Teaching Cases - Guidelines & Requirements
Document Style & Formatting
- Paper format: Please follow the guidelines as detailed in the template provided for submissions to the general category
- Please include as much data and direction as possible in the student case paper, and in the instructor guide as well.
This may include data sets, or links to software downloads.
- Multimedia materials are strongly encouraged – photographs (in public domain), videos and audio files should be
included when appropriate. This is one of the ways in which we hope to distinguish cases presented through
- When possible - portray real people, organizations and situations. Certainly, you may base the case on data gathered
during case-based research. However information must be disguised to avoid identifying the subjects of the study
or violating agreements.
- Avoid words that indicate your own value judgments in the case. However such words spoken or written by
people depicted in the case are appropriate. Cases should be "open ended" to allow for discussion on all sides of an
- Case scenarios should be written in the past tense.
- Please limit the text of the students’ material to 5,000 words or fewer.
If more material is necessary to provide additional supporting detail (e.g., specific lab instructions), please include than in an Appendix.
- Please remove any identifying information in the properties section of the document.
- File format: Word (.docx) documents
The objective is to encourage the use of cases by enabling colleagues to quickly assess the usefulness of a case and then
use it with minimum preparation.
- "Hook" statement that generates interest in the case. Think of this like a phrase or short sentence that you might see on a poster
advertising a motion picture.
- Case abstract. In a few sentences, what is the business or organizational situation and what are the business problem(s) to which
the case applies?
- List of pre- or co-requisite key terms, concepts, skills/techniques. This will help instructors help students in
concept formation by identifying specific terms and concepts that students must be able to define in order to
achieve the analysis goals of the case.
- Suggested questions for prompting discussion along with possible responses.
- Pre- and post-case questions designed specifically to support assessment of learning.
- Teaching tips based on piloting of the case including remarks regarding material that seems especially difficult for
students to grasp.
- Masters of slides and handouts, if applicable.
- Data workouts, if applicable.
- Be sure to include statements on: the audience this material is targeted to, both in level of student and course
type; how many times this case has been used in a classroom; estimated time of preparation for the professor; and
estimated time for completion by students
Note from the Co-chairs
In the past several years we continue to grow the Teaching Cases division of the EDSIG Conference and ISEDJ significantly, in quality, variety, and numbers.
We would like to extend to you an invitation to help us continue to grow this area of our organization by sharing your work with your peers and colleagues.
In reflecting on the ideas behind the EDSIG, CONISAR conferences and our journals ISEDJ, JISAR, and JISE – missions that include providing IS educators with the latest research in educational techniques, processes and technology – we are continuing our project of collecting approaches and experiences that have been proven to work in the classroom, have them peer-reviewed, and available to beginning professors as well as those seasoned educators looking for new and fresh exercises for their courses. We are building a repository of materials created by us and for us that can be utilized in our classrooms and courses with confidence and ease of adoption.
With that mandate in mind, we accept submitted papers in two specific areas to the Teaching Case division. The first is the more traditional "Case Study" format where you provide a situational environment that students will then use as a platform to perform further research, compose position papers, dissect decision making, or offer up alternative solutions to the problems presented within. The second area is an expanded opportunity to present practical labs, experiments, hands on exercises, or other lesson frameworks that can easily be adapted by other professors and utilized in their course environments. Unlike pedagogical papers submitted through the regular research paper track, these teaching cases should be focused on the classroom experience. Just as with the traditional case study, these teaching cases should also include extensive notes to explain the experience and application of the skills and concepts highlighted in the exercise/lab.
We need your submissions to make this work!
Submissions will be considered for a "Best Case" award at the conference, and will also be considered for publication for a special "Teaching Cases" edition of the ISEDJ.
The deadlines are as follows: June 30 for consideration for the "Best Case" award, July 30 for ISEDJ consideration and August 30 for conference proceedings inclusion.
We look forward to seeing you in Clearwater Beach, Florida on Nov. 4-7. Please feel free to contact any of us if you have any questions!