teaching case study competition

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• Case Writing Competition

CEEMAN Case Writing Competition

30th ceeman & emerald case writing competition.

• Competition Entry

The aim of the CEEMAN & Emerald Case Writing Competition is to encourage and promote the development of high-quality teaching case material relevant for the realities of dynamic and emerging economies, and at the same time to promote the development of case-writing capabilities in those countries. Since its launch in the 1990s, the Case Writing Competition has amassed over 650 cases from 80 countries, and it is with pleasure that we observe what an impact they have had on management education that strives to be relevant to its environments and stakeholders.

In the spirit of a fully inclusive competition, global submissions are encouraged. As the co-organizers, Emerald Group Publishing will support global exposure of the submitted high-quality cases through a direct link with  Emerald Emerging Markets Case Studies   (EMCS), a growing collection of around 700 case studies with teaching notes. All case submissions will be considered for international publication in EMCS.

The total CEEMAN/Emerald award prize pool is worth over €10,000, including €4,000 prize money. Prizes are awarded to the overall winner and two runners-up.

Previous webinars on Case Writing

Early case submission deadline: 29 February 2024  Case submission deadline : 30 April 2024

Announcement of winners : June 2024

Award ceremony:  winners will be announced during the CEEMAN Annual Meeting at the CEEMAN Annual Conference in September 2024 (Location TBC)

Compulsory submission criteria

• Cases should have  a developing and emerging markets focus  (Central and Eastern Europe, Latin America, Africa, Asia, Oceania and Middle East).
• All cases should be  teaching cases  based on  a real situation in a real company , with a  clear decision-making  situation, and prepared in accordance with case writing guidelines provided in the instructional materials below.
• Academic (research) cases will not be accepted for evaluation by the jury.
• Case studies submitted should not have been published before in their current or substantially similar form, or be under consideration for publication in any ISSN/ISBN-registered publication or with any other case center.
• By entering the competition you are committing to publishing your paper in EMCS on an exclusive basis , subject to successful peer review.
• All case studies must be accompanied by a  consent to publish release form  which has been completed and signed by the management of the company or individuals included in the case.

Submitting your case

Entries should be submitted to the CEEMAN 2024 competition at  https://mc.manuscriptcentral.com/eemcs . When submitting, select regular issue in the dropdown menu.

All cases must be prepared in accordance with the EMCS  Author Guidelines . Page two of the guidelines contains instructions on submitting through ScholarOne Manuscripts.

The following documents must be submitted:

• Case title page
• Case teaching note
• Case release document from the management of the company or individuals included in the case (see Consent to publish form )

Please note

• Permissions documentation must be supplied for any content that is not of the author’s own making, including tables and figures from other sources. Please read Emerald’s permissions guidelines  http://www.emeraldgrouppublishing.com/authors/writing/permissions.htm
• Full  Harvard-style referencing  must be used for secondary data sources
• Cases will be automatically entered into the peer review process. Selected cases will be published in Emerald Emerging Markets Case Studies [EEMCS] collection [ISSN 2045-0621]. By submitting your case to the competition you are agreeing to have your case published in EMCS and complete a minimum of 2 rounds of review if required. Please note that the cash prizes are only paid upon publication of the cases (or at the conclusion of the second revision stage if not published earlier) and cases cannot be submitted for publication elsewhere while being considered by EMCS.

Emerald reserves the right to publish the cases submitted for the competition. If the editorial team of the Emerald Emerging Markets Case Studies collection would like to publish a case submission, the editor will contact the author with an offer to do so. By submitting your case study to the competition you are agreeing to have your case published in EMCS and complete a minimum of 2 rounds of review if required. If Emerald decides not to publish the case, Emerald will waive its first claim to publication and the authors will be free to submit their case to another publication.

In the event of publication, authors will retain the academic freedom to contribute to the wider distribution and readership of their work. This includes the right to use their work as part of their own teaching. The rights retained by the author are explained fully in the  Emerald Authors' Charter .   

Guidance materials for authors

• Author Guidelines
• Tips on preparing and submitting case studies
• Competition evaluation checklist
• Guildines for writing a teaching note
• Emerald Cases Hub - a free resource, designed to support the writing and teaching of case studies. 

The value of the total prize pool is over €10,000, which will be distributed as follows:

The overall winner will be awarded:

• Monetary prize of €2,500
• Publication of the case in Emerald Emerging Markets Case Studies
• A full scholarship for CEEMAN’s  International Management Teachers Academy-IMTA
• Free participation at the 32nd CEEMAN Annual Conference (conference fee waiver)

The first runner-up will be awarded:

• Monetary prize of €1,000
• 50% scholarship for CEEMAN’s  International Management Teachers Academy-IMTA

The second runner-up will be awarded:

• Monetary prize of €500
• 30% scholarship for CEEMAN’s  International Management Teachers Academy-IMTA

Depending on the quality and number of submissions, additional awards may be bestowed in different categories. If a winning case has more than one author, the prize will be split among the co-authors (the prize may be subject to local taxes). Full evaluations from the competition’s judging panel will be made available to authors upon request.

I have recently prepared a suitable teaching case which will be available in open access. Can I submit this case for the CEEMAN Case Writing Competition?

Please note that submitted case studies should not have been published before in their current or substantially similar form. Neither should they be under consideration for publication in any ISSN/ISBN-registered publication or with any other case center.

Can my case be based on secondary sources such as newspaper articles, online news sources, etc.?

While participants are not barred from submitting teaching case material based on secondary sources, cases that are the result of the author's own research is strongly favored by CEEMAN and members of the Competition’s jury as the aim of this competition is to gather particularly immersive and authentic teaching cases. Cases based on primary sources may have an advantage in the evaluation process.

Do I have to be associated with a higher education institution to be eligible for the competition? Can I submit my case as a private entrepreneur or is the competition only meant for academic professors?

There are no restrictions when it comes to who can submit their work to the Case Writing Competition. However, there are several criteria that the case itself needs to meet in order for it to be considered for the competition.

Do I need to provide a company consent to publish release form if the company name is disguised and some facts in the case are changed?

Cases are often written in such a way that the names of the involved individuals and the actual company are disguised. Typically, this is handled with a footnote early on in the case that says something to the effect that the case is based on a real company, that the names were changed at the company’s request or that the names are fictionalized. Sometimes financial data is changed, similarly at the request of the company. Typically, there is a note on the financial statements that says that the financials have been adapted at company request, yet all key relationships remain the same.  Most cases have some degree of reorganization to highlight the key issue(s) in the case.

However, even if the name of the company will not be publicly tied to the teaching case, the company still needs to sign the release form, acknowledging that it has agreed to have the case researcher develop the case and it is based on true information. The real identity of the company will only be known to the case judges and the administrator of the competition, who will keep this information in strict confidence.

Is it alright to submit a fictional case based on a compilation on various information sources?

In essence, a composite breaks the underlying premise that the cases submitted to the CEEMAN & Emerald Case Writing Competition is a description of reality (a real situation that a real company is facing or has faced in the past). Such cases will therefore not be considered by the jury.

Is it mandatory for the winners to attend the CEEMAN Annual Conference Award Ceremony? In case the author could not attend, how would you be paying the prize money to the winners?

It is not necessary for winners to attend the Conference, free participation at the event is only offered as part of the award. Cash prizes are transferred directly from Emerald to the winners upon publication of the cases (or at the conclusion of the second revision stage if not published earlier) and are not related to attendance at the Conference.

We would like to send our case for early submission but the teaching note will probably not be ready yet. Is it necessary to submit the case and teaching note to receive the early feedback? Or is it fine to send only the case?

Please note that the teaching note is a very important part of the submission and no meaningful feedback can be provided without it. To submit the case for early feedback, at least a well-developed draft of the teaching note is required.

How do I submit my case for the early submission?

The link for early submission is actually the same as it is for final submission. Entries should be submitted to the CEEMAN 2024 competition at https://mc.manuscriptcentral.com/eemcs .

Are we allowed to change the title of the case after early submission?

Yes, you can change the title. You just need to edit the title when you revise and re-submit. Make sure you don’t submit it as a new case study, otherwise we’d loose the trail of the first version. If you need help with that, you can reach out to Melissa Close at [email protected] .

After the competition results are declared, do we have the permission to publish our output on a different forum, in case ours is not one of the winning entries selected for publication with Emerald?

All cases that are submitted for the Case Writing Competition are considered for publication with Emerald. Cases that are submitted but do not win the competition are still considered for publication in EMCS where authors are paid £100 upon publication of the case by Emerald. So after the competition results are known, all of the submitted cases go into review process. By submitting to the competition you are agreeing to complete a minimum of 2 rounds of review if required, so you would not be free to submit elsewhere until this obligation is fulfilled and if 2 rounds of review has not resulted in acceptance. If, after the review, Emerald decides not to publish your case, you are free to submit your case to another publication.

For cases that do not win the competition, but are still published by Emerald - is the £100 a one-time royalty payment from Emerald, or will there be subsequent payments of royalty to the authors on sale of the case in the future?

The £100 is a one off payment no publication of your case in EMCS. This is per case rather than per author but can be shared between authors if you wish, e.g. £50 each. No further royalties are made.

I have a question related to writing style, case structure, the tone of the case, teaching notes etc.

Please consult the  Case Evaluation Checklist . It covers a range of questions related to these matters. If you wish to know more about teaching notes in particular, we recommend you also review the Competition’s  official guide on how to write a teaching note . Among other things, it lists a set of common mistakes that will help you prepare an applicable and useful teaching note.

If none of the questions listed here address your concerns, please contact Melissa Close, Cases Commissioning Lead at Emerald Publishing, at m [email protected]   or CEEMAN Project Manager Teja Dušak at [email protected] .

CEEMAN and Emerald are pleased to invite you to a live webinar about writing teaching cases. Whether you are early-career faculty or a more experienced educator, whether you are interested in writing a case study for global dissemination or intend to enter a worldwide case writing competition: this webinar will provide the best practice tips for success.

