Generative artificial intelligence (GenAI) can now perform many activities traditionally associated with management case analysis, including summarizing cases, identifying problems, applying analytical frameworks, generating alternatives, and drafting recommendations. This creates a practical challenge for case teaching because plausible outputs do not necessarily reflect students’ engagement in the reasoning and managerial judgment that case-based learning is intended to develop. This paper examines the implications of GenAI for graduate management case teaching and proposes practical adjustments across three stages of the teaching process. Before class, students are encouraged to develop an initial problem formulation before consulting GenAI. During class, AI-generated outputs can be used as material for evaluating evidence, questioning assumptions, comparing alternatives, and defending decisions. After class, written assessment can be supplemented with information about students’ reasoning and use of GenAI. The paper argues that the objective should not be to exclude GenAI from case teaching, but to design learning activities that keep students actively engaged in problem formulation, critical evaluation, and managerial judgment.

The interface of Traditional Institutions (TIs) and Panchayati Raj Institutions (PRIs) in India, particularly in the context of tribal areas like Arunachal Pradesh is characterized by complexities entailing conflict as well as complementary. While TIs usage customary law derive legitimacy from collective conformity among the community, ancestry, and are typically engaged as village councils (e.g., Kebang, Builang or Nyele of different tribes), clan heads, and customary practices; the institutionalization of Panchayati Raj Institutions based on the 73rd Amendment to the Constitution in 1992 imposed a formal layer of democratic governance in rural India, including Scheduled Areas and tribal areas also in a modified fashion based on Article 243 M of the constitution and PESA under the Panchayati Raj Act of 1996. Objective: The study aims to examine the contradiction, cooperation, conflicts, and overlaps between these twin governance forms that exist in tribal dominated areas of north-east India like Arunachal Pradesh especially in Kamporijo Circle of Kamle District. Research Methodology: This research takes a qualitative exploratory comparative case study design to critically analyse the contradictions and evolving relationships between Traditional Institutions (TIs) and Panchayati Raj Institutions (PRIs) in Kamporijo Circle of Kamle District, Arunachal Pradesh of India. Conflicts between TIs and PRIs in Kamle become clear on their founding principles and the legitimacy of institutions. TIs of Nyishi tribe actively perform procedures based on oral tradition, clan power, and consensus. These institutions receive higher degree of respect and willingness to submit to them, and are often the first resource for conflict, land disputes, and behavioral regulations. Conclusion: The relationship between Traditional Institutions and PRIs in Kamporijo Circle is both co-dependent and antagonistic. While PRIs presented the formal structure of decentralized governance, Traditional Institutions held cultural authority and moral legitimacy.