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Theorizing from Case Studies: How Far Have We Come? And Where to From Here?
Featuring:
Eriikka Paavilainen-Mäntymäki,
University of Turku
Rebecca Piekkari,
Aalto University
Emmanuella Plakoyiannaki,
University of Vienna
Catherine Welch, University of Sydney
Are you using case studies in your own research, supervising case-based research or interested in doing a case study in
the future?
If so, join our webinar presented by the authors of the 2021 JIBS Decade Award winning article “Theorizing from case studies: Towards a pluralist future for international
business research”. The authors will discuss the key arguments from their 2011 paper, in particular the different forms that theorizing from case studies can take. They will adopt a critical stance towards inductive theory building and recommend ‘contextualized
explanation’ as a promising alternative to doing case studies.
They will also cover developments in case research since the publication of their 2011 paper, not just in international business but in management and the social
sciences more generally. They will share with the participants what they see as the most exciting opportunities for case research in the future. Participants in the webinar will gain a state-of-the-art understanding of case study methodology and an appreciation
of the various options for achieving contextualized explanation in their studies.
Key takeaways:
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Why inductive theory building is not the only option
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Key trends in case research in the social sciences since 2021
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‘State of the Art’ of IB case research in 2021
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Future directions for case research
Thursday, March 25, 2021
3:00 PM – 4:00 PM (EST)
This is part of a series of webinars hosted by Georgia State University CIBER and sponsored by the national CIBER MSI Consortium incorporating CIBERs at:
Florida International University, George Washington University, Indiana University, Loyola Marymount University, Michigan State University, Temple
University, Texas A&M University, University of Colorado-Denver, and the University of Maryland. This program is partially funded by the U.S. Department of Education.
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