The webinar will be of particular value for case writers entering the 26th CEEMAN and Emerald Case Writing Competition.

When? Thursday, 13 February 2020, 12:00 PM - 1:00 PM CET

Webinar speakers

• Michael Goldman , editor-in-chief of Emerald Emerging Markets Case Studies
• Zoltan Buzady  and Jenson Goh , past winners of the CEEMAN & Emerald Case Writing Competition
• Olga Veligurska , CEEMAN director

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The IMA Educational Case Journal (IECJ ® ) is a quarterly, online journal whose mission is to publish for management accounting and related fields:

• Teaching cases
• Research related to case writing or teaching with cases

The case studies in this journal provide an educational resource rich in detail to reflect current problems and complexities characteristic of today's dynamic business environment. It aims to facilitate interaction between financial professionals and educators.

IECJ is listed in the Cabell's Directory of Publishing Opportunities in Accounting.

IECJ Case Writing Competitions  

• Carl Menconi Ethics Case Competition: Cases are focused on business ethics, and the winning case is featured in Strategic Finance . Deadline: January 19
• 2023 IECJ ® Call for Interactive Cases Appropriate for Gamification : The IMA Educational Case Journal (IECJ ® ) is soliciting submissions of cases utilizing interactive and engaging teaching content significant to bolster student engagement and interest in learning. Deadline: See Overview
• 2023 IECJ ® Case Writing Competition Call for Submissions : The IMA Educational Case Journal (IECJ ® ) invites submissions for the 2023 Case Writing Competition on (1) Social and/or Environmental Sustainability and (2) Data Analytics . Cases may cover either area and should be appropriate for managerial decision settings, consistent with the IMA Management Accounting Competency Framework . Early Bird Deadline: September 30, 2023 Final Deadline: December 31, 2023
• 2023 MAS/IMA Teaching Case Conference / Call for Cases :  The MAS/IMA Teaching Case Conference is requesting case submissions. In addition to cases related to traditional management accounting topics, we are looking for cases on current topics such as Data Analytics, Artificial Intelligence, DEI, and Sustainability (ESG). In addition, we are seeking case ideas for a special workshop session. Conference Information Deadline:  July 22, 2023

How can I submit a case for publication?

Case studies jointly authored by academics and practitioners are strongly encouraged. Real-world cases are strongly preferred, but fictional cases, especially those with some basis in practice, will be considered. International submissions are welcome and encouraged.

Editorial Policy and Submission Guidelines

Case submissions are refereed by members of the IECJ Editorial Advisory and Review Board using a double-blind review process.  

Editorial Board Bios  

Recent Competition Winners

First Place ($3,000) "Society Savings Bank: Small Enough to Indict" Karen Meyers, JD, MBA, Med – Miami University Harshini P. Siriwardane, CMA, PhD – Miami UniversityDineth Siriwardane, CFA – Allspring Global Investments

Second Place ($2,000) "Compensation and Hiring Discrimination and the Accounting Standards:  We’ve Already Met Our Quota" Trish Driskill, PhD, CPA – University of the Incarnate Word Teresa Harrison, PhD – University of the Incarnate Word Hannah Nelson, MSA – University of the Incarnate Word

Co-Third Place ($1,000) " SABMiller plc: The Case for ESG Reporting" Kristine Brands, PhD, CMA – United States Air Force Academy  Mark Holtzblatt, PhD, CPA – Cleveland State University " Tech Discounts: Budget Analysis for a Social Enterprise" Stephanie Dehning Grimm, PhD, CFA – Opus College of Business, University of St. Thomas

Editorial Board

Leif Sjöblom, IMD (Switzerland)

Managing Editor

Qi “Susie” Duong, PhD, CMA, CPA, CIA, EA (USA)

Associate Editors

Jason C. Porter, Washington State University (USA) Laurie Burney, Baylor University (USA) Margaret Shackell-Dowell, Ithica College (USA) Thomas G. Calderon, The University of Akron (USA)

Editorial Advisory and Review Board

• Güler Aras, Yildiz Technical University (Turkey)
• D’Arcy Becker, University of Wisconsin – Whitewater (USA)
• Vince Bruni-Bossio, University of Saskatchewan (Canada)
• Dennis Caplan, University at Albany (USA)
• Peter Clarke, University College Dublin (Ireland)
• Tony Curatola, Drexel University (USA)
• Nicholas Fessler, Western Kentucky University, (USA)
• George Joseph, University of Massachusetts Lowell (USA)
• Suresh Kalagnanam, University of Saskatchewan (Canada)
• William Koprowski (USA)
• Jim Mackey, California State University Sacramento (USA)
• Keith Maki (USA)
• Ella Mae Matsumura, University of Wisconsin – Madison (USA)
• Mark Mishler, University of Michigan (USA)
• Shane Moriarity, Actrix (New Zealand)
• Essam Moustafa, United Arab Emirates University (UAE)
• Neale O’Connor, Moonash University (Malaysia)
• Paolo Perego, Free University of Bolanzo-Bozen (Italy)
• Robert Rankin, Texas A&M University (USA)
• Norman Sheehan, University of Saskatchewan (Canada)
• Gary Spraakman, York University (Canada)
• Teresa Stephenson, University of Alaska Anchorage (USA)
• Marty Stuebs, Baylor University (USA)
• Monte Swain, Brigham Young University (USA)
• Susan Weiss, Rhode Island College (USA)
• Lourdes Ferreira White, University of Baltimore (USA)
• Vanita Yadav, Central Queensland University (AU)
• Randall Young, Texas State University (USA)
• Jidong Zhang, Winona State University (USA)

For questions regarding the IECJ, contact: IECJ Editor [email protected]

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The Future of Case Teaching

Tales from the trenches, the art of the case method, the heart of the case method, exploring the relevance and efficacy of the case method 100 years later, what happens when students can personally relate to case protagonists.

R. Daniel Wadhwani is professor of entrepreneurship at the Greif Center for Entrepreneurial Studies, University of Southern California. He co-directs USC’s Founder Central Initiative , which is devoted to research and teaching on the decisions and dilemmas that founders and early hires face in new ventures. Wadhwani’s research focuses on historical approaches to the study of entrepreneurship. He recently co-edited a special issue of Strategic Entrepreneurship Journal devoted to the topic and regularly contributes to the Greif Center’s Historical Entrepreneurship Case Series .

How to Teach Any Case Online

10 business case studies to teach online.

Karthik Ramanna is a professor of business and public policy at the University of Oxford, where he is also director of the Oxford MPP and of the Oxford Case Centre on Public Leadership. He was previously on the faculty of Harvard Business School.

Laura Huang is an associate professor of business administration in the Organizational Behavior Unit at Harvard Business School. Prior to joining HBS, she was an assistant professor of management at the Wharton School, University of Pennsylvania. Her research examines early-stage entrepreneurship, and the role of interpersonal relationships and implicit factors in the investment decisions of financiers such as angel investors and VCs.

Anna A. Tavis is a professor and academic director of the Human Capital Management Department at NYU School of Professional Studies, senior fellow with the Conference Board, and the academic in residence with Executive Networks. She was named for inclusion in Thinkers50 Radar for 2020.

Meredith Burnett is a professorial lecturer in the Kogod School of Business at American University. Her research and teaching interests are in the areas of organizational behavior and human resource management, and her research examines how individual differences and human resource policies interact to influence employee behavior. She is particularly interested in examining how these factors influence outcomes such as employee retention and employee knowledge sharing.

Christopher A. Bartlett is the Thomas D. Casserly, Jr. Professor of Business Administration, Emeritus, at Harvard Business School. As a practicing manager prior to HBS, he worked as a marketing manager with Alcoa in Australia, as a management consultant in McKinsey’s London office, and as the country general manager of Baxter Laboratories’ subsidiary company in France. His research interests after joining HBS in 1979 focused on the strategic and organizational challenges confronting managers in large, complex corporations, and on the organizational and managerial impact of transformational change.

Chen Lin is an assistant professor of marketing at CEIBS and a former assistant professor of marketing at the Eli Broad College of Business, Michigan State University. Her research interests include digital and social media, internet marketing, and empirical marketing models. She has taught marketing research, digital marketing, and business technology innovation at the EMBA, EED, and MBA levels, and has been a marketing columnist for SINA Finance , Forbes , and Economist EIU.

Karin Kollenz-Quetard is professor of strategy and innovation at EDHEC Business School, and she also intervenes in customized programs at other business schools such as London Business School (UK) and HEC (France). She develops and delivers face-to-face and online executive-management development programs and keynotes with a focus on strategy and innovation. In December 2016, Karin was named one of the world’s leading business school professors by Financial Times .

Caren B. Scheepers is an associate professor at the Gordon Institute of Business Science (GIBS), University of Pretoria. She lectures on strategic implementation, MBA electives titled Contextual Leadership Intelligence and Diversity and Inclusion (Identity Work), and on strategic leadership on the MPhil in corporate strategy. She also developed and is hosting a GIBS Online Strategic Leadership course. She is also passionate about executive education programs and supporting companies in their strategy execution.

Teaching History Through the Case Method

Discussing race in case teaching.

Michael A. Stanko is associate professor of innovation and marketing at North Carolina State University’s Poole College of Management.

Do Your Students Know How to Analyze a Case—Really?

Herbert V. Brotspies , D.B.A., is an adjunct professor of marketing at Nova Southeastern University. He has over 30 years’ experience as a vice president in marketing, strategic planning, and acquisitions for Fortune 50 consumer products companies working in the United States and internationally. His research interests include return on marketing investment, consumer behavior, business-to-business strategy, and strategic planning.

John T. Gironda , Ph.D., is an assistant professor of marketing at the University of North Carolina Wilmington. His research has been published in Industrial Marketing Management, Psychology & Marketing , and Journal of Marketing Management . He has also presented at major marketing conferences including the American Marketing Association, Academy of Marketing Science, and Society for Marketing Advances.

