and critically analysing industry practices but also for theorising and building new knowledge. Since their first article (Brodie et al, 2008) arguing the importance to build theories by linking theory and practice, a series of papers have emerged (e.g. Brodie & De Chernatony, 2009; Brodie & Gustafsson, 2016; Brodie et al., 2011; George, 2019) showing the value of combining the theoretical language and perspectives with those of industry professionals for advancing research and theorising in various contexts such as branding, strategy, service research, marketing and service-dominant logic.
Case-based research and industry case studies form an important part of educational practice. As an instructional method, learning from and through case studies is more engaging, attractive and interesting. Such learning method can also enable students to better understand the theory, develop their critical and analytical skills, and advance their problem-solving and theory-development skills (Bryan & Clegg, 2019). As an assessment method, case studies can reinforce active and constructivist learning approaches. It also prevents students’ passive memorising and academic misconduct issues. In this vein, case studies as a learning evaluation instrument is an ideal method both in blended and virtual educational contexts.
This book aims to exploit the fertile research ground that the COVID-19 pandemic has created for case-based research and education. The book specifically calls for case studies that aim to rethink tourism theory and practice in the next normal. However, the book is not dedicated only to COVID-19 related research. The book will also consider and publish worthy cases relating to any aspects pertaining to the current wider tourism industry (i.e. tourism, travel, events, festivals, cruising, destinations, hotels, resorts and hospitality), but all cases would need to reflect how their findings and implications relate to the post-COVID-19 tourism reality. To that end, the book is looking for case studies that investigate topical and contemporary industry challenges and practices, and debate their implications in the next normal. The published cases should help us advance tourism research and enrich our instructional and pedagogical practices.
Case studies and their teaching notes, will be published as book chapters in a book to be published by Springer later in 2022. The case study publication project is endorsed and supported by CAUTHE.
Case studies need to focus on the tourism, travel, hospitality and events sectors. Case studies can refer to any subject area and/or disciplinary field (e.g., marketing, strategy, human resources, operations, technology, and finance). Case studies should reflect the specific theme of the book (i.e. rethinking of theory and practice) and debate why such rethinking is required due to current changes such as the COVID-19 repercussions.
All case studies and teaching notes will undergo a double-blind peer review process by two or more reviewers. Authors can submit more than one case study, however, all case studies must be original work. Case studies are not eligible for consideration if published previously in either abstract, paper, or manuscript format, nationally and internationally. The editors may use authentication software for checking the originality of submissions received.
Submissions must include a Case Study and associated Teaching Note. Each research Case Study should be limited to 5,500 words. Teaching Note should be limited to 1,000 words and provide instructions to scholars on how to use the case study for educational purposes.
Case studies must be factual, and be developed from multiple sources, including primary sourced data (e.g., observations, interviews). Case studies can also refer to a fictional company, destination, organisation and/or other stakeholders. Case studies referring to real cases should be accompanied by a release form signed-off by the involved company/stakeholder providing permission to use and publish proprietary and/or personal content. Secondary-source cases would need to make a significant contribution beyond the initial secondary sources.
The accompanying Teaching Note should apply recent theoretical perspectives to the appropriate learning activities detailed.
Submissions must be prepared in accordance with the following guidelines specifying the structure and content of case studies and teaching notes. Submissions must not exceed 6,500 words in total, including a bibliography and any appendix.
Case Study requirements
- Maximum 5,500 words
- Abstract (150 words)
- Keywords: maximum of 7
- Introduction: (indicative content, please fit suggestions to your case study context)
- Outline the purpose of the case study
- Provide a scenario of the case study
- Describe the field/context of research (e.g., an overview of the company)
- Outline the issues and findings of the case study without the specific details
- Identify the theory that will be used
- Introduce the protagonist(s) facing a decision dilemma
- Note any assumptions made (e.g., it has been assumed that…)
- Check that the opening paragraph contains information on what, who, why, where and when
- Main body: Findings (indicative content, please fit suggestions to your case study context)
- Identify the problems found in the case
- Each analysis of a problem should be supported by facts given in the case together with the relevant theory and course concepts
- Search for the underlying problems and not only the symptoms
- It can be divided into sub-sections, one for each problem
- Tell the whole story in a chronological order
- Explain and give details of the issues faced by the firm
- A good case study consists of:
- more than one side to the story
- revolves around at least one major issue that is easy to identify but not necessarily easy to resolve
- uses quotations from interviewees or stakeholders of the case
- Write neutrally
- Do not provide any diagnosis or prognosis
- Use sub-headings to allow the reader to follow the story and find information easily
- Do not provide any analysis or ‘lessons learned’ in the case. Leave that for the teaching note.
