Crafting business cases for teaching involves telling a compelling story around a real-world problem, focusing on a protagonist facing a difficult decision with incomplete information, providing relevant data through exhibits, and creating a detailed teaching note for instructors to guide discussion, ensuring the case teaches specific concepts without offering a single “right” answer. The process requires balancing narrative, data, and ambiguity to foster students’ critical thinking and problem-solving. It requires balancing narrative storytelling with analytical data to create a learning tool rather than just a report. 

1. Establishing Clear Learning Objectives

Before writing, defining exactly what skills or theories students should master. 

• Targeted concepts: Linking the case to specific course modules (e.g., market entry, supply chain risk).
• Skill focus: Determining if the goal is to teach financial analysis, ethical decision-making, or strategic thinking. 

2. Selecting a Compelling “Hook” and Protagonist

A great case revolves around a real-world dilemma. 

• The protagonist: Introducing a specific decision-maker (e.g., a CEO or Manager) that students can identify with.
• The dilemma: Presenting a critical turning point with no obvious “right” answer. Ideally, students should choose between two equally attractive or equally difficult alternatives. 

3. Structuring the Narrative

Standard business cases often follow a specific chronological structure: 

• Opening: A short vignette introducing the protagonist and the immediate urgency of the decision. Defining the Problem/Dilemma: Starting with a central issue or opportunity that aligns with learning objectives, often involving trade-offs (e.g., growth vs. quality).
• Background: Details about the company, industry, and broader economic or historical context.
• The body: A deeper dive into the specific issue, presenting multiple perspectives to encourage critical thinking. Tell the story chronologically, presenting multiple perspectives, conflicting data, and relevant background information.
• Closing: A recap that returns to the protagonist, leaving them poised to make the final decision. Reiterating the decision point without resolving it leaves the reader with open questions.

4. Integrating Data and Evidence

Including “Exhibits” at the end of the document to force students to analyze information themselves. 

• Variety: Using financial statements, organizational charts, market trends, and internal memos in separate exhibits to support analysis, but avoid overwhelming the narrative.
• Intentional gaps: Leaving some information incomplete by design so students must make assumptions and justify them. 

5. Developing the Teaching Note

The teaching note is a guide for the instructor, often considered the most important part of the package. 

• Discussion plan: A “road map” including opening questions, potential student responses, and blackboard layouts.
• Sample solutions: Clear analysis of the dilemma using the theories intended for the course.
• Epilogue: A brief “what actually happened” to provide closure after the class discussion. 

Best Practices for Writing

• Voice: Writing in the third person and past tense to maintain objectivity. Presenting different sides of the story, avoiding guiding the reader too strongly.
• Clarity over complexity: Avoiding hidden “curveballs” or puzzles; providing clear, relevant data that rewards careful reading. Explaining technical terms or acronyms for clarity.
• Engaging: Using direct quotes and human elements to make it relatable. 
• Permissions: Always obtain signed permission from the featured company or individuals if using real names and primary data. 

Pitfalls of Writing Business Cases

When writing a teaching business case, the goal is to create a discussion vehicle that forces students to make difficult decisions. Avoiding these common pitfalls will ensure your case is an effective pedagogical tool rather than just a descriptive report.

1. Lacking a clear “decision focus”

A common mistake is writing a case that describes a situation without a specific, urgent problem for the protagonist to solve.

The trap: Describing a “ho-hum” case where the outcome is already predictable.

The fix: Ensuring the story revolves around a critical dilemma in which the protagonist must choose between two or more plausible, yet conflicting, options.

2. Including “the answer” in the case

A teaching case should be a “deliberately incomplete document.”

The trap: Providing a diagnosis of the problem or including “lessons learned” within the narrative.

The fix: Saving the analysis, solutions, and “what actually happened” for the Teaching Note. The case itself should only present facts and perspectives.

3. Biased or subjective framing

Writers often unintentionally lead students toward a “preferred” answer through slanted language.

The trap: Using judgmental terms like “leading company” or “highly accomplished manager.”

The fix: Maintaining a neutral, objective voice. Instead of saying a manager was “successful,” describe their specific actions, such as being the “youngest vice president in company history,” and let students judge their competence.

4. Overloading or insufficient data

Finding the right balance of information is critical for student engagement.

Data overload: Including too much “chaff” or “superfluous factoids” that distract from the core issue.

Insufficient data: Not providing enough concrete facts (financials, market trends, etc.) for students to perform a rigorous analysis.

The fix: Aiming for “just enough” information, typically 8–10 pages, with well-organized exhibits at the end.

5. Creating “heroes and villains”

Cases that portray characters as purely good or purely bad lack the complexity of real business environments.

The trap: Writing a story where one person is clearly right and another is clearly wrong.

The fix: Assuming all characters are rational and well-intentioned. Presenting multiple viewpoints to reflect the messy reality of organizational conflict.

6. Ignoring the teaching note

Experienced educators often focus solely on the case narrative, neglecting the guide for instructors.

The trap: Thinking the case “speaks for itself” without a plan for classroom discussion.

The fix: Developing the discussion plan in parallel with the case. Including specific opening questions, a blackboard layout, and “what-if” scenarios (e.g., “What if a competitor responds aggressively?”).

A PDF version of the guide is here: Case Writing Brief Guide.