Mastering Case Teaching in Online Classes

Bringing the case method online.

Srikant Datar is the Arthur Lowes Dickinson Professor of Business Administration, faculty chair of the Harvard Innovation Lab, HBS One Harvard Faculty Fellow, and senior associate dean for University Affairs at Harvard Business School. A chartered accountant, he holds two master’s degrees and a Ph.D. from Stanford University.

Brian Kenny is the chief marketing and communications officer at Harvard Business School, where he oversees all marketing and communications efforts at the school. Previously, he oversaw global marketing for management consultancy The Monitor Group and led marketing programs for Genuity, a $2 billion internet company.

How to Write a Great Business Case

James L. Heskett is UPS Foundation Professor of Business Logistics, emeritus, at Harvard Business School. He completed his Ph.D. at the Graduate School of Business, Stanford University, and has been a faculty member at The Ohio State University as well as president of Logistics Systems, Inc. Since 2000, he has authored a blog on Harvard Business School’s Working Knowledge website .

Benson P. Shapiro is the Malcolm P. McNair Professor of Marketing, emeritus, at Harvard Business School where he taught full time from 1970 to 1997. Since 1997, Shapiro has concentrated his professional time on consulting, giving speeches, serving on boards, and writing. He continues to teach at Harvard and has taught in many executive programs and has chaired the Sustainable Marketing Leadership for Mid-Sized Firms Program.

7 Favorite Business Case Studies to Teach—and Why

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

Tackling Diversity in Case Discussions

Colleen Ammerman works with the faculty leadership of the Harvard Business School Race, Gender & Equity Initiative to support a research community and a platform for disseminating practice-relevant insights for advancing equity, diversity, and inclusion in organizations. She is a member of the Life & Leadership After HBS research team, an ongoing longitudinal study of Harvard Business School alumni which examines the influence of gender and race on their life and career outcomes. She is also coauthor, with Boris Groysberg, of Glass Half Broken: Shattering the Barriers That Still Hold Women Back at Work (Harvard Business Review Press 2021).

Zoe Kinias  is an associate professor of organizational behavior at INSEAD and the academic director of INSEAD’s Gender Initiative. She is also a member of the INSEAD Randomized Control Trials Lab. Her teaching topics focus on leadership development, social issues at the intersection of business and society, and psychological research in applied/business contexts.

Nien-hê Hsieh  is a professor of business administration and Joseph L. Rice, III Faculty Fellow in the general management unit at Harvard Business School. His research concerns ethical issues in business and the responsibilities of global business leaders, and it centers on the question of whether and how managers are guided by not only considerations of economic efficiency, but also by values such as freedom and fairness and respect for basic rights.

The Case for Female Protagonists

Anne Trumbore is senior director of Wharton Online at The Wharton School, University of Pennsylvania. She formerly taught and designed curricula for online environments at Stanford University, and she has also pioneered the design and implementation of online courses at NovoEd and Coursera.

Lilian Ajayi-Ore is a faculty member at Columbia University and New York University School of Professional Studies. She teaches digital marketing, interactive marketing, and data analytics. She is also a digital marketing strategist and big data analytics executive with over 16 years of industry expertise helping brands and organizations identify key market trends and implement marketing strategies.

Live Case Studies Demystified

Adam Rapp is a professor of marketing at Ohio University’s College of Business and the executive director of The Ralph and Luci Schey Sales Centre. His research focuses on factors influencing the performance of front-line service and sales personnel. He has taught in and built sales institutes, and most recently developed an extensive curriculum around the topic of managing millennials and sales team performance.

Jessica Ogilvie is an assistant professor of marketing in the College of Business Administration and associate director of the sales program at Marquette University where she teaches marketing and professional selling courses. She is also an area editor at the Journal of Personal Selling and Sales Management. Her primary areas of research include strategic issues related to frontline management, sales, and service topics.

The Perfect Opening Question

William Ellet  is a lecturer in the business law department at the University of Miami Business School, where he teaches critical thinking, writing, and speaking. He has over 20 years of experience as an MBA writing coach and teaches workshops on the case method all over the globe.

The Art of Cold Calling

The  C. Roland Christensen Center for Teaching and Learning  was established in 2004 to promote and support teaching excellence and innovation within Harvard Business School. It also provides leadership and expertise about case method teaching and participant-centered learning for instructors at other institutions in the United States and abroad.

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• Program for the Advancement of Research on Conflict & Collaboration
• Annual Teaching Case & Simulation Competition

Annual Teaching Case and Simulation Competition

The E-PARCC competition consists of two tracks: (1) Collaborative problem solving, collaborative governance, and network governance and analysis, and (2) Collaborative methods in international development. The competition opens in November and closes in February.

Submission Instructions and Requirements

Track 1: Collaborative Problem Solving, Collaborative Governance, and Network Governance and Analysis

Competition prizes.

• $5,000 for best teaching case
• $5,000 for best teaching simulation
• $1,000 honorable mentions

Collaboration is not simply a body of substantive knowledge–it also is a set of skills, attitudes and behaviors. This E-PARCC competition track aims to expand access to high-quality, relevant case studies and simulations focused on helping students and practitioners better understand and enact multiple aspects of collaboration to address public issues and problems.

Public and nonprofit managers, civic leaders and elected officials are rarely unitary supervisors of unitary organizations. Instead, they often find themselves collaborating in multi-organizational networked arrangements, as well as with the public, to solve problems that cannot be solved, or solved easily, by single organizations.

Track 2: Collaborative Methods in International Development

Learning approaches that emphasize participatory, collaborative and conflict-sensitive strategies and skills have been found to be effective for enhancing public policy and managerial capacities. Such learning, however, often depends on having relevant case materials that address the situation-specific requirements of diverse audiences.

This E-PARCC competition track aims to expand the knowledge base of case studies and teaching materials about collaborative methods in international development in transition and conflict countries.

All prizes are supported by the Glendal E. and Alice D. Wright Prize for Conflict and Collaboration Case Studies in International Development.

February 15

The annual competition is open now until February 15. This year's winners will be announced in September.

Please reach out to Tina Nabatchi, director of PARCC, with any questions ( [email protected] ).

2023 Competition Winners

“gewel: sustainable solutions for empowering girls and women in zambia”.

Dr. Trilochan Tripathy and Benudhar Sahu, XLRI-Case Research and Simulation Development Centre

First Place Winner of the Glendal E. and Alice D. Wright Prize Fund for Conflict and Collaboration Case Studies in International Development 

“Combating Child Labor in Artisanal Mining of Cobalt in Democratic Republic of Congo”

Anil Anirudhan and Sanjib Dutta, ICFAI Business School

Honorable Mention of the Glendal E. and Alice D. Wright Prize Fund for Conflict and Collaboration Case Studies in International Development

“Not Another River Dispute! Muddying the Waters of International Collaboration. The Case Study of the Oder River Poisoning"

Maria Cudowska, Faculty Fellow at SU’s Institute for Security Policy and Law

1st Place Winner of the Collaborative Governance Teaching Case and Simulation Prize  

“Environmental Stewardship - Citizen Engagement - Collaborative Efforts: The Three-Pronged Transformational Strategy to Cleaner Waterways in Baltimore”

Dr. KBS Kumar and Indu Perepu, ICFAI Business School

1st Place Winners of the Collaborative Governance Teaching Case and Simulation Prize  

Interested in working with us on E-PARCC?

Welcome to Emerald case studies

Global teaching materials to engage and inspire.

Our teaching case studies give your students the opportunity to explore real world challenges and test their decision-making skills before taking their knowledge to the workplace. Our cases are rigorously peer-reviewed and 100% of cases in our Emerging Markets Case Studies (EMCS) or The CASE Journal (TCJ) collections have teaching notes to help you facilitate dynamic classroom discussion and make the most out of your case study.

Browse our case collections

Emerging Markets Case Studies (EMCS)

A growing collection of over 1,000 case studies and accompanying teaching notes with a unique focus on rising economies.

View our EMCS collection

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The CASE Journal (TCJ)

Over 250 double-blind, peer-reviewed cases endorsed by The CASE Association, which advocates case writing and teaching and provides a forum for both novice and experienced writers.

View our TCJ collection

The Case for Women (CFW)

Created in partnership with The Case for Women, Forté, and MBA Roundtable, these are winning cases from a case writing competition dedicated to the female protagonist.

View our CFW collection

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Alongside Emerald content we also licence over 800 cases from leading business schools and institutions globally.

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Answers to the most commonly asked questions here

• Prospective Members

NASPAA's FIRST Case Writing Competition

NASPAA ANNOUNCES ITS FIRST Case Writing Competition!

$2000 grant to the winner, submissions closed.

NASPAA has launched its new Institute for Innovative Teaching and Learning for Public Service (IITLPS). To celebrate, we’re holding a Case Study Writing Competition.  Participants in this year’s Teaching Case Study Workshop at the 2019 NASPAA Annual Conference in Los Angeles will be eligible for a $2000 award for the winning case study.

Competition Guidelines

• You must have participated in the Case study workshop on Wednesday, October 16  at the NASPAA Annual Conference.
• Submit a  max. 2 page outline of the teaching case you are proposing to write, to  [email protected] , with subject line “Case Writing Competition Proposal.” The deadline for all proposals is  FRIDAY DECEMBER 20, 2019, 12 midnight eastern standard time. NASPAA will appoint the review committee, and all judges’ decisions are final.
• author information (name, title, institution, email)
• designated policy area(s) and courses for which the case is intended for use, and any other pertinent information.
• which NASPAA accreditation universal competencies are addressed.
• Eligibility: The author must be at a NASPAA member program, and if more than one author, the principal submitter must be at the program.
• The proposed case must connect to helping students achieve one or more of NASPAA’s universal competencies as expressed in our Accreditation standards ( https://accreditation.naspaa.org/wp-content/uploads/2017/01/standard-5-text-ssi.pdf )
• It must be a NEW case study, and cannot have been released anywhere prior to your submission.
• The case author will retain ownership of the case content. Once delivered to NASPAA, NASPAA can disseminate the case in any way it chooses, and retain control of the package in which the case is embedded, and distribution rights.
• The case must be submitted no later than March 1, 2019, and once it has been assessed by the NASPAA judges for completeness and quality, the author will be sent a check for $2000. If more than one author, the grant will be divided among them. (Late completion of the case will result in a daily 3% reduction in the amount of the grant).

