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Crafting a teaching case study: ideation to publication

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DOI: 10.1108/TCJ-05-2017-0042

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 The CASE Journal
Crafting a teaching case study: ideation to publication
Erica Berte, Vijaya Narapareddy, Marlene M. Reed, J. Kay Keels,
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Erica Berte, Vijaya Narapareddy, Marlene M. Reed, J. Kay Keels, (2018) "Crafting a teaching case study: ideation to
publication", The CASE Journal, Vol. 14 Issue: 2, pp.232-248, https://doi.org/10.1108/TCJ-05-2017-0042
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 Crafting a teaching case study: ideation
to publication
Erica Berte, Vijaya Narapareddy, Marlene M. Reed and J. Kay Keels
Erica Berte is an Assistant
Professor of Management at
the College of Management,
Metropolitan State University,
Saint Paul, Minnesota, USA.
Vijaya Narapareddy is an
Associate Professor of
Management at the Daniels
College of Business, University
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of Denver, Denver,
Colorado, USA.
Marlene M. Reed is an
Entrepreneur in Residence at
the Hankamer School of
Business, Baylor University,
Waco, Texas, USA.
J. Kay Keels is a Professor of
Strategic Management at the
Wall College of Business
Administration, Coastal
Carolina University, Conway,
South Carolina, USA.
Disclaimer. This case is written
solely for educational purposes
and is not intended to represent
successful or unsuccessful
managerial decision making. The
authors may have disguised
names; financial, and other
recognizable information to protect
confidentiality.
PAGE 232 j THE CASE JOURNAL
Introduction
Historically, the objective of case studies has been to focus on the complexities of decisions that
are encountered within organizations. Since the 1800s, the case method has been used in a
variety of fields of inquiry to elaborate on significant events in an organization’s history.
The methodology of case research has been to apply the rigor of empirical research to internal
organizational situations to determine if relevant theories are available. For the case writer, this
method of research has presented an opportunity to engage in conversations and interviews
with subjects within a company who must make strategic decisions, or to delve into secondary
sources to search for situations that illustrate a needed classroom example of the application of a
theory. For the student, the use of case studies in the classroom has presented unique
opportunities to observe the types of issues that confront, and often perplex, an organization’s
leaders. Even more importantly, case studies offer students experiences in applying relevant and
useful theories to real settings. “Cases are a valuable tool for the assessment of students’ critical
thinking and communication skills. They allow students to demonstrate what they do – and do
not – know” (Naumes and Naumes, 2014, p. 187).
Case research has become an accepted form of intellectual pursuit as evidenced by the
AACSB’s recognition of this research endeavor in its 2009 guidelines for achieving Academically
Qualified (AQ) status (AACSB Accreditation Coordinating Committee and AACSB Accreditation
Quality Committee, 2009). The beginnings of case research leading to the development of case
studies to be used in the classroom began as early as 1908 when the Harvard Business School
identified this type of intellectual contribution as a preferred method of teaching (Rosenthal,
2016). Michael Porter (2005) of the Harvard Business School stated, “[…] we have to find ways of
capturing the complexity of management. And, the only way we can do that is with in-depth,
longitudinal, carefully crafted, rigorously developed case studies” (p. 1).
An extremely important aspect of the case is that it must be grounded in research – either
primary or secondary. The case must be factual – using real people and real companies.
It cannot be a composite of several stories or incidents nor can it be a fictional product. The most
critical reason for requiring only factual cases is that case organizations and case journals are
committed to establishing “[…] case research and writing as a legitimate scholarly/intellectual
contribution worthy of consideration as research” (Morris, 2018). However, if the entity that is the
subject of the case refuses to allow the publication of the case under its actual name, the author
may disguise the name of the company and individuals as well as the geographic setting.
However, the narrative of the case must be true. Cases may have a decision focus, or they may
be illustrative or descriptive of a particular situation that is intended to be used for discussion of
theories essential for the context in which they are used.
There has been some debate over the issue of empirical research being primarily quantitative
while case research is considered to be primarily (or almost exclusively) qualitative. Yin (1981)
offered a suggestion that could be a reasonable response to such notions: “The case study does
not imply the use of a particular type of evidence. Case studies can be developed by using either
qualitative or quantitative evidence. The evidence may come from fieldwork, archival records,
verbal reports, observations, or any combination of these” (p. 59).
j VOL. 14 NO. 2 2018, pp. 232-248, © Emerald Publishing Limited, ISSN 1544-9106 DOI 10.1108/TCJ-05-2017-0042
 In comparing case research to traditional empirical research, Eisenhardt (1989), in her seminal
paper on the subject, suggested that “Development of theory is a central activity in organizational
research. Traditionally, authors have developed theory by combining observations from previous
literature, common sense, and experience. However, the tie to actual data has often been
tenuous” (p. 532). It is at this point that case research has offered a new direction to overcome the
lack of primary data. A more recent approach to developing theory has been to compare
numerous case studies across a selected dimension to determine commonalities and build new
theory. Thus, case research undertaken to build theory is one of the most recent pathways for
case writers. Taylor and Søndergaard (2017) offered an excellent and in-depth guide for
conducting case research, labeling such effort an “adventure,” thus emphasizing that case
research is not a simple task. Ketokivi and Choi (2014) noted that “In theory-generating research,
multiple case research in particular, researchers look for both similarities and differences across
cases and proceed toward theoretical generalizations” (p. 235).
Some aspiring case researchers may seek to develop cases to enrich the teaching of theory.
Others may focus on the derivation of new theory based upon writing cases in similar or different
settings. A comparable focus on differences in rationale has been labeled by Morris (2017a)
as “raw” vs “cooked” cases. “Raw” cases seem to offer a more experiential approach where
the student must develop theory based on synthesis of learning from a variety of sources.
By contrast, “Cooked” cases follow the classic model whereby the learning is carefully managed
through traditional research methods with a more specific learning outcome. Regardless of
novice case writers’ goals, the guidelines that follow in this paper should serve to lead a writer
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through the entire process of developing a case from the first moment an idea emerges to the final
publication of that case (see Exhibit 1).
The first stage in case development is labeled “Ideation.” The ideation process, the starting point
of case writing, discusses where one might discover ideas for developing a case which could
include either primary or secondary sources. The second stage, labeled “Creation,” focuses on
the development of the case study, which involves three “Ps” (i.e. key points): the case “Purpose”
to be satisfied, the “Puzzle” to be created, and the “Picture” to be captured, and how these three
key points are combined. The third stage, “Application,” involves understanding the important
role of the Instructor’s Manual (IM) content, how it should be developed, and how it should be
presented. The IM includes several key components: a brief synopsis, the intended use of the
case (including the intended audience), learning objectives, linkages to relevant theory and
concepts, research methodology, discussion questions (with answers), and an epilogue.
This paper concludes with the fourth stage, “Publication,” which involves identifying important
insights to guide the search for an appropriate publication outlet. Each of these four stages will be
detailed in the following sections. Even though case development and its supporting IM are
presented as sequential stages in this process in order to maintain conceptual clarity, it is
noteworthy to point out that the process of crafting cases is dynamic. Seasoned case authors
often create these two essential parts through an interactive process where both the case and IM
are shaped simultaneously.