- Discussion: (indicative content, please fit suggestions to your case study context)
- Summarise the major problem(s)
- Identify alternative solutions/scenarios/dilemmas to this/these major problem(s) (there is likely to be more than one solution per problem)
- Briefly outline each alternative solution and then evaluate it in terms of its advantages and disadvantages
- No need to refer to theory or coursework here
- Sum up the main points from the findings and discussion
- Additional Material: (indicative content, please fit suggestions to your case study context)
- Graphic or visual aids such as budgets, organisational charts, mission statements or technical specifications
- Press releases
- (online) Videos
- Interviews, podcasts
Teaching Note requirements
- Maximum 1,000 words
- Summary-synopsis of the case
- a brief description of the case and its context
- Teaching objectives:
- 2-4 specific objectives
- explain why these are important and relevant for the course
- Target audience
- target group, courses or class level/ level of difficulty for which the case was written
- identify specific prerequisites (what are the students assumed to master before the case is taught). If multiple target audiences, discuss different teaching strategies
- Teaching approach and strategy
- ask ‘good’ trigger questions
- provide suggestions for group work, student assignments, role-playing, case study based exam etc
- provide suggestions for a teaching plan: suggested class time, broken down by topics, an indication of the case’s demands on course time-tabling
- Analysis: (sample of indicative answers)
- Provide an update of ‘what actually happened’, if this is known
- Provide examples of REAL sample answers, both outstanding ones and marginal ones (or even incorrect ones)
- A case may not have a single correct answer. Try to highlight the diversity of opinions and approaches
- The analysis should offer comprehensive answers to the list of questions and should, at least, be as thorough as one would expect from the best student
- If the case includes quantitative data, it might suggest ways of utilising the data, and should ideally include the details of any spread-sheet analysis. At the very least it should indicate the techniques to be used for analysing the data.
- Additional readings or references
- suggested additional readings should be listed if it is necessary (or helpful) for students to read text or other material in conjunction with the case
- If the case study has been used for educational purposes already, then it should indicate how the case worked with different student groups, where possible indicating the case’s suitability for written assessment or examination, role-playing, or other forms of use
- Where known, it might also include the actual outcome of the case situation and some follow-up facts
- Submit the Case Study and the Teaching Note as a single file.
- Make sure the file does not include any author(s) details as it will be used for the blind peer review process.
- Submit your case study and teaching note at Easychair.
Prizes and awards
There are awards for the best submissions (all submissions will go through a peer-review process):
- Best case study: one free online registration for the CAUTHE 2023 Conference (winner will present the case study at the conference), extra book copy, certificate and recognition/promotion
- Highly commended case study: free CAUTHE membership for a year, extra book copy, certificate and recognition/promotion
- Case study and teaching note submission deadline: 31 March 2022 (EXTENDED DEADLINE!)
- Notification to authors: 31 May 2022
- Finalisation of review process and acceptance decisions: 30 August 2022
- Book publication: late 2022
Department of Business
University of Piraeus
- Brodie, R. J., & De Chernatony, L. (2009). Towards new conceptualisations of branding: theories of the middle range. Marketing Theory, 9(1), 95-100.
- Brodie, R. J., & Gustafsson, A. (2016). Enhancing theory development in service research. Journal of Service Management, 27(1), 2-8.
- Brodie, R. J., Saren, M., & Pels, J. (2011). sTheorising about the service dominant logic: The bridging role of middle range theory. Marketing theory, 11(1), 75-91.
- Brodie, R., Brady, M., Saren, M., & Pels, J. (2008). A comment on paradox and middle‐range theory: universality, synthesis and supplement. Journal of Business & Industrial Marketing.
- Bryan, C., & Clegg, K. (2019), Innovative Assessments in Higher Education: A handbook for academic practitioners, 2nd edition, Routledge.
- George, A. L. (2019). Case studies and theory development: The method of structured, focused comparison. In Alexander L. George: A Pioneer in Political and Social Sciences, 191-214, Springer, Cham.
- Sigala, M. (2021). Re-thinking of tourism and hospitality education when nothing is normal: restart, recover or rebuild. Journal of Hospitality & Tourism Research, Vol. 45, No. 5, pp. 920 – 923
- Sigala, M., Yeark, A., Presbury, R., Fang, M. & Smith, K. (2021). Case Based Research in Tourism, Travel, Hospitality and Events. Springer Verlag. ISBN 978-981-16-4670-6
Additional references on case study writing
- Monash University. IT Case Study. Writing a Case Study
- Monash University. Management Case Study. L & L Online tutorial
- Kimberly, N & Crosling, G 2005. Q Manual, Monash University, Caulfield East, Vic, pp.47-49
- Colorado State University. Case studies
- Colorado State University. Teaching with the Case Method