 The judges will evaluate case proposals according to the following criteria:

• Quality and appropriateness of format, content, structure, and style. IITLPS seeks submissions of exceptional quality that demonstrate good practice in case writing and teaching guidance.
• Value to the teaching and learning enterprise. Cases that are likely to invite lively engagement in fundamental issues and contribute to the learning of important concepts and skills are especially welcome.
• Timeliness and timelessness. Both new cases that fill important and emerging curriculum gaps and those that remain resilient in long and widespread use will receive special consideration.
• Classroom utility. Inherent teachability across a range of teaching contexts and audiences, and successful classroom use as related in teaching and usage notes that provide thorough analysis and detailed teaching suggestions, are particularly valued

Society for Public Health Education

Society for public health education utility menu news resources donate login join donate linkedin twitter facebook instagram youtube search membership maximize your membership get involved communities of practice volunteer board of trustees nominations volunteer committees emerging volunteers gift-a-grad membership types & fees students collegiate champions brigham young university collegiate champions lifetime membership affiliate organization membership sophe chapters establishing a new sophe chapter chapter appreciation month region i chapters sophe region ii chapters sophe region iii chapters faces of health education specialists jody vogelsang karen mancera-cuevas laverne d. partlow carla valdez carlos rodriguez-diaz jordan-lindsay morris anita sego kortni garcia nickee palacious katie jourdan jessica wingert jody early jovonni r. spinner jamie michael wendy hyde victoria revelle bree bode khaliah fleming karl larson sharon moton chelsea lantto alyssa lederer jodi brookins-fisher kathryn berlin christen jackson shanna livermore ezinne chinemere angela kroeze-visser ryan coffman tonya nash shontelle dixon professional development professional preparation teacher preparation resources advocacy in action course ches exam prep hes practice analysis ii 2020 uplifts leadership course career hub professional ethics center for online resources & education core tutorials what is a health education specialist areas of responsibilities, competencies of health education specialists conferences & events sophe’s 26th annual advocacy summit call for abstracts registration travel & hotel 2024 annual conference plenary speakers registration schedule at a glance pre-conference workshops exhibitor, sponsor & advertising prospectus national case study competition in health education hotel, travel & attractions continuing education credits faqs call for abstracts national health education week nhew 2023 planning a nhew activity about nhew past conferences 2023 annual conference continuing education publications journals health education & behavior current issue editorial board health promotion practice current issue editorial board pedagogy in health promotion current issue editorial board books focus areas climate & health health equity health equity & anti-racism recommendations health equity toolkit public health workforce: step-up pipelines step-up pipelines program alumni resources school health walk & bike to school child & adolescent health racial & ethnic approaches to community health reach urban communities reach rural areas reach sustainability vaccinations coronavirus|covid-19 what you can do resources monkeypox chronic conditions arthritis heart conditions stroke partnering 4 health success stories nutrition, obesity & physical activity nutrition tips on shopping at farmers markets: get more fresh produce in your diet farmer’s markets september is fruits & veggies more matters physical activity routes to destinations parks & recreation injuries emerging issues in injury prevention success stories in health education & injury prevention behavioral science violence/intentional injury program planning community based participatory research resource centers mental health women’s health men’s health tobacco opioids: an epidemic health education resources for opioid prevention & treatment advocacy alerts, briefs & news policy briefs resolutions, testimony and comments comments resolutions testimony legislative tracker action alert sign up coalitions advocacy initiative fund about mission, vision & values strategic plan 2021-2025 sophe bylaws annual report board of trustees staff history sophe snapshot: legacy in 70 black history month global health competencies awards, fellowships, internships & scholarships internship program past sophe awardees home > conferences & events > 2024 annual conference > national case study competition in health education national case study competition in health education.

Every year, NCSCHE® brings together student teams from leading universities to compete in solving a real-life challenge. Three weeks prior to the competition, students and their advisor will be emailed a community-based public health education case. Students work independently to develop a resolution to the issue and a presentation for a panel of judges. Teams will have free reign to address the issue as they see fit, but generally they will have to show competence in the NCHEC Core Competencies for a Health Education Specialist. Students present to a panel of judges, given approximately 15 minutes to present, and then 10 minutes for questions from the panel.

The National Case Study Competition in Health Education,  SOPHE ,  Eta Sigma Gamma , and the  National Commission for Health Education Credentialing  are pleased to announce their partnership to expand the National Case Study Competition in 2024. All four entities will be collaborating to continue the tradition of providing students with a top tier professional development experience. 

The Competition will be dually conducted, continuing the practice of offering an online competition experience, but adding an onsite option for students choosing to attend the SOPHE Annual Conference in St. Louis. 

Dates to Note:

Registration closes: February 16, 2024 Case and materials e-mailed to participating schools: February, 26-27, 2024 Onsite portion at the Hyatt at the Arch in St. Louis, MO: March 18, 2024 Online portion of competition: March 19, 2024 

If you have questions about the competition, contact Karl Larson, NCSCHE Executive Director, at  [email protected] .

2024 Sponsors

Case Study Competitions- Details, Winning Strategies, And More!

Table of content: 

The abc of case studies, types of case studies, illustrative case studies, exploratory case studies, collective/multiple-case studies, critical instance case studies, 5 tips to boost your chance of success in a case study competition, a diverse and well-balanced team, research is key, work on multiple ideas.

• Structure Of Competition Presentation Content Is Important

Be Prepared For Answering Questions

Case study competitions are the best exercise for your grey cells which makes use of all your mental faculties as well as your decision-making abilities. No wonder this 'show and tell' of corporate operations and market studies play a crucial role in competitions across universities and corporate organizations alike.

These case study competitions have changed the hiring landscape across all industries with many more joining the league. Organizations conduct business case competitions to reach out to top talent and assess their management and leadership skills. These businesses often offer enticing prizes like pre-placement interview opportunities as well as cash prizes to attract the target audience. There are multiple advantages to these challenges, and many organizations have started conducting corporate case study competitions and hackathons as annual events.

Naturally, students from all streams across the nation want to be a part of this trend. You too can be a part of and win these competitions with the right approach. This article lists all the details about case studies, ways to approach a case study competition, and tips to increase your chances of success in them. Have a look!

Have you ever wondered what a case study actually entails? Well, case studies are simply teaching tools that enhance and test the practical knowledge of students. A case study asks students to make a detailed analysis of a market situation, an organization, or a particular situation/ problem. The students are then required to use their problem-solving skills to rectify the complications or come up with innovative solutions to the problem statement at hand.

For example, a vast majority of learning in management courses occurs through case studies and they form an integral part of the business school experience. These case studies could be related to any functional area of an organization. Such as a marketing case study, or a case relating to the finance, operations, HR, or IT departments. They could also entail studying the overall workings of an organization and then ask students to come up with a business solution that is the best course of action for the respective organization.  Note that the proposed solutions must be clear, evidence-based recommendations, based on in-depth research of the organization and the market conditions. These recommendations are meant to provide the company with solutions to real issues.

Now that we know the basics, let’s look at the type of case studies and their classifications.

There is a wide range of case study types and methods of classifying them into categories. These types are then further divided into sub-divisions depending upon the subject, situation, goals/ objectives, etc. But there are four most widely accepted types, which are:

These are also referred to as descriptive case studies. As the name suggests these start with the description of a situation that needs to be analyzed. They generally describe one or two circumstances to familiarise the reader with the business problem/ situation that is the main subject of the study. 

The readers then make observations based on the description provided, compare them with relevant theories, and come up with actionable recommendations.

These case studies are condensed forms of research studies that usually act as a precursor to much bigger studies with a deeper level of research. The main function of such studies is to find the answer to some pre-decided basic questions, which either prove or refute the need for further research and study on that subject. If the case study shows that further, more detailed research on the matter will be fruitful, researchers dive deeper into the subject matter.  

As the title suggests, these studies make use of different (relevant) studies from all points of time which aggregate into the case for a new one. The collection of various studies leads to better generalization and addition of information without the extra expense of time and resources. 

As the name suggests, these studies focus on a single instance or phenomenon. They are somewhat similar to collective case studies in the way that these also entail collecting data from different sources. However, in contrast to cumulative studies, here the purpose is not to make generalizations, rather it's to focus on unique situations for study. Such case studies are useful for finding the relation between an event and its cause.

These are the most common case study types. Now, a case study competition will require a group to work as a team and present their analysis and consequent solutions in a compact and effective manner to the judges. It’s a straightforward process but requires great thought and preparation in advance if one wishes to win.

Listed below are 5 business case competition tips to help you prepare for and win case competitions/ challenges:

Building a well-rounded team is critical when participating in a competitive case study competition. Everyone knows that a team that consists of members with diverse strengths, skill sets, backgrounds, methodologies, and competencies is comparatively better at thinking out of the box and coming up with amazing solutions. An ideal team, size-wise, consists of 4-6 people unless specified otherwise by the competition sponsors/organizers. 

It is important that participants possess great research skills if they want to emerge as competition winners. This is because they will need to conduct thorough research on the topic/ situation/ problem at hand to come up with winning solutions. What one lacks in knowledge can be made up for only through proper research. The key takeaway here is- to hone your research skills before taking part in the competition, both through study and practice. You should know how to conduct comprehensive research using all offline as well as online resources available for the subject of your case study.

You could make use of websites like Unstop to take part in online competitions and business simulation games in order to get a fair experience of the workings of such a competition.  