Ideation: finding a good idea

Ideation begins with finding and selecting a good idea, the key requirement of which involves
understanding what constitutes a “good idea” for a case study. The typical “good idea” is a
scenario that provides an example and illustrates a situation that instructors can use to achieve
desired learning objectives. Ideas for a case study can emerge from a wide variety of
circumstances. Used creatively, almost any compelling story presents possibilities for teaching
and learning. Exhibit 1 indicates that such case ideas may be generated based on primary
sources and/or secondary sources. Primary sources could include, for example, guest speakers,
conference keynote speakers, students’ experiences shared in the classroom, students’ case
study projects, partnerships with others, as well as one’s own personal experiences. Secondary
sources typically include organizational information obtained from public media sources, the
organization’s website, and other published documents. These various sources of case study
ideas are summarized in Exhibit 2.

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 233

 Primary sources
It is a common practice for instructors to invite guest speakers to visit their classrooms to speak
to students about a particular area of expertise and/or to share interesting experiences. Such an
occasion may generate new ideas and provide new knowledge for the instructor. Perhaps even
more importantly, the instructor can observe the students’ reactions to the speaker’s story to
determine if it represents opportunities for further teaching and learning. Through casual
observation or perhaps even formal evaluation, the instructor could verify:
■ the extent to which students were motivated to ask questions;
■ the extent to which the guest speaker’s story generated interest among students;
■ the extent to which students were engaged in the story and/or the subject; and
■ the importance and value of the students’ learning experience.
Analysis and consideration of these outcomes could be used to verify whether there is a good
story to be told and its potential to become a case study.
Similar to experiences with guest speakers, another source of ideas for case studies can be
conference keynote speakers. Typically, keynote speakers are chosen for such a role because
they have extensive experience with a specific subject of interest, so they are invited to a
conference to share their knowledge and experiences. There is a possibility that hearing a
keynote speaker’s ideas can motivate one to recognize a connection between those ideas and
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certain desired learning objectives. The recognition of such connections may inspire a potential
idea for writing a case study.
Students themselves often represent great potential for case study ideas. In the classroom,
instructors, acting in their roles as facilitators of the learning process, often encourage students to
share their own experiences during classroom discussions or even as a part of writing
assignments. In many MBA programs, students are graded based on their active participation in
class. In such an environment, students are required to provide examples that illustrate
connections between theory and practice. There is also potential for developing case ideas from
students’ internship or study abroad experiences. In doing so, they share interesting situations
that they have encountered in the organizations where they have worked or visited.
Such examples of real life experiences can be a rich source of ideas for interesting case studies.
Some instructors devise class project assignments in which students, either in groups or
individually, are required to develop a case study. As additional motivation for such assignments,
instructors also encourage these students to submit their work to conferences or to student
case-writing competitions. In many instances, such competitions offer prizes for the winners
which serve as further incentive. Typically, the instructor’s role is to be a guide or mentor for the
students in developing their cases. Once the class and any competitions are completed, the
instructor may offer to collaborate as a co-author and assist the students in the preparation and
submission of the case for publication. Some students (especially graduate students) will accept
such an offer enthusiastically. Others who are not interested in pursuing publication may,
nonetheless, be willing to grant permission for the use of their content. If so, the instructor should
give these students credit either by listing them as co-authors or by acknowledging their
contribution to the development of the manuscript.
Publishable case studies have two key components: the case itself and the IM. Successful
development of these components requires a range of talents. Quite often, someone may have an
idea for a case study, but will seek to collaborate with others who can bring other skills and ideas to
this endeavor. Such a circumstance quite often leads to some very interesting and productive
cross-disciplinary partnerships. Further, many colleagues have not been trained in writing case
studies (some graduate programs place almost no emphasis on case writing), but these
associates, nonetheless, have good classroom-tested ideas that they would like to share. In short,
there are numerous reasons why someone may want to collaborate with someone else to write a
case study. Consequently, opportunities for such partnerships could be enhanced by remaining
current in one’s professional area, participating in conferences, networking with colleagues in other
disciplines, sharing expertise with others, and making known one’s interest in writing case studies.

