Call for Papers
CALL FOR EDUCATIONAL CASES
ESTUDIOS DE ADMINISTRACIÓN
UNIVERSIDAD DE CHILE
Initial Deadline: April 8, 2021
Ultimate Deadline: April 30, 2021
1st Round, 30 days (estimated)
2nd Round, 30 days (estimated)
Authors and researchers from the Ibero-American and emerging-country academic community are invited to submit teaching cases to be considered for publication in Estudios de Administración.
Educational cases that allow for a better understanding of particular realities in Ibero-America and emerging countries, as well as the application of models, techniques and management tools, are of particular importance in the teaching and learning processes for Business and Management Schools, and are therefore significant intellectual contributions, in association with their core tasks and mission.
These cases must be sent with their respective teaching notes (which will not be published, but will be considered in the blind review process).
We suggest that authors considering sending their cases in response to this call for papers bear the following in mind:
- Cases should be associated with a clearly-identified phenomenon or situation;
- They should be associated with specific courses or subjects and types of program (MBA, specialized master, executive master, or bachelor degree) with defined teaching procedures and syllabuses;
- They should contain the necessary (but not excessive) information in the form of tables, figures (and/or appendices), required to make the analysis and enable evaluation or put forward suggestions, where applicable;
- The initial and final paragraphs must be very clear and concise regarding the objective and the situation in which the readers (students) must be put in order to evaluate, analyze and suggest actions.
- The case presented should (ideally) involve decision-making or recommend a course of action and have clearly-identified key actors.
In addition to the case submitted, the authors must prepare a teaching note which is an integral part of the case, and which will be evaluated and should contain the following aspects.
- Brief summary of the case (2 or 3 short paragraphs).
- Learning objectives and target course/students.
- Questions to be studied and/or analyzed.
- Main topics (meadows) of discussion, with a brief description of the type of question triggers that would be used... and the potential answers or discussion paths that may arise. It is important to also indicate what type of framework or concept students are expected to use (see example).
- Blackboard maps (with the main elements of discussion according to the prior topics) and with a drawing or diagram indicating these situations and their contents.
- Synthesis and case studies (suggested).
Example of blackboard maps
Theme 1: The pharmaceutical industry in Colombia, attractive or not? (15 minutes)
- What do you think of the pharmaceutical industry in Colombia? Which are the main customer segments? Competitors... etc.? What factors positively affect it, which negatively? Which market is most attractive, Bogotá or Medellín?
- Students are expected to use customer segmentation schemes, competitor analysis and Industry (5 Porter forces). Additionally, some students could also combine the use of an environmental PEST (Political, Economic, Social and Technological) analysis.
- Potential response prepared by the instructor, using the above data.
Theme 2: The competitive position of Caribbean pharmacies in the Colombian market (25 minutes) ....
- Expected schemes
- Potential responses prepared by the instructor
Theme 3: … (20 minutes)
Submit your manuscript to:Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.