Putting all your eggs in one basket isn't the ideal approach when it comes to such competitions. It is best to work on a couple of ideas at the same time and then select the most brilliant idea of the lot and make it your primary solution. Other business ideas can be used as backup options if something goes wrong with the initial plan of action.

Note that while you need to come up with data-driven solutions, don't forget to employ logic and reason in your solution.

Structure Of Competition Presentation Content Is Important 

Presenting and positioning your business solutions is just as critical as coming up with actionable recommendations for the problem at hand. Because if you don't present the information in a structured form, you won't be able to convey your idea to the judges. Your presentation should be professional, crisp, and effective all the same time. 

Another important aspect of making a successful presentation is the person making the presentation. This person should have excellent communication skills and must be confident and approachable. It is not important for all team members to present and speak individually. There might be members who aren't comfortable making conversations with people or speaking in front of large crowds. Everyone has their own set of skills and it is best to play them to their strengths.

So, structure your presentation right, and choose the best speakers to go forward (if all the team members could partake in it, all the better). Also, it is better if max 2 members handle the computer slides at a time- clutter doesn’t look good.

The next stage of these competitions is the QnA round. Here the panel will ask questions regarding your presentation and recommendations for the problem statement. It is best to come prepared for this round, rather than being caught unaware.

So contemplate what kind of questions could be asked depending on your research, strategy, sources, presentation, and the final solution. Prepare well-researched answers for these beforehand as this will give you an edge over your competitors. Keep handy extra information like topic-specific graphs, charts, and previous studies which you can pull up in the time of need. Being prepared for answers helps you finish on a high note. Case study competitions require good team effort on top of individual dedication. If you wish to win, use all the help you can get. Unstop is a website that is dedicated to helping students in their academic endeavors and is one stop shop from where you can gather necessary ideas and experience.

Case study competitions are enjoyable and informative, they invoke team spirit and let the participant experience what actually happens inside a corporation. Look at it as a fun, active way to learn more, and be prepared for anything. Remember to stay organized, logical, and confident about your presentation, and the rest will fall into place. #BeUnstoppable

You might also be interested in reading the following:

• Meet J&J Imagivators: The Mavericks Share Their Strategy, Experiences, And More!
• Meet Team Secure- From Thinking of Dropping Out To Winning The 1st Runner-up Title Of Tally Codebrewers 2022
• Books For MBA Students In Every Specialization That Should Not Be Missed
• How To Win Business Case Competitions: The Secret Revealed

I am an economics graduate using my qualifications and life skills to observe & absorb what life has to offer. A strong believer in 'Don't die before you are dead' philosophy, at Unstop I am producing content that resonates and enables you to be #Unstoppable. When I don't have to be presentable for the job, I'd be elbow deep in paint/ pencil residue, immersed in a good read or socializing in the flesh.

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Students competing with cases

By  Emma Simmons , June 2016

Student case competitions and challenges are a vibrant and thriving worldwide phenomenon in the annual business and management education campus calendar.

We wanted to find out their objectives and how they came into being. Who runs them and who participates? How are they funded and judged? What difference do they make to those who take part and what is learned along the way?

The Case Centre currently lists on its website more than 20 student case competitions which bring together participants from diverse schools and universities worldwide. We surveyed many of these competitions and challenges and talked to representatives of several of them from across the globe. The broad spectrum and rich variety is extraordinary. Some have a regional focus such as the HSBC/HKU Asia Pacific Case Competition , which has a regional focus in its competition cases, but is international in its participants.  The Russian National Case League Challenge invites participants from Russia and, where possible, overseas to address real Russian challenges. By contrast, a regional division of the APICS (American Production and Inventory Control Society – a professional association for supply chain management) runs the West Coast Student Case Competition , targeted at teams of student members from its area.

Other case challenges also address specific disciplines or management areas. Since 1994,  ESTIEM (European Students of Industrial Engineering and Management) has run its ‘flagship’ TIMES (Tournament in Management and Engineering Skills) case study competition’ throughout Europe, involving, typically, a remarkable 350 teams. At the annual Creative Shock competition run by the ISM University of Management and Economics  in Vilnius, Lithuania, participants have the opportunity to find Marketing, PR and Communications solutions for social enterprises and organisations;  the latest competition attracted more than 600 participants from 175 universities and 61 countries. 

Participants

This wide variety of competitions is also targeted at differing groups of participants, and at varying levels of education. Many case competitions are run for undergraduates, who may have had little – if any – case solving experience in the classroom. In its fourth year, the Gadjah Mada Business Case Competition in Indonesia is looking to attract ‘top’ undergraduate students to take part, and the ICC@M (International Case Competition @ Maastricht) at the University of Maastricht in the Netherlands invites 16 ‘undergraduate business student teams’ to compete. Meanwhile, the Family Enterprise Competition  at the Grossman School of Business of the University of Vermont is open to students of family business at both undergraduate and masters levels. Then there are the primarily MBA competitions, such as the Montreal, Canada based, John Molson MBA International Case Competition at the John Molson School of Business at Concordia University , or the WBS Case Challenge  at Warwick Business School .

Some competitions add a further dimension to participation: the KeyBank Foundation Minority MBA Case Competition held at the Fisher College of Business at the Ohio State University , requires that at least one presenting member of each team represent ethnic diversity, while the Reaching Out MBA Case Competition  is organised by and held at the annual LGBT (Lesbian, Gay, Bisexual, Transgender & Ally) MBA Conference for ‘LGBT business students to showcase their business acumen and compete for case scholarships’.

History and purpose

So, what is the mission of all these competitions and how and why were they started? It turns out that the answers to these questions, and the founding institutions and individuals, are as diverse as the events themselves. The John Molson Competition, in its 36th year, claims, to be the oldest – and ‘most prestigious’ – of all. According to Valerie Consolante, the current Judges, Cases and Events Organizer, “since its foundation in 1981 by Nora Kelly and Annette Wilde, two enterprising and pioneering MBA students, the main purpose of the competition has been to bridge the gap between the corporate and academic worlds”. What started as a contest with three other Canadian schools, after ten years went international. “Today the competition, run by current MBA students, comprises 36 teams from five continents and remains committed to bilingualism,” reports Consolante, highlighting a unique aspect inspired by its Canadian cultural heritage.

Run by neither a school nor university, but by a non-profit organisation ‘dedicated to fostering enlightened leadership and open-minded dialogue’, the Aspen Institute Business & Society International Case Competition  is much ‘younger’, but was also founded (in 2009) with a guiding mission. “From the beginning,” says Justin Goldbach, Founder & Director of the Competition, “we were looking to challenge and encourage students at the intersection of corporate profitability and positive social, environmental and ethical impact.” Students from 25 business programmes from across the world compete each year. “We believe we offer a special opportunity to students to reflect on the significant influence, and potential for good, that a well-managed business can have in society,” says Goldbach.

The HSBC/HKU Asia Pacific Business Case Competition , founded in 2008, started as a result of a dialogue between a Professor – Ali Farhoomand , Founder and Director of the Asia Case Research Centre (ACRC) and a former student – Dora Li, who was, and still is, working at HSBC in the area of Corporate Sustainability. According to Helena Hu, Assistant Director at the ACRC, “the original idea of the case competition combined showcasing ACRC cases with the problem-solving business skills of promising young students. What began as a local Hong Kong contest has evolved into a flagship international education initiative within HSBC’s Corporate Sustainability programme.”

Organisation

As a general rule, all student case competitions are on a large scale. They can typically comprise pre-assignments to be completed back on competing teams’ campuses, then, at the competition itself, several days of teams working on cases and presenting to panels of judges, followed by a final round, a prize-giving and celebratory dinner, often at a flagship venue with a celebrity, or even royal, speaker. What precedes all these events is a multi-layered and complex web of months of planning and execution. Cases need to be commissioned or selected, teams evaluated and invited, judges and sponsors identified and brought on board, accommodation and venues booked, operational and prize finances secured and administered, not to mention marketing and communications developed and maintained; research for this article revealed that most competitions have informative websites and often well maintained and updated Facebook pages, Twitter accounts and blogs.

Who organises the competitions tends to be shaped by their history and mission, and, perhaps surprisingly, many of the bigger competitions, which have a status as high visibility events at the hosting educational institutions, are predominantly student run, with little, if any, faculty – or case teacher – involvement. At Copenhagen Business School , the CBS Case Competition  brings together its history, mission and organisation in a unique way. According to its website, the competition wants ‘to contribute to the development of well-rounded and whole-hearted leaders ... that value relationships, and do not compromise caring for other people to further their own interests.’ Daniel Michaelsen, is a current undergraduate and one of the Competition’s Steering Committee of two, reporting to a ‘board’ comprising business people with connections to the competition in previous years. He is responsible for liaising with partners and sponsors from the corporate world, including Danish companies and, notably, the Boston Consulting Group, and recruiting and leading no fewer than 35-40 further undergraduate student organisers: “We see our own organisation as embodying the same set of values we uphold for the competition, and this year we have added a focus on innovation in the organisational process,” he says. “Our team is highly dedicated, with a can-do attitude, and ambitious to create experiences of a lifetime for everyone involved in the competition – including our own students at the school, many of whom get involved as hosts for visiting teams,” he continues.

But beyond its vision, the organisation of the CBS Case Competition is meticulously structured into eight sub-teams taking care of all the various aspects of the competition, no mean feat considering that last year around 900 students were participating in the competition at some stage or other. Selected organising members, with experience of the previous year’s competition, ensure that learning is harnessed year-on-year. Daniel himself is a previous winner of an internal case competition in his first year of study, which he feels has helped him with his current leadership challenge.