PAGE 234 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 Secondary sources
Using secondary sources to generate ideas for case studies presents abundant possibilities.
Information about organizations may be found in nearly all types of media. Any of these media
sources may provide information about an organizational circumstance that depicts an issue relevant
to one’s teaching interests that could, in turn, lead to a good idea for a case study. Organizations’
websites also might contain interesting facts about a particular organization that could spawn an idea
for a case study. For those having interest in a specific topic or organization, establishing an e-mail
alert will ensure currency in that special area of interest. At any time, a bit of information may appear
that inspires an idea for a case study. Another source category that could prove to be especially
useful once a target entity has been chosen is databases typically found in university libraries.
Some of the well-known databases include Mergent Online, Business Source Complete, Business
Insights: Global, S&P Global Net Advantage, Nexis Uni, and many more. However, it is important to
note that not all publications regard “fair use” of their printed material similarly. It is, therefore,
advisable to contact the source if there is any concern about the use of such material.

Case study release

Once an initial idea for a case study emerges, the next stage will be deciding whether the case will
be written using primary or secondary sources of information. If primary sources are chosen, the
case writer must identify one or more people involved in the organization of interest who are
willing to be interviewed. The interviewees will share their knowledge about the situation being
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portrayed in the case. Moreover, in this situation a case study release containing a written
permission from a top manager in the organization must be obtained. The organization’s CEO,
executive director, or sometimes its lawyer or public relations director will need to sign the release
allowing the publication of the case for educational uses (Rock, 2007). A journal’s editors will
require the submission of the release before publishing the case study. The top managers of the
organization are the ones who are authorized to grant permission to publish the organization’s
non-public information. It is recommended that such releases be obtained before the case is
developed, because it will help to ensure that the case writer’s investment of time required will be
protected and rewarded in the publication of the case. Further, the release will provide validation
of the information presented in the case, once the top managers of the organization approve
the content to be published (Rock, 2007). Such a release is a legal document that confirms the
author’s permission to interview designated organization members and may also include
permission to quote the interviewee and the right to publish this information. “The case release, or
permission-to-publish, is an important part of the case writing process for three reasons:
protection, validity, and relationship-building” (Rock, 2012). In the same article, Rock (2012) also
described other types of releases that may need to be obtained prior to the publication.
For example, the simplest of this author’s types is labeled “Initial Release.” A relatively simple
publication example which would fall into this category is presented in Appendix 1. Rock’s (2012)
other types are labeled “Provisional Release” and “Release to Publish.”
If case authors choose instead to write the case based on secondary sources, a key first stage is
to ensure that sufficient published information to support the writing of the case is available. In this
instance, obtaining a release to write the case and to publish it is not necessary, but, of course,
appropriate citation is nonetheless essential. In addition, secondary information can confirm the
veracity of the information obtained in interviews with members of the organization.

Creation: crafting the case

A pedagogical case study must include a significant issue to be analyzed, sufficient information
from which to propose a solution for the issues that were identified, and no stated solution
(Ellet, 2007). Unless the aspiring case author is a natural storyteller or gifted writer, the task of
crafting the case could be daunting. Described below is a creative visualization approach to
getting started which is based on the authors’ experiences with successfully engaging in the
crafting of cases. Imagine the following creative exercise captured in the three Ps of case crafting.
It involves envisioning the “Purpose,” the “Puzzle,” and the “Picture” of the case concept that is
about to be shaped and molded into a comprehensive case study. Exhibit 3 summarizes the

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 235

 basic stages involved and provides the guiding questions to generate involvement in this creative
process. This framework is intended to help authors position a case for successful classroom
discussions as well as its publication.

Purpose
Why do I want to craft this case? This question deals with the initial stage, the “Purpose,” of
selecting the organization and the situation to be captured in the case. A reason for its appeal
could be that the focal organization faces an ethical dilemma or was mired in a crisis of unethical
behavior. Such a scenario often provides a captivating context for discussing an ethical dilemma
in the classroom in the form of an elaborate case rather than a cursory remark about the event
during a discussion of ethics in class. Another example of a situation that may inspire the crafting
of a case could be when a new venture is positioned so uniquely that it has the potential to be
disruptive to incumbents. Such a scenario constitutes a perfect opportunity for a highly engaging
discussion in a venture strategy course. Thus, uniqueness of the message and the organizational
circumstance enhance the case’s appeal. Consequently, the WHY question, if used early in the
process, aids in the selection of the target company to be featured in the case and enables the
case writer to move forward to the next stage without ambiguity. As noted earlier, it is crucial to
stress the importance of using real organizations and building the case using factual information;
fictitious case studies are not considered research. Vega (2017) strongly stated: “The case author
must not invent situations, actions, conversations, characters, or locations” (p. 4).
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What is the main message? This question forces authors to think more profoundly about whether
and to what extent the situation could be used to illustrate the key learnings to be gleaned from
this case. A literature search can be useful in identifying the gaps that may be exploited to extend
or build theory as well as to bridge the gap between theory and practice.
This consideration alone could make or break the case when presented to peers at a
conference and submitted to a journal for publication consideration, in the future. It is, therefore,
worthwhile to spend time contemplating the case’s intent and the message to be conveyed
through the story woven into the case.
What are the desired learning objectives? This question is a natural extension of the second
question. A brief list of outcomes would suffice at this early stage of crafting because a set of
clearly articulated learning objectives must be included in the IM, also known as the Teaching
Note, which will be discussed later in this paper.

Puzzle
The “Puzzle” part of the case crafting process revolves around the three questions posed in
Exhibit 3 which focus on appropriate content.
Who is the audience? Because the primary reason for a pedagogical case is to serve as a
teaching tool, the question of who the target audience is and the course-levels for which the case
is most appropriate would influence the content selection, the complexity, and the level of
difficulty woven into the case. The first decision to make is whether the case is being developed
for undergraduate, graduate, or executive courses.
What is the intended level of challenge? The selection of the target audience for whom the case is
being written impacts the level of challenge and complexity desired in the case. Using the analogy
of a puzzle could be beneficial in elucidating this point. An important decision in making or buying
a puzzle is selecting the right level of difficulty. Should it be a 100-piece, 500-piece, or
1,000-piece puzzle? While a 100-piece puzzle may be right for a beginner, a 500- or 1,000-piece
puzzle would be more appropriate for experienced puzzlers.
An incidental question involved in the challenge-level question is whether to develop a short case
(4-5 pages long) or to craft a long case (10-15 pages). Another important consideration is
whether the case is intended specifically for a single discipline or if it has sufficient flexibility to be
considered as a multi-disciplinary case. Making these choices enables case authors to add,
modify, or delete information during the early stages of the case-crafting process.

