In the field of management science and business administration, the case method is gaining ground in research and in teaching. Case studies support on the one hand exploratory research and on the other hand problem-based teaching. However, we find that case research and case teaching remain unchained in management study programs and propose to close this gap. We identify an untapped potential of boosting the case method by integrating case-based research and teaching into a discovery and learning journey of applied science. We suggest embedding the “integrated case method” (ICM) in the ecosystem of universities, with the aim of enhancing and intensifying the knowledge transfer between business and the higher educational sector, thereby achieving better learning objectives in higher education. As a result, this approach enables the development of a high level of contextual intelligence and thus helps to avoid the fallacies of teaching based on uniform theoretical content.

This article will apply cognitive mapping techniques to understand the manner in which political brand equity is formed, and how it differs, across the four largest Irish political parties, from the perspective of citizens. It assesses the fundamental aspects of branding and brand equity in the marketing and political marketing literatures. Primary data were generated in spring 2012 through the participation of 232 citizens in the political brand elicitation stage and a further 75 citizens were involved in creating cognitive maps of brand equity. From the mapping process, we see that Irish political party brands are plagued by a number of negative associations. Fianna Fáil's brand is overshadowed by past mistakes and former leaders with bad reputations; while the Fine Gael brand is wracked by low levels of engagement. This article constitutes the first attempt to measure the political brand equity of Irish political parties.

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This practice example explores the inquiry-based relationship for students between case teaching and international competitions in Marketing. This work is based on the premise that undergraduate Marketing students in a College of Business should experience learning through and about inquiry and enhance their research literacy as a result. Although for many students research-oriented ways of engaging them with inquiry are fairly passive experiences, we believe student engagement in case study competitions offer a primarily active and exciting learning opportunity. In a broader sense, the framework offered by Healey & Jenkins (2009) which is explored in this example, is based on the argument that research-informed inquiry is a powerful way to reinvent or reinvigorate the undergraduate curriculum because the focus is on the student as a learner - in particular that the student can be viewed as a potential producer of knowledge - and by challenging what research and inquiry are in practice, provide interesting perspectives for the Marketing discipline to consider for future programme provision.