At Warwick Business School, the WBS Case Challenge, now in its fourth year, which attracts masters and MBA student teams from schools across the globe, is also run by current students, this time MBAs. So seriously is the role of organiser taken that the business school’s 'Careersplus' team coordinates the ‘recruitment’ of the team of eight, a process in which interested volunteers have to undergo a 'formal' selection process. Like elsewhere, these roles are voluntary and extracurricular, but they are often considered as an honorary and certainly CV-enhancing opportunity for those selected. Farah AbdulHadi, 2016’s Director of the Warwick organising committee, sees the involvement in making the competition happen, although a huge undertaking and learning curve, as one of the most enriching experiences of her study time, especially in relation to future employability. “Each year, the appointed organising committee receives the brief from the school’s corporate relations office and then has to independently run with it. On day one we know virtually nothing and need to gain a fast understanding of all aspects and then carry it through to successful completion.”

Of course, there can be no case competition without at least one case. Here too, there is great variety in how they are developed or sourced. Because of the level playing field necessary for a fair contest, which requires competing teams to be confronted with material they have not seen before, most competitions want to work with up-to-date materials. Helena Hu reports that the HSBC/HKU Asia Pacific Business Case Competition “showcases some of the best cases to have been written at the Asia Case Research Centre during the preceding year, usually topical with an Asia Pacific connection and all unpublished up to the time of the competition.”

Many other competitions also promote a regional dimension to the case subjects, such as the Copenhagen competition which usually commissions a case about a major Danish, often multinational, company. The Warwick competition, working with its main sponsors GE Healthcare and  GE Healthcare Finnamore , commissions professional case writers to produce the case with a subject relevant to the main sponsor. Farah Abdulhadi comments: “We want to be able to encourage and harness multi-disciplinary talent in the solutions to the competition cases, which will interest our sponsors and judges, and which means that participating teams are encouraged to include students with discipline-specialist knowledge alongside the MBAs.”

Any case that has been commissioned for a competition brings with it high expectations: a challenging and specific brief to a tight deadline for the case writer, and the case also needs to have an appropriate flexibility and depth. According to Justin Goldbach at the Aspen Institute, “our competition cases need to not only reflect the competition’s mission around social responsibility through their subject, but they need to work flexibly: first in a 72-hour preliminary round on the campuses of the participating student teams, then, yield outcomes that can be blindly reviewed by three Aspen judges, but still provide scope for further development and presentation by five teams at the final in New York City.”

The Aspen Institute has developed a long-standing collaboration with Yale School of Management to develop its competition cases. Jaan Elias, Yale School of Management’s first Director of Case Study Research, created the ‘raw’ case study format for the Yale classroom, which, by drawing together Internet links, interactive exhibits, text and video on a multimedia web platform, lends itself especially well to case competitions. “The process and discipline of creating a case for a competition is, at its heart, the same as for one to use in class, but, a competition case needs to be developed with an additional creative approach that ‘opens up’ the separate elements of its problem, and gives potential for the students to access crucial – sometimes contradictory – information and work towards innovative solutions under considerable time pressure,” says Elias. In recognition of the fact that a case competition should, ideally, be a happy experience, “competing teams – and especially judges – also need to be able to enjoy the case,” he adds, “a creative case allows for much more interesting student solutions!”

Adding a further layer of complexity, which also requires careful planning and organisation, some student contests stage a preliminary case writing competition to produce the cases that will be used in the student challenge. The John Molson competition uses no fewer than seven cases and holds its annual Case Writing Competition, open to case writers worldwide, to source these. Valerie Consolante sets out some of the requirements: “Cases must be unpublished, untested and yet to be presented or discussed in any public form; confidentiality is of utmost importance. They can be based on field research or secondary sources and can deal with any business discipline, but the subject must be a real organisation,” she says. True to the competition’s ideals, cases can be submitted in French or English and will be translated for the competition. Having selected the winning cases, “to make the competition even more exciting, two of the seven cases used are given a different format: a ‘short case’ requiring teams to ‘think on their feet’ with shorter preparation and presentation times and a ‘live case’, the ‘highlight of the student competition week’. This includes a presentation by a senior executive of a major company, exemplifying the interaction between the academic and corporate worlds, at the heart of the competition’s mission,” she adds.

The Reaching Out MBA Competition used to hold a preliminary case-writing competition each year, but this was suspended two years ago. According to Matt Kidd, Executive Director, Reaching Out MBA Inc., “in 2006 there were hardly any cases being written involving LGBT subjects and issues, so we needed a case writing competition to generate case  materials for the student contest. These days, these issues are cropping up more frequently in cases written around the world. The landscape is changing and not all the cases we use today in the competition are primarily focused on LGBT issues, though teams will be asked to include this aspect in their solutions.” Kidd reports that his organisation works with a faculty adviser from Stanford Graduate School of Business to source suitable cases. “In the end, target subjects for cases are often student-driven; they report to us what they find to be important from year-to-year,” Kidd adds, “indeed, there are many new opportunities for case subjects with an LGBT dimension emerging today just waiting to be written and which also have relevance for non-LGBT business leaders of tomorrow.”

Sponsors and judges

Case competitions cost money and, even though many charge a fee to participating teams, and require them to finance their travel and accommodation, there are numerous expenses involved, from generous prize money to publicity, refreshments to venue hire and technology. While many are run as non-profit enterprises, attracting sponsors is a vital component. Philanthropy can be a motivation to sponsor, especially where local businesses are concerned but, given that competitions typically showcase some of the finest business case- solving student minds, when sponsors are also invited to participate in judging, competitions can become a useful source of talent-spotting for recruiters. For this reason, consulting companies frequently appear on the lists of sponsors and judges. As competition judges, management consultants do bring the benefit of already understanding the nature and purpose of business cases, either from their own education, or because they often use them in their work.

KPMG’s International Case Competition  is actually run directly by the firm, working through its local offices worldwide in identifying competing student teams, and giving the firm a unique opportunity to get to know future high potentials in the process.

Judging may or may not be blind at various stages of competitions and is often undertaken by different panels of judges to cope with a large number of competing teams. Most competitions set out judging criteria, but, several organisers reported that winning teams frequently emerge because they have taken the judges by surprise, or differentiated themselves from other teams with imaginative and unexpected solutions, or, an original approach to their presentation. Companies involved in the judging process who are in fact the case subject, can be genuinely interested in new and refreshing ideas that teams come up with to inspire their real businesses. The six winning team members of the 2016 Warwick competition, coincidentally represented Warwick Business School, and stood out to judges by the ‘human’ dimension of their business solution to a case that revolved around the topical public health issue of dementia. In a further gesture the winning team donated part of their prize money to a dementia charity.

Lasting impact

Our investigation reveals that student case competitions create a lasting impact through the alchemy of the whole event – a true intersection of education and business. Working on the cases develops student skills of problem solving, teamwork, creative thinking, fact-finding and mental agility, especially relevant for employability. The competitions showcase the students; they enhance the reputation of hosting institutions, and provide unique experiences to all those involved in the competition; they provide networking opportunities and create an added excitement around the process of working on a case, which may be a new experience for some participants. The cases, like the case method itself, turn out to be the catalysts and facilitators of these new, mind opening ideas, experiences and learning.

We leave the final comments to a recent Hong Kong University undergraduate winning team of the HSBC/HKU Asia Pacific Business Case Competition (from left to right on the photo): When asked what the experiences of the competition gave him, Joseph Kwong (Business & Law) included “friendship, and networking with top students from all over Asia, enhancing cultural understanding and promoting diversity and inclusion.” Wing-Yan Chan (English Studies & Global Business) felt that she “gained more perspectives on the approaches, intricacies, and priorities required to solve complex business problems; perspectives not easily gained through conventional textbook or classroom approaches.” Ivan Ho (Philosophy, Politics & Global Business) found the experience “fun, stressful and intense – but enjoyable because we got to solve real problems and present to the CEO of the case company – who, (half-jokingly!) offered us jobs after listening to our proposal.” Kelvin Ho (Accounting & Finance) felt “the competition contributed to my CV; interviewers tend to be very interested in the competition and often ask me about my experience.” It would seem that many students would benefit from the experience of a case competition at some point in their studies.

This article was published in Connect , Issue 22, June 2016.

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Fill below details to download the details

4th AIMA- ICRC Case Writing Competition & Conference, 2024

09 may 2024.

• Online Registration
• Download Brochure

Contact Details

Dr. Anuja Pandey , Head-AIMA India Case Research Centre (ICRC) Ph. 011-47673000 Ext: 709, Email:  [email protected]

Shini James

Manager, AIMA India Case Research Centre (ICRC) Ph. 011- 47673000, 49868399. Extn.:726 Mob: +91 9971479392; E: [email protected]

Event Detail:  9 th  , 10 th  & 11 th  May 2024 . 

Overview AIMA- India Case Research Centre (ICRC) is pleased to announce the 4th edition of Case Writing Competition and Conference (ICRC -CWCC). This competition aims to encourage and promote the development of high-quality India focused teaching case material that brings Indian ethos in managing the business. The business world has changed significantly in the past few years, particularly during the pandemic. The Case Writing Competition and Conference aims to capture the changing industry trends, technological changes, digital economy, sustainability, survival, and several other market requirements in the form of teaching cases.

About The Case Study Competition & Conference

AIMA, the apex body of management in India, organises several summits and competitions every year. The Case Writing Competition & Conference (CWCC) is a refreshing, stimulating and a learning journey for every case author/case writer. 

 This journey is extremely rewarding in terms of competency/skill enhancement, exposure to industry and real problems and challenges faced by organisations, expert and peer review on authored cases, mentoring & publication opportunities and finally the chance to win the competition. 

AIMA – India Case Research Centre is actively supported by industry and academia. Some of the top industry leaders are on its advisory board, and ICRC also enjoys rich academic support from eminent faculty from institutions across the world.

ICRC has published several teaching case studies and Industry best practices cases developed in ICRC banner, apart from a collection of India centric case studies from collaborating institutions like IIMB, ISB and several others. ICRC is a growing case collection repository. All cases submitted in this case writing competition & conference will be considered for publication in ICRC.