PAGE 236 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 What are the background details to include? What is the central theme? What are the problems
involved in the case? The narrative or the body of the case helps shape the entire case. It should
engage and maintain the reader’s interest in the story.
The case narrative is shaped by the details contained in the “Puzzle.” Pertinent details must cover
all information needed by students to analyze the case, apply suggested theoretical frameworks,
synthesize, and make decisions required of them. This information may be qualitative and/or
quantitative in nature, as noted in the Ideation section of this paper. Most case journals require
cases to be self-contained, i.e., include all information needed to answer the questions posed in
the teaching plan in the IM. If all necessary information is not included in the case, some journals
will accept it if the IM specifically includes necessary pre-reading/pre-teaching assignments, but
such information must be precise and complete. Consequently, including all information required
to answer the questions posed is critical to the successful publication of the case. Additionally,
evidence pertaining to internal and external environments and stakeholders add a desirable layer
of richness. A well-written case is one where the author assumes the role of an impartial news
reporter and refrains from projecting self-bias upon readers.
The depth and breadth of the details to include in the case should be appropriate for the intended
courses as well as the audience for whom the case is being written. The higher the level of
difficulty infused into the case story, the greater the need for adding different types and layers of
information in the case.
Finally, what should students and other readers take away? What decisions should students
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make as they read, analyze, reflect, and arrive at conclusions when they step into the role of key
decision maker(s) portrayed in the case? Can the case meet its learning objectives?
As noted earlier, cases can be descriptive of a particular situation, or they may be decision
oriented. Decision-oriented cases have the most appeal to journal editors and reviewers,
however, some journals may publish descriptive cases. Selecting the appropriate outlet
(book, conference or journal), and formatting the case accordingly may be quite beneficial in
deciding how to “paint the picture” to make it suitable for the target audience.
At this early stage of the creative process, having a clear and detailed vision of the “Puzzle” makes
the case-crafting process fun and enjoyable. The “Puzzle” process is crucial to the success of the
case. It will help case authors to decide what elements should be included in the case study and
what kind of information to gather during data collection. If the information collected is based on
primary sources, the positioning of the case will form the basis for developing a preliminary
questionnaire. Once the questions for an interview are prepared, it is important to decide who in
the target organization can answer these questions satisfactorily. After initial interviews have been
conducted, it is common practice to conduct follow-up interviews through additional personal
visits, phone calls or e-mail exchanges with those who were interviewed originally. This primary
data can be supplemented with secondary data obtained from the organization’s website,
internal documents, and other credible information sources, including major media outlets.

Picture
The third and final part of the case crafting process involves completing the “Picture.”
The previously used artist’s analogy is also appropriate here to illustrate the finishing process
involved. Two questions presented in Exhibit 3 are: Whom do I want to include? What is the
scenario to be depicted?
Whom do I want to include? This question helps in selecting the central character or the
protagonist to showcase in the story. Ideally, this individual is the decision maker and your lead
contact for cases crafted using mainly primary data sources. Besides the central character
(i.e. the protagonist) of the case, it is important to consider other actors who will help to tell the
case’s story and make it more appealing for the readers.
In developing cases involving ethical issues, the case writer should expect to encounter
challenges in obtaining primary data and/or permission to publish the case. However, this
problem can be circumvented by using secondary sources, if available, to develop ethics cases.

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 237

 Selecting the appropriate protagonist(s), including the names, job titles and roles, and
“humanizing” these central characters in the case are critical to engaging the audience, i.e., students,
potential instructors searching for cases to use in their courses, journal editors, and reviewers.
Infusing the case with emotional appeal aids in capturing and sustaining readers’ attention and
succeeding with your own students as well as those involved in the publication process.
What is the scenario to be depicted? This question helps to visualize the scenes and their
sequencing in the case. Reflect on the opening, the middle, and the closing scenes. Critical to the
appeal and the acceptance of the case study is its opening paragraph, where a brief summary of the
situation is portrayed. This first scene serves to capture the readers’ attention and pique their
interest. If this opening scene is not compelling, readers may lose interest in continuing with the case.
The opening scene in the case should also serve to identify the setting and the time period
captured when the event occurred. Where did the event take place? Who is the protagonist and
when did he/she face the crucial decision? A well-written case should be in the past tense, which
makes it timeless. It also helps the readers understand in chronological order the series of key
events that took place.
Incidental questions to consider include: what series of scenes could be used to depict the key
events in the story? What should the final story look like? The key decision or event introduced
in the opening paragraph should be brought back again in the closing paragraph(s) so as to
remind students what actions need to be taken and what decisions need to be made at the end
of the case.
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Although the stages in crafting a case are presented in Exhibit 3 as being sequential, this crafting
process is, in reality, dynamic, messy, and chaotic. The “Purpose, Puzzle, and Picture” form a
continuous, interactive, and dynamic loop that remains at the heart of the case-crafting process
as the writer engages in the magnificent art of case crafting. The goal is to craft a case that is
effective (i.e. measures up to the stated objectives) and impactful (i.e. bridges the gap between
theory and practice; extends or builds existing theory; or holds public policy implications).
So, now that the case-crafting process has been explained, how does the case writer move to
the next stage which involves writing the IM?

