Abstract The case analysis, a prominent genre within business administration and information systems (IS) programs, is challenging for students because of competing demands to perform both academic/learner and professional/mock-consultant roles. We examine case analysis student writing that sits in the middle of the pedagogical to professional continuum (Gardner, 2012), where the academic-professional tension is most prominent. The data come from an upper-level IS course at an English-medium American branch campus in the Middle East where we collaborated with IS faculty to scaffold a particular case analysis genre, the case development. In this genre, students analyze their own experiential narrative about a place they visit and make technology-based recommendations to improve the experience. Using systemic functional linguistics (SFL), we unpack the linguistic features of case developments where students attempted to navigate this academic-professional tension. We contrast examples of students who successfully navigated between these two roles with less effective student writing. We conclude by presenting a mentor text that highlights the linguistic features of a case analysis that eases this tension with a productive coexistence of learner and professional roles. Our analysis has implications for helping both students navigate between these roles and teachers conceptualize assignments that explicitly articulate their goals.

中文翻译：

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了解你的角色：缓解案例分析类型中的学术-专业紧张

摘要 案例分析是工商管理和信息系统 (IS) 课程中的一个突出类型，由于需要同时扮演学术/学习者和专业/模拟顾问角色，因此对学生来说具有挑战性。我们研究了处于教学到专业连续体（Gardner，2012）中间的案例分析学生写作，其中学术-专业紧张最为突出。数据来自中东一所英语中等美国分校的高级 IS 课程，在那里我们与 IS 教员合作构建了一个特定的案例分析类型，即案例开发。在这种类型中，学生分析他们自己对所访问地点的体验叙述，并提出基于技术的建议以改善体验。使用系统功能语言学（SFL），我们解开案例发展的语言特征，学生试图在这种情况下应对这种学术与专业的紧张关系。我们将成功在这两种角色之间导航的学生与学生写作效率较低的例子进行对比。最后，我们提供了一篇导师文本，该文本突出了案例分析的语言特征，通过学习者和专业角色的有效共存来缓解这种紧张关系。我们的分析有助于帮助学生在这些角色之间导航，以及帮助教师概念化明确表达其目标的作业。最后，我们提供了一篇导师文本，该文本突出了案例分析的语言特征，通过学习者和专业角色的有效共存来缓解这种紧张关系。我们的分析有助于帮助学生在这些角色之间导航，以及帮助教师概念化明确表达其目标的作业。最后，我们提供了一篇导师文本，该文本突出了案例分析的语言特征，通过学习者和专业角色的有效共存来缓解这种紧张关系。我们的分析有助于帮助学生在这些角色之间导航，以及帮助教师概念化明确表达其目标的作业。