Potential Topics / Areas

Cases may be focused on any area that relates to a business or organisation, and economy. Topics may be from the disciplines of marketing, general management, human resources, economics, finance/accounting, logistics, operations, business policy, ethics, entrepreneurship, CSR, Sustainability, digital transformation, analytics, strategy, technology others and more specifically focusing on sectors such as 

• BFSI – Fintech & Financial Services
• Agriculture management & food processing
• Automobile 
• Supply chain and logistic
• Travel and Tourism
• Infrastructure 
• Energy and oil sector

Awards And Recognitions

Important dates, key takeways of the competition.

• AIMA ICRC will hand hold by giving support for case review, editing and publishing.
• Publication of selected Case Study in AIMA – India Case Research Centre.
• Opportunity to attend free Workshop on Case Development.
• Chance to win Award of Cash Prizes.

Case Application Rules

Eligibility.

Submission of cases and teaching notes are invited from academics, practitioners, or academic/practitioner teams.

Case studies and associated material must:

• be presented in English, include a case study and teaching notes
• be anonymous (the name of the application or his/her institution should not feature in any of the documents)
• deal with real enterprises and/or organisations (company release form to be submitted if applicable)

Cases that do not meet these conditions will be excluded from the competition.

Note: Multi-media presentation of cases is acceptable. But all multimedia cases should include a detailed teaching note.

Free example case:

One of our classic business ethics cases is available for free until the end of January. To download a copy, please visit  https://www.caseresearchaima.in/

Registration Fee for Conference & competition*

 + GST will be payable @18%.   

Workshop fee includes the cost of conference kit, course material, workshop tea/coffee, snacks, lunch and other organizational expenses.

Accommodation and Travel cost has to be incurred separately by participants.

Nomination fees are not refundable; however, participation by a substitute is allowed.

The Case Submission Guidelines

All submissions must:.

• Contain no identifying information about authors or their affiliated organisation or university within the text
• Only previously unpublished cases are acceptable
• Include either a decision focus or an analytical focus
• Be true and factual. The company may be disguised and the characters may have their names changed for confidentiality, but all situations must be accurate. Disguises must be disclosed on page 1 in a footnote. Fictionalised cases will be disqualified. 
• Cases may be based either on primary (field*) research or secondary sources (publicly available data and documentation, including news articles, court materials, YouTube videos, and others) or research
• Must include a  Title Page
• Be written in the past tense throughout (except indirect quotation)
• Case studies should be submitted in .doc or PDF format in 12 point Times Roman font, single-spaced with 1” margins.
• Be no longer than 8 pages (8,000 words), excluding exhibits and Teaching Notes

*If the case study is based on primary research, including a release document from the company or organisation (sample case release format provided on request). If the case study is based on secondary research, no release is needed but should be with proper referencing and footnotes.

Case Competition & Conference Format

The case competition is an annual event hosted online, in partnership with a leading organisation of India and abroad. We are encouraging eminent faculty/case authors from Universities/ B-schools and leading journals/publishers to participate in this competition.

 The competition aims to encourage and promote the development of high-quality India focused case studies & teaching notes which dwell on issues affecting business, society, economy and emerging international issues. Case authors are encouraged to develop case studies using multimedia and innovative pedagogy.

 More than 25 reviewers from different business schools and universities have been invited to review the submitted cases. 

The top-quality cases from the case competition will be exclusively mentored and developed by the ICRC team of mentors and published in India Case Research Centre Portal. These cases will later be marketed and distributed across to all B-schools and Corporates. 

Case Submission Format

All cases should incorporate the following components (the sections should not be subtitled with these generic headings):

• An opening paragraph/hook that generates interest and foreshadows the key problem
• Company/organisation story or history
• Industry background as relevant
• Key characters should be fully developed 
• Complete description of the situation or problem
• Exhibits or appendices and references as relevant
• Include a Teaching Note 

Teaching Note Submission Format

All Teaching Notes must include the following elements:

• Abstract (75-word maximum)
• Target audience and usage
• Learning objectives (not teaching objectives)
• Thought questions that relate to the learning objectives
• Short theory review – identify relevant theories without extensive discussion
• Pedagogy – minimum three per case
• 5-minute self-test for students
• Editable PPT (optional)
• Epilogue 
• References and exhibits, as relevant

Online Case Submission Guidelines

Every case entry must be submitted via AIMA –ICRC website https://www.caseresearchaima.in

Please note that we will not be accepting any paper submissions. All participants need to register at the ICRC portal and use the same login credentials for submissions. Please pay close attention to the fact that any reference to the author and/or his institution anywhere in the text must be removed.

Case Evaluation Criteria

Detailed cases and Teaching Notes will be judged by a team of expert case referees/reviewers.

Submissions will be evaluated as follows:

Stage 1:  Cases and Teaching Notes will be checked for adherence to all submission criteria and inclusion of required forms, signatures, and releases.

Stage 2:  Review/Referees will evaluate cases based on the following weighted criteria:

Case: 60% of the score

Teaching Note: 40% of the score

Stage 3:  Finalist cases will be ranked based on the preceding bulleted items and narrative commentary provided by the jury.  

Stage 4:   Finalist case will be called for the first round of presentation.

Stage 5:  The winner case studies will be presented in the grand finale. 

Instruction For Submitting The Documents Via The Website

• In the Option ‘Content Type’ -please select Case Competition 2024.
• In ‘Content Area’ –please select the functional area in which you want your case to be considered.
• Abstract: highlighting the issues in the situation and the nature of the available data
• Case including the sub section as specified.
• Teaching Notes including clear identification of the concepts that the case is aiming to teach (see Evaluation Criteria), with the exception of cases submitted in the corporate track for which teaching notes are not compulsory.
• Case Release Form/Company Release Form*.  

*If you are using already published data from the company, you base your case on, and then your case does not require a Case Release Form/Company Release Form. However, if you are using unpublished data from the company, you must submit a Case Release Form/Company Release Form , i.e. a response from the company giving permission for the case to be used. The Case release form has to be uploaded in the supplementary document.

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Case Writing Compitition

Carbon transition and business– 2023 global case writing competition.

The Centre for Development of Environment and Policy (CDEP) invites you to participate in the 2023 Global Case Writing Competition on Carbon Transition and Business.

About CDEP:

IIM Calcutta's Centre for Development and Environment Policy (CDEP) was established in 1998 as an interdisciplinary platform. Supported by a core endowment provided by the then Indian Planning Commission, CDEP addresses crucial interdisciplinary issues associated with the complex relationship between economic activities and the natural environment. It undertakes research, teaching, and training activities on the important dimensions of the relationship between environment and development at the organisational, regional, national, and global levels. It has developed a close working relationship with policymakers in Indian industry, government, NGOs, and international organisations related to sustainable development.  

The larger aim of this case study competition is to create knowledge bases on accomplishing an effective and just carbon transition. The competition is a means to document carbon transition initiatives taken by the business enterprises and disseminate how public and private (energy) firms can adapt to the energy transition. At the same time, we hope that young professionals entering the workforce will be sensitised to the ideas of carbon transition, which may change the business landscape. The Centre envisions that the case studies will help develop alternate pathways towards the transition to low carbon for India and developing countries.

To document and promote experience-based learning of business firms, CDEP invites empirical (teaching) cases in the broad area of carbon transition.

Themes and coverage:

Participants are encouraged to write and submit a business case study on any of the following themes:

• Energy firms diversifying into the non-carbon business domain
• Carbon transition experiences of firms
• Choosing a carbon transition strategy
• Just transition
• Technology transfer experiences for a green transition
• Experiences of investing in clean energy
• Fossil asset portfolio management, accessing green finance
• Policy initiatives for promoting green transition
• Reduction in production and consumption of fossil fuels

Kindly write to us at [email protected] if you need any clarification on the above.

• 1 st Prize $1000
• 2 nd Prize $500

CDEP will also provide participants an opportunity to publish the winning cases. The submitted case should be original work and should not be published or under consideration for publication with any other case publishing house or journal. All the submissions will be subject to plagiarism and similarity checks via Turnitin software. The author/s need to accept the responsibility of the data published in the case; for example, in the case of primary data obtained from a company, they need to assure the correctness of the data and get a "Organisational Release Form - Consent Form to Use Case Study" (in the prescribed format) signed by the company. There will be no future honorarium or royalty payments for authors of the winning (and honourable mention) cases published by CDEP. The cases selected for publication would undergo a blinded peer-review process, and the author/s need to respond or make suitable adjustments as per the reviewers' advice.

Who can participate:

Individual graduate, postgraduate or doctoral students or teams of students across any university, college, or institute in India or abroad can participate in this competition. In addition, industry practitioners, researchers, faculty members, or instructors (as individuals or as a team) could send in their entries for the competition.

Important Dates:

July 31, 2023:   Last date for submitting Intent-to-Participate Form (not-mandatory)  October 31, 2023:   Submission of the case study and teaching note  November 2023:   Announcement of results

Orientation Webinar:

Interested participants (submitting Intent-to-Participate form) can attend a webinar on: 22 July, 2023, from 16:00 - 17:30 HRS (IST)

The webinar will provide a deeper insight into the scope of coverage and provide practical tips for drafting a business (teaching) case and teaching notes. The participants could also seek clarification on their ideas for the case-study competition. The participants can register themselves for the webinar via the URL link given below:  https://forms.gle/rvv8g7Xw9PRJwNnS9

The invitation to join the webinar will be sent to all the registered individuals.

Intent to Participate Form:

We request all the interested participants to complete the Intent-to-Participate form and submit it no later than  July 31, 2023 . Kindly note that only  the Intent-to-Participate form is due on July 31, 2023, NOT your completed case documents.  The Intent-to-Participate form would allow us to have a preliminary evaluation of the case suitability and, if required, provide feedback on the scope of the proposed case study. This is also to vet and assess the preparedness level of the participants (e.g., if the organisation's consent for the proposed case study is secured and if a final Organisational Release Form could be arranged at a later/final stage). However, please note that it is not mandatory to submit the ‘Intent to Participate’ form and the participants can directly submit their final case, teaching note and organisational release form (if any).