Application: writing the IM

The goal of the IM is to guide the instructor in teaching a specific subject using a case study. The
IM should support the instructor in leading the case discussion in the classroom in a logical way.
The IM also serves to present the theory in which the case study is anchored in order to help
instructors make logical connection(s) between extant theory and practice. The IM is also very
important for publication because it authenticates the academic rigor of the publication by
explaining how the case is grounded in theory. In addition, it serves as a critical decision point for
instructors who are potential adopters of the case, because a good IM will include a
well-developed teaching plan, including suggested questions and detailed answers to those
questions. According to Heath (2006), among all the case studies published at The Case Centre,
50 percent included an IM, and of the 50 most popular published case studies in this venue, 80
percent of them were supported by an IM.
The IM is considered to be the written blueprint of the case. The process of developing the IM can
be sequential or simultaneous. That is, some case scholars prefer to delay working on the IM until
the case is well developed or completed while others choose to work on the case and IM
simultaneously. As noted earlier, the case’s strategic positioning is decided before or during the
process of writing it. For instructors who may wish to adopt the case, a well-written IM includes a
teaching plan that helps these potential adopters understand how to teach the case. Ultimately,
the series of sections required in the IM will serve to dictate the content of the case study. For
those seeking additional information on the development of an IM, The CASE Journal offers a
series of articles on case writing entitled “The Professor Moore” series.
As shown in Exhibit 4, the broad requirements for an IM include case synopsis, intended use of the
case, learning objectives, theory and concepts, methodology, discussion questions, and epilogue.

PAGE 238 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 It is important to note that the requirements and format vary depending on the publication outlet.
Whether one gives close attention and adherence to the formatting guidelines while writing the IM
can make or break the case’s chances for publication. While the IM may not be as important for
merely crafting the case, it becomes central in the case publication process. In a two-part Letter
from the Editor, Morris (2017b) emphasizes the critical importance of the IM. She pointed out that
“Journal reviewers often begin their reviews by reading the opening section of the case and then
switching to the IM to see the intended audience and the types of analysis that will be required”
(p. 1). Consequently, it is essential to note that a well-written IM is equally as important as an
engaging story is for publishing the case successfully in a journal or winning a case competition.
The discussion presented below includes a detailed description of the seven sections to be
included in an IM, as depicted in Exhibit 4.

Synopsis
One of the true classics on case writing was published by Jim Chrisman when he served as the
Case Editor for Entrepreneurship Theory & Practice. He wrote an editorial describing what he
believed to be essentials for a publishable case study. One of his requirements for the Teaching
Note (IM) was a case synopsis about which he said: “A good synopsis allows the instructor to get
a feel for the contents of the case as he or she makes final preparations for class. It should also
refocus the instructor’s attention on the key issues of the case” (Chrisman, 1994, p. 7).

Intended use
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“Innovative and interesting pedagogy can be an effective way to distinguish a case from other
submissions by providing the adopting instructor with more tools to use in teaching the case. These
tools might include innovative teaching strategies such as board maps, role plays, video clips, small
group exercises, experiential exercises, internet research activities, in-box exercises, icebreaker
questions, data sets and other interesting teaching approaches” (Morris, 2017b).
This part of the IM helps to underscore the importance of testing a case study in classes and
other possible outlets in order to gain a better appreciation for the range of possibilities for use
that the case study may represent. Typically, instructors craft a case with their own courses and
students in mind, but it is necessary, of course, to think a bit more broadly about the specific
audiences that other instructors may have for this piece of the IM. For example, other than one’s
own course, are there other courses for which the case might be appropriate? Devising a good
answer to this question helps to emphasize the importance of discussions with colleagues as well
as possible conference presentations. Another crucial piece of information that can be shared
here is how long does effective teaching of the case require, and at what point in the course is it
most appropriate to introduce the case study. This information can be determined by the all-
important in-class testing prior to submission for publication.

Learning objectives
The learning objectives should be one of the first things to be considered after having an idea for a
case study. Recall that this point was also emphasized in the section entitled “Creation,” because
these learning objectives serve to define the remainder of the case components. Although the
learning objectives are broadly identified when the case is being written, they must be described
specifically in the IM. The learning objectives should indicate what students are expected to learn
after discussing the case study. These learning objectives also explain why the case was written. It is
important to note that learning objectives may include both skills and content. Some learning
objectives focus on the development of general skills such as “Develop a plan to guide the company
in dealing with the challenges set forth in the case.” Other learning objectives may deal with the
development of a specific skill such as, “Using the EBITDA and a chosen multiplier calculate an
appropriate valuation for this business.” It is recommended that the number of objectives be limited
to three or four so that all of them can be accomplished in a single case discussion.
It is good practice to use Bloom’s taxonomy when developing the case study learning outcomes.
Bloom’s Taxonomy classifies learning outcomes in a hierarchy of complexity: knowledge,
comprehension, application, analysis, synthesis and evaluation (Davis, 2014). When developing

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 239

 the learning outcomes, it is recommended that they be written so that they begin with a verb (in
infinitive form) that represents one of these levels.
An example of a good learning outcome in terms of analysis could be: “to analyze how a
corporation’s mission, vision and value can guide its strategic decisions.” The learning outcome is
directed by a single verb, and the statement is brief and clear. In contrast, an example of the type
of learning outcome to avoid is: “students should compare and verify the corporation’s mission,
vision and value in order to check if they guide the strategic decisions of the corporation or not
analyzing how this would impact the future of the corporation.” In this example, two verbs were
used, the first is in a higher Bloom’s taxonomy level than the second, the second verb is not a
strong verb, and the statement is quite long. In short, the sentence does not begin with an
appropriate verb and it lacks brevity and clarity.

Theory and concepts

The IM also should include a section presenting the linkages between theory and the main
concepts represented in the case study. In this section, the case author should present appropriate
citations to articles or book chapters that will facilitate the instructors’ identification of these theories
or concepts. Morris (2017c) underscored the critical importance of this section by noting that “a
superior discussion of the theoretical underpinnings of the case analysis […]” (p. 165) is a very good
way to improve a manuscript’s chances of being published.
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Research methodology
The research methodology section explains how the information was collected. The most
common methods are primary data (interviews) and secondary data (organization documents,
website or media articles). Cases using the author’s personal experience as primary data are also
legitimate as long as this connection is disclosed in the IM.

Discussion questions
The next section of the IM presents the recommended discussion questions and the author’s
suggested answers. Including detailed answers as a guide to instructors is essential for reviewer
acceptance during the publication process. Sometimes the IM will present examples of answers
that might be offered by an “A” student. Additionally, suggestions should be made as to the order
in which the questions should be discussed. A good set of questions should begin with broad
overview type questions and then progress to more detailed questions requiring specific
analyses. It is helpful to provide follow-up questions to broaden and enhance the discussion of
the main questions. It is also appropriate to suggest additional teaching strategies that instructors
could use when teaching the case, such as role plays. Testing the case before its submission to a
journal helps the authors make any needed revisions to the IM and present a well-crafted
teaching plan along with detailed accounts of what to expect when teaching the case. Having
students reflect on their learning experience could be a good way to guide future instructors.

Epilogue
The last section of the IM is the epilogue. This section should describe the actual outcome of the
situation illustrated in the case study. Students are nearly always interested to know “what really
happened,” so it is essential to reveal this information. It is also important to acknowledge that
what was decided might not have been the best outcome, but it was what the organization
decided to do at the time.

Publication: presenting the case study

Once the case study and the IM have been completed, it is time to submit the case for
publication. A case study typically has several different audiences (see Exhibit 5) who can
determine the destiny of the case. Consequently, the case author must remain attuned to the fact
that there are multiple and different constituencies to be pleased in the process of crafting a case

PAGE 240 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 for its ultimate publication. We also recommend that case writers submit the case and IM to
appropriate case conferences and workshops, seek input from reviewers and colleagues, and
revise the case and IM accordingly before submitting the case to a journal for publication
consideration. Ultimately, the journal editors and reviewers are the ones who decide whether the
case is worthy of publication. As the case goes through the review process, journal editors and
reviewers who evaluate the case and IM ascertain the likelihood of the case’s ability to capture the
interest of instructors and the desire to adopt the case in the classroom. The ultimate test of the
case’s true value, however, is the students’ acceptance of and enthusiasm for the case’s story.
If the case is published, it then becomes available for instructors to adopt. Instructors, the
second audience, decide whether the case is appropriate for discussing the learning objectives
needed for a specific lesson, and if they will adopt it. Finally, but very importantly, is the
students’ approval of the case. “Student approval” is an indication of the degree of student
engagement in the discussion and the resulting achievement of learning objectives. Students in
general are looking for a case to which they can relate that has a compelling story about an
interesting product and/or organization.

Selecting the outlet

There are several points to consider when choosing an appropriate publication outlet. The first
point is to select the right publication outlet for the particular case. There are several points of
differentiation among possible outlets to consider based on the author’s needs and goals for
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seeking publication. Appendix 2 presents a list of professional case associations, journals, and
other publication outlets. This list is not exhaustive. Currently, many traditional research journals
and conferences are beginning to encourage the submission of case studies for publication
and/or presentation concurrently with traditional research papers.

Verifying the requirements of the outlet

Once the outlet for publication has been chosen, the specific requirements of this target outlet
should be studied carefully, and the case manuscript and IM should be revised accordingly.
Some requirements that may vary among outlets can include the page limit, the required
format, the type of research methodology (primary or secondary data), the estimated time for
review turnaround, and the disciplines on which the outlet focuses. As noted earlier, it is helpful
if case authors identify publication outlets proactively in tandem with the case-crafting stage.
Another possibility to consider is to submit the case to a special issue of a journal having a
specific disciplinary or thematic focus as this type of outlet typically expedites the publishing
process considerably.

Test the case

Before submitting the case and IM to the chosen outlet, it is important to test the case in the
classroom, and it is also a good idea to present it at conferences. These stages will assist in
making fine-tuned adjustments to the case and IM based on classroom teaching, student
feedback, and conference attendees’ suggestions. Students and conference attendees may
make suggestions for improving the case and its IM that the case author had not considered
previously. Taking such action could result in having a revised case and IM with significantly
improved chances for publication.

Find a good proofreader

The next step before submitting the case and IM to a case conference or an appropriate journal
outlet is to have these documents reviewed by professional proofreaders or a colleague who is
good editor. When the case and IM are written well, the likelihood of acceptance increases
exponentially. Another important consideration when preparing to submit the case is to adhere
strictly to the specific submission guidelines and formats of the conference and/or journal.
For example, some journals require the submission of a title page with the name of the authors as
a separate file. Other publishers may have different specifications about submission so that the

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 241

 authors cannot be identified during the peer review. Also, a release from the organization about
which the case is written is frequently requested. Recall that obtaining such authorization was
recommended during the Ideation process before writing the case.

Conclusions
This paper is intended to offer guidance to new and aspiring case scholars (as well as veterans) by
presenting an overview of how to craft a pedagogical case and how to develop the supporting IM.
Helpful suggestions for revising the case and IM before selecting publication outlets are also
offered. Overall, four key stages for crafting the case and developing it for publication were
presented. Finally, because the identification and execution of all of these necessary stages
represent a challenge even to the seasoned case writer, Appendix 3 offers a comprehensive
checklist to provide final support in the case writing process before submission for publication.
However, despite the detailed advice, we readily acknowledge that this work is, by no means,
an exhaustive primer, because case crafting is a dynamic process.