The following forms could be accessed at:

• Intent to Participate form  (to be submitted on or before July 31, 2023): https://forms.gle/xAdorYgXXJTLhb6T8
• Organisational Release Form  (To be submitted along with final case study on or before October 31, 2023). The sample organisational release form could be found at: https://docs.google.com/document/d/1pJ0BsbQ6SdODiZLgIuIRpBUGfMTytOeG/edit?usp=sharing&ouid=115383265351483945329&rtpof=true&sd=true   * If the case is based on publicly available secondary data, no organisational release form would be required. However, the author/s must submit the intent-to-participate form before the stipulated deadline.

Deadline for Submission of all Documents:

The following documents must be submitted to [email protected] by October 31, 2023, 12:00 midnight IST

• Case Study (Microsoft Word/PDF document) (Do not include any information about the author/s name/affiliation etc.)
• Teaching Note (Microsoft Word/PDF document) (Do not include any information about the author/s name/affiliation etc.)
• Completed Submission Form having the author/s details: https://docs.google.com/document/d/1qpOcuTdAtAvsPuI7bVbodrAOpWJ5V0BF/edit?usp=sharing&ouid=115383265351483945329&rtpof=true&sd=true

Organisational Release Form (If you are using primary data from an organisation, the appropriate authority from the organisation must sign CDEP's Organisational Release Form) which could be accessed at: https://docs.google.com/document/d/1pJ0BsbQ6SdODiZLgIuIRpBUGfMTytOeG/edit?usp=sharing&ouid=115383265351483945329&rtpof=true&sd=true

For cases where the organisation's identity is masked, the author/s would still need to secure the Organisational Release Form in the format provided by the CDEP. No Organisational Release Form is required for cases based on publicly available information.  Please submit all the documents in a single email with the subject line: “Case Submission for Carbon Transition and Business - 2023 Global Case Writing Competition.”

Format of the case:

CDEP has prepared a summary of the style guide for drafting the main case and the teaching notes. The details can be accessed at the following link: https://drive.google.com/file/d/1CBBzliWrm8ErI_vdbneixN_NgZEkQfeG/view?usp=sharing

Submission guidelines:

The author/s should adhere to the following guidelines:

• All submitted cases should include a teaching note
• The final case study/teaching note should be submitted online in MS Word Format, Times New Roman, Font Size 12, Line Space 1.5, Centred
• While there is no upper limit for the word count, the authors are advised to be judicious and write in a concise, succinct form
• Rather than footnotes, the authors are encouraged to use endnotes
• All the annexures should be numbered and suitably referred to in the main text or body of the case
• The references should be in Harvard Citation Format
• The secondary information should be from a reputed and verifiable source

Broad Judging Criteria for the Case and the Teaching Notes:

• The protagonist and/or the case dilemma focus on carbon transition and allied topics.
• Potential to engage students in active learning and opportunities it offers to analyse/solve or reflect on business challenges or issues related to carbon transition
• The case discussion requires higher-order complex thinking, going beyond mere comprehension of the case content.
• Outline of the problem to be examined and its ability to raise curiosity and interest among the readers.
• Quality of introduction for the protagonist, key decision-makers with their role in the organisation, presentation of contextual information providing parameters or limitations for decision makers.
• Relevant background information about the organisation (e.g. mission, revenue statement, culture, geographic location etc.)
• Early and clear identification of dilemma or the decision point along with specifics and time frame (e.g. having a clear cut-off date or year)
• Potential to discuss the applicability beyond the immediate situation mentioned in the case
• The quality of specific discussion questions to address the issue or solve the case.  
• The degree of challenge provided to analyse the situation and the potential to develop multiple or integrative solutions.
• An appropriate length of the case, exhibits and teaching notes which justify the complexity of situational context described in the case.
• Quality and comprehensiveness of teaching note with focus on clear teaching objectives, discussion of specific questions, pedagogy, and case analysis.
• Quality of writing which is free from structural, grammatical, spelling and other typographical errors.

For any clarifications, please e-mail your queries to [email protected]

We regret to inform that the 2023 Global Case Writing Competition on Carbon Transition and Business at IIM Calcutta received a limited number of submissions. After a thorough review, it has been determined that the cases submitted did not meet the necessary criteria for evaluation by our panel. As a result, we are unable to award any submissions this year. Detailed comments on each submission have been sent individually via email. We appreciate the efforts of all participants and encourage continued engagement in future competitions.

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Teaching difficult and sensitive topics in higher education: some starting points

Helen Knowler, Associate Professor (Teaching), the Eugenics Legacy Education Project, offers thoughtful advice on how to help your students constructively tackle difficult or sensitive topics.

12 April 2024

MediaCentral Widget Placeholder https://mediacentral.ucl.ac.uk/Player/Cd00GDie

Watch the video on MediaCentral .  Download the transcript [docx] .

What are difficult and/or sensitive topics? 

Defining and agreeing what constitutes a difficult and/or sensitive topic can be hard to agree on because what is ‘difficult’ for some, is not for others. A key aspect for success in the classroom is dependent on some careful thinking and planning as well as challenging some ‘taken for granted’ aspects of our practices. Generally, difficult topics are characterised by engagement with curriculum content that can make learners feel discomfort, where disagreement becomes a feature of the classroom space, perhaps in ways it was not in previous modules or sessions. So, talking to colleagues about the ways you define and understand ‘difficulty’ can be a really valuable first step in understanding how best to teach these areas. 

Why do we need to think about this? 

Higher education classrooms are diverse and dynamic and, while this can bring many benefits for learners, it can pose tensions and dilemmas for educators introducing difficult topics within a short space of time (such as one module session). We cannot always do justice to the complexity of the topic. Conversely, working with colleagues to introduce or revise teaching to incorporate direct engagement with difficult topics can be creative and drive innovation – because we need to think about issues such as inclusive learning, culturally relevant teaching, authentic assessment and preparing students to work in institutions where difficult topics and conversations may be the norm. Teaching difficult topics offers enormous potential to teach critical thinking skills, using evidence and reasoning to agree on productive solutions and to think about wider concepts around social justice and equity. 

What can we do? 

There are three key strategies important when thinking about and planning for teaching topics that could be described as difficult or sensitive. 

Prepare your students

Firstly, it is helpful to think about the ways that students encounter potentially difficult or sensitive topics across a module or a programme. It is useful to think about the timing of the introduction of difficult content from the perspective of students. The research shows that introducing content too early or too late restricts opportunities to prepare students to learn about difficult content and for us to ensure we have laid the groundwork in terms of skills and understanding.

For example, we might want to teach students to understand the legacy of eugenics at UCL and ask them to present their research on the topic. If this topic is introduced in a way that leaves students unprepared to do the task, to understand the rationale behind including this work, and not understanding why this is relevant to learning outcomes, we are more likely to encounter a lack of engagement or strong emotions related to wanting to question the inclusion of such content. 

Explain your approach 

Linked to mapping, offering and explicit educational rationale and justification is critical. In my experience, when colleagues offer a short overview of their teaching approach, explain the inclusion of content and their choices for learning strategies, students understand the decision-making around the inclusion of difficult content, and can see the connections between teaching philosophies and practical approaches.

This doesn’t have to be a huge piece of work – I have seen examples of this done well as part of module introductions on Moodle or as part of introductory sessions with students where tutors have explored, with students, the use of approaches and their intended aims. This is important if we want our sessions to be productive and engaging for students and it also enables us to work with students before difficult topics appear. 

Alignment pedagogies 

The final tool that I see used by educators relates to alignment. Reflecting on times when I have seen things ‘go wrong’ in teaching session, I have worked with colleagues to explore and identify places in their work where there is a small misalignment in their teaching. This is usually almost imperceptible, but its impact can be significant for students.

For example, we might be wanting to teach an area that is sensitive, and our goal is to support students to understand many perspectives and to think about empathy, and develop their critical thinking skills. So, these are lofty aims for one session and when we add a pedagogic approach that is not quite aligned, we might find that students do not engage. So here, we’d want to think about reducing the content and aims of the session, and choosing a pedagogic approach that offers students time and space to think about the complexity. We would want the students to understand and experience that the goal is NOT to decide for or against, or offer simplistic solutions to complex issues. 

Find out more

Access a range of resources relating to the Eugenics Legacy Education project , including recordings of many of our sessions. 

More MicroCPD-UCL

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• 2024 Competition

The QUT Accounting Challenge is a case study competition for high school students.

For the challenge students take on the role of an Accountant and work in small groups of three to four to tackle a client’s real-world business problem. See our case study example below.

Groups must prepare an advice document and presentation for their client (this task can be completed in class or given as additional work). These proposals should then be submitted to QUT’s School of Accountancy for judging.

Teams with the best proposals are then selected to present their approach at the QUT Accounting Challenge finals to a panel of judges including representatives from the QUT School of Accountancy, our industry partner, and accounting professional bodies (CPA and CAANZ). The finals are held in Brisbane at QUT’s Gardens Point campus on Friday 17th May 2024.

How to enter

On completion of student proposals, submissions are to be emailed to [email protected] with the subject heading ‘QUT Accounting Challenge’.

• Registrations open (and case study released) on Monday 15th April 2024
• Case study submissions close Wednesday 15th May 2024
• Presentations and judging held at Gardens Point Campus on Friday 17th May 2024

Access the 2024 case study here.

Meet our partner, Andrew Van De Beek , illumin8.

Accounting challenge case study video below.

• 1st place $100 gift voucher (for each team member) sponsored by CA ANZ
• 2nd place $50 gift voucher (for each team member) sponsored by CA ANZ
• Winning school receives a boardroom lunch visit sponsored by EY Brisbane

Register your interest for 2025

If your school is interested in participating in the 2025 competition, or if you are a business that would like to partner with us in a case study, please register your interest here .

See our resources for students and teachers.