References
AACSB Accreditation Coordinating Committee and AACSB Accreditation Quality Committee (2009), “AQ/PQ
status: establishing criteria for attainment and maintenance of faculty qualifications: an interpretation of
AACSB Accreditation Standards”.
Chrisman, J.J. (1994), “Writing cases for ‘entrepreneurship theory and practice’”, Entrepreneurship: Theory
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and Practice, Vol. 19 No. 2, p. 89.

Davis, S. (2014), “Using Bloom’s taxonomy to write learning outcomes”, available at: www.pearsoned.com/
using-blooms-taxonomy-to-write-learning-outcomes/ (accessed December 2017).
Eisenhardt, K.M. (1989), “Building theories from case study research”, Academy of Management Review,
Vol. 14 No. 4, pp. 532-50.
Ellet, W. (2007), The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases,
Harvard Business Press, Boston, MA.
Heath, J. (2006), Teaching and Writing Case Studies: A Practical Guide, 3rd ed., Beds: ECCH, Cranfield
University, Wharley End.
Ketokivi, M. and Choi, T. (2014), “Renaissance of case research as a scientific method”, Journal of Operations
Management, Vol. 32 No. 5, pp. 232-40.
Morris, R.J. (2017a), “‘Raw’ vs ‘cooked’ cases: TJC prefers cases ‘well done’. Letter from the editor”,
The Case Journal, Vol. 13 No. 4, pp. 453-6.
Morris, R.J. (2017b), “The value-added instructor’s manual. Letter from the editor”, The Case Journal, Vol. 13
No. 1, pp. 1-4, available at: https://doi.org/10.1108/tcj-09-2016-0077
Morris, R.J. (2017c), “The value-added instructor’s manual (IM) part 2. Letter from the editor”, The Case
Journal, Vol. 13 No. 2, pp. 165-7, available at: https://doi.org/10.1108/TCJ-01-2017-0007
Morris, R.J. (2018), “Truth is stranger than fiction and blessings in disguise”, unpublished manuscript.
Naumes, W. and Naumes, M.J. (2014), The Art and Craft of Writing Cases, 3rd ed., Routledge, New York, NY.
Porter, M.E. (2005), “On the importance of case research”, Case Research Journal, Vol. 26 No. 1, pp. 1-3.
Rock, M. (2012), “A note on releases”, Case Research Journal, Vol. 32 No. 2, pp. 1-8.
Rock, M.R. (2007), “An institutional review board’s version of informed consent in case research: help or
hindrance?”, Case Research Journal, Vol. 27 No. 2, pp. 1-16.
Rosenthal, D.W. (2016), “The art of case teaching”, in Morris, H. and Liguori, E. (Eds), Annals of
Entrepreneurship Education and Pedagogy, Elgar, Northampton, MA, pp. 148-60.

Taylor, M.L. and Søndergaard, M. (2017), Unraveling the Mysteries of Case Study Research: A Guide for
Business and Management Students, Edward Elgar Publishing Inc, Northampton, MA.

Vega, G. (2017), The Case Writing Workbook: A Self-Guided Workshop, Routledge, New York, NY.

Yin, R.K. (1981), “The case study crisis: some answers”, Administrative Science Quarterly, Vol. 26 No. 1, pp. 58-65.

PAGE 242 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 Further reading
Currie, R.R. and Pandher, G. (2013), “Management education journals’ rank and tier by active scholars”,
Academy of Management Learning and Education, Vol. 12 No. 2, pp. 194-218.

Appendix 1. Company Authorization Form

I ______________________________(name) authorize the publication of a case study about the

_____________________________________ in an academic journal for educational or training
uses. I also understand that the case could be used in printed and/or electronic case books or
packets for external distribution.
Printed Name: ____________________________
Title: ____________________________
Company: ____________________________

Signature: ____________________________

Date Signed: ____________________________

Appendix 2. Select case publication outlets

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(This list contains only select case research publication resources. It is not intended to be an
exhaustive list of case journals.)

Refereed journals
Domestic journals (National and regional associations publishing refereed case journals)
■ The CASE Journal (TCJ), www.caseweb.org/the-case-journal/ (The official journal of the
CASE Association; founded by the Eastern Case Writers).
■ Case Research Journal, North American Case Research Association (NACRA), http://nacra.
net/crj/index.php5
■ Entrepreneurship Education & Pedagogy (EE&P), www.usasbe.org/?page=EEP
■ California Management Review, https://us.sagepub.com/en-us/nam/california-management-
review/journal202706
■ The International Journal of Instructional Cases (IJIC), www.ijicases.com/
■ Journal of Case Studies; Society for Case Research, https://sfcr.org/jcs/
■ Business Case Studies; Society for Case Research, www.sfcr.org/bcj/
■ Southeast Case Research Journal, Southeast Case Research Association, www.secra.org/
■ The Journal of Applied Case Research, Southwest Case Research Association,
http://swcra.net/
■ Journal of Case Research & Inquiry, Western Case Writers Association, www.jcri.org/
■ Sage Business cases; https://us.sagepub.com/en-us/nam/sage-business-cases
■ International Journal of Case Method Research & Application (WACRA), www.wacra.org/

International journals
■ Asian Case Research Journal, National University of Singapore (NUS)/World Scientific,
Singapore, www.worldscientific.com/worldscinet/acrj

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 243

 ■ Asian Journal of Management Cases, https://us.sagepub.com/en-us/nam/journal/asian-
journal-management-cases
■ Case Folio (IBS, India), www.icmrindia.org/free%20resources/casefolio/Case%20Folio-A%
20Unique%20Journal%20for%20Teaching%20Cases.htm

Discipline-based journals
■ IMA Educational Case Journal, www.imanet.org/educators/ima-educational-case-journal?
ssopc=1
■ Journal of Hospitality & Tourism Cases ( JHTC), www.chrie.org/i4a/pages/index.cfm?
pageid=3333
■ Administrative Sciences Association of Canada (ASAC) Case Division, http://www.asac.ca/

Clearing houses/universities
■ The Case Center, www.thecasecentre.org/main/
■ Harvard Business School Publishing (HBSP), https://cb.hbsp.harvard.edu/cbmp/
pages/home
■ CasePlace.org
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■ Darden Business Publishing, http://store.darden.virginia.edu

■ IESE Publishing, www.iesep.com/en
■ Ivey Publishing (University of Western Ontario), www.iveycases.com/
■ Stanford Graduate School of Business Cases, http://www.laaf.org/case-library/?gclid=Cj0
KCQjwgb3OBRDNARIsAOyZbxDMFbOwcJF6Y1u3VwLToBHtBueN_j4mDOx
UF7vYBHcduW8zzBo4U7caAskWEALw_wcB
■ WDI Publishing, University of Michigan, https://wdi-publishing.com/

Books
■ Contact book authors/publishers’ reps can facilitate this as well.

Case competitions
■ Baylor University and Molson annually award $10 K prizes to student case writers!
■ The Case Center has annual case writing competitions, www.thecasecentre.org/main/
■ OIKOS Foundation’s annual case writing competitions, https://oikos-international.org/

PAGE 244 j THE CASE JOURNAL j VOL. 14 NO. 2 2018

 Appendix 3. Case writers’ checklist

Ideation: Finding an Idea

Identify an idea for a case.
Verify that you have access to primary sources of information, if any.
Identify what secondary sources are available.
Obtain written permission from organization’s top manager to publish the case.
Creation: Crafting the Case Study
Determine why you want to craft this case study.
Define the main message you want to convey.
Identify the case learning outcomes.
Describe the scenario the case will portray.
Identify the characters to be included in the narrative.
Describe the case background.
Ascertain the case audience.
Determine the desired level of challenge.
Establish the target discipline(s).

Application: Writing the Instructors’ Manual

Develop the case synopsis.
List the target discipline(s) for the case.
Identify the case learning objectives.
Describe the theory and concepts students should know and the analytical tools they should
apply to propose a solution to the problem in the case.
Present the case research methodology.
Formulate appropriate discussion questions and present detailed answers.
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Craft the Epilogue.

Test the case in class and make revisions based on the class discussion.

Publication: Publishingthe Case Study

Select an appropriate publication outlet.
Follow the Journal’s case and IM formatting guidelines.
Submit the case and IM to a qualified proofreader for thorough grammar, usage, spelling and
punctuation revisions.

Appendix 4
Exhibit 1

Figure A1 Case study from ideation to publication

▪ Idea sources
▪ Purpose
▪ Primary sources
▪ Puzzle
▪ Secondary sources
▪ Picture
▪ Required permissions

IDEATION CREATION

PUBLICATION APPLICATION
▪ Synopsis
▪ Identify the audience ▪ Intended use
▪ Test the case ▪ Learning objectives
▪ Identify an outlet ▪ Theory and concepts
▪ Review requirements ▪ Methodology
▪ Respond to Reviewers ▪ Questions
▪ Epilogue

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 245

 Exhibit 2

Figure A2 Case study ideation: primary and secondary sources

▪ Guest speakers
▪ Keynote speakers
▪ Students’ examples
Primary Sources ▪ Students’ case studies or other class projects
▪ Partnerships with others
▪ Personal experiences

▪ Organization information in the media

▪ Organization’s website
Secondary Sources ▪ Published documents
▪ Library databases

Exhibit 3

Figure A3 The art of case crafting

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▪ Why do I want to craft this case?

Purpose ▪ What is the main message?
▪ What are the learning outcomes?

▪ Who is the audience?

Puzzle ▪ What is the intended level of challenge?
▪ What are the background details to include?

▪ Whom do I want to include?

Picture ▪ What is the scenario to be depicted?

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 Exhibit 4

Figure A4 The instructor’s manual

1 – Synopsis

2 – Intended use/target audience level/when in term to

use/connections to commonly used texts

3 – Learning objectives/teaching strategy

4 – Theory and concepts

5 – Research Methodology

6 – Discussion questions/answers to questions/student response

7 – Epilogue
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Exhibit 5

Figure A5 Case audiences

Journal editors and

Instructors Students
reviewers
• Will determine if the • Will determine • Will determine if they
case is suitable for whether to adopt the like the case and are
publication case for classroom use willing to participate

Corresponding author
J. Kay Keels can be contacted at: jkeels@coastal.edu

VOL. 14 NO. 2 2018 j THE CASE JOURNAL j PAGE 247

 Abstract
Synopsis – “I think I would like to write a case. What do I do now?” The purpose of this paper is to answer this
often-asked question by presenting a useful guide for case writers which examines the entire process of case
writing beginning with the initial idea and proceeding through required stages leading to the publication of
case studies. Further, this guide seeks to emphasize that case writing is a form of research, not just story
telling. Ultimately, the increasing interest of scholars in researching, writing, and publishing pedagogical cases
provided the impetus for this paper. The four major case writing processes identified in this paper include
ideation (idea generation), creation (crafting the case study), application (creating the Instructor’s Manual), and
publication (publishing the case). Each of these four processes is presented in detail including examples,
pitfalls, and resources. This work is intended to assist novice, as well as experienced, case authors who seek
advice on crafting and publishing pedagogical cases in refereed journals. Resources presented in this paper
should be helpful especially for aspiring and as yet unpublished case writers.
Research methodology – The paper is based partially on archival research, but most of the content is based
on the substantial experience of the authors.
Relevant courses and levels – The paper is relevant for upper-level undergraduates as well as graduate
students interested in pedagogically based research.
Keywords Cases, How to, Pedagogical
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