Author Instructions

15 Case Submission Instructions

15 Case Summary Sample (.PDF)

15 Case Summary Sample (.DOCX)

15 Sample Case and IM

Submission Instructions

 Submit Two Files:

(1) Case with Accompanying Instructor’s Manual

(2) One Page Case Summary

See detailed instructions for both of these files below.

Eligible Cases:  Cases may deal with any topic in any academic discipline where dynamic classroom discussion is useful. Cases must be original work based on real events, real people, and real organizations, and must not have been previously published or accepted for publication elsewhere, either in journals or books. Submitted cases may also not be under simultaneous review for other conferences or publications. Cases presented in other workshops may be submitted only if they have been substantially revised since that presentation.

Submission Instructions:  NACRA will be using an online case submission platform called ScholarOne. This increases our submission and review process efficiency and makes it much easier for authors, reviewers, and track chairs.  Authors should submit their case and case summary by Friday, June 12, 2015 to be considered for participation in the conference.   ScholarOne will open for submissions on Friday, May 15, 2015. See the Track Chair List to select your appropriate track for submission.

In submitting a case to the 2014 NACRA Conference, you are committing to have at least one author attend the conference and participate in the case roundtables on October 8-10, 2015.

Case Format:  The case should be a .doc or .docx (Word) file, single spaced with a blank line between paragraphs and using Times New Roman 11 point font. The case itself should normally not exceed 30 pages, including all exhibits. Other than the page one “Review Copy” notice discussed below and the recommended case page limit, details regarding case formatting are not specified. See the attached sample case study and instructor’s manual. However, the one-page Case Summary does follow a strict format, described below.

 To ensure a blind review process, please do not include any author information in your document (check File Properties to ensure that your name is not automatically provided as author of the document). The following notice should appear at the bottom of the first page of the manuscript:

 Review copy submitted to NACRA 2015, Orlando, FL. Not for reproduction or distribution.

Instructor’s Manual Format: The Instructor’s Manual is to be single spaced with a blank line between paragraphs, using Times New Roman 11 point font. The Instructor’s Manual should not normally exceed 30 pages, including all exhibits, and it should be included at the end of the .doc or .docx (Word) file in which the case is saved. See the attached sample case study and instructor’s manual. The Instructor’s Manual should include the following elements:

  1.  A brief (one-page maximum) synopsis of the case.
  2. Identification of the intended course(s) and levels, including the case’s position within the course, the topics it covers, and its specific learning objectives.
  3. A Research Methods section that discloses the research basis for gathering the case information, including any relationship between case authors and the organization, or how access to case data was obtained. Include any disguises imposed and their extent.
  4. Suggested teaching approaches or a teaching plan, including the expected flow of discussion and key questions, role plays, debates, use of audiovisuals or in-class handouts, a board plan, etc.
  5. Assignment questions for student preparation, accompanied by an analysis of each question.
  6. If appropriate, an epilogue or follow-up information about the decision actually made.

Case and Instructor’s Manual Rhetorical Guidelines:

(1) Because a case describes a situation at one point in time, it must be written in past tense, except for quotations.

(2) Most cases start with a short (less than one page) case “opener” which sets the stage by introducing the case protagonist, the timeframe, the organization, and the situation. Often the next section is a company and/or industry background, followed by sections which examine the specific situation.

(3) Exhibits should be grouped at the end of the case. Each exhibit should have a number and title and a citation to its source.

(4) Necessary citations should be embedded in the text as end notes, with bibliographic information restricted to a “Reference List” at the end of the case, in APA format.


One Page Case Summary: The 2015 NACRA Conference Proceedings publication will contain the one-page case summaries. In order for the Proceedings to be of the highest quality, it is imperative that authors adhere to the following formatting requirements: (1) One inch margins all around (top, bottom, sides), (2) Page limit: one page, (3) Times New Roman, 11 point font, (4) Single spaced, left justified (except title). A blank line separating paragraphs.


 Jim Bright, Brilliant University

Holly Ivey, Hammerhead University

Indicate student authors as follows: name (student author)

Indicate faculty supervisor/s as follows: name (faculty supervisor)

Two blank lines after authors, then first subtitle, centered, first letters capitalized, bolded and underlined:

Case Objectives and Use

The purpose of this section is to help professors who are looking for cases discover whether this one will be useful to them. Potential adopters want to know: For what type of course (e.g., strategic management or marketing) is this case targeted? For what type of student is it targeted (e.g., undergrad, MBA, executive MBA)? What issues are addressed in this case? What insights or skills will students develop as a result of preparing and discussing this case?

Now the second subtitle, centered, first letters capitalized, bolded and underlined:

Case Synopsis

In this section you should mention the timeframe (e.g., March, 2013) and the case protagonist (e.g., Joe Hero). Briefly describe the organizational and industry context and the situation that the protagonist is facing.

Leave about an inch at the bottom for the following, in Times New Roman font size 9:

The authors developed the case for class discussion rather than to illustrate either effective or ineffective handling of the situation. The case and teaching note was anonymously peer reviewed for presentation at the NACRA 2015 Conference, Orlando, FL, October 8-10, 2015. © 2015 by [author 1 and co-authors]. Contact person: [name, university, campus address, phone number, email].



 Janis L. Gogan, Bentley College

Ashok Rao, Babson College

 Case Objectives and Use

 The case can be used in a faculty seminar (such as a seminar on professional ethics or on teaching by the case method), a graduate class in business ethics, or a seminar for doctoral students (as they prepare to embark on their academic careers).  The objectives are:

  •  Review three common theories/guidelines for ethical decision-making: Categorical Imperative, Utilitarianism, and Personal Virtue.
  • Learn how to apply these theories to situations that involve ethical issues.
  • Explore approaches that managers can use to help insure that organizational members are sensitive to ethical issues within an organization.


This disguised case, based on actual events that took place at more than one university, describes a sensitive situation facing Dean Felix Schmidt at (fictional) Behemoth University.  Dean Schmidt has just completed his first year as Dean when the chairwoman of the Finance department makes him aware that faculty may have developed a casual attitude towards the intellectual property rights of others.  The first reported incident deals with revising a case for use as an exam.  The authors have neglected to get the appropriate permissions (from either the author or the publisher).

Dean Schmidt’s first reaction is that of disbelief.  He thinks, perhaps this type of problem – which the Finance chair believes represents a lack of respect for intellectual property — is confined to her department.  But, a later conversation indicates that these practices are widespread.  Examples given by the Finance department chair include other faculty members making illegal copies of copyrighted cases, as well as professors using each other’s’ PowerPoint slides without attribution, displaying sloppy citation discipline when reporting on others’ research, and failing to list research contributors as co-authors on papers. As he considers each situation, Felix Schmidt thinks that many of them are relatively minor.  But, taken together they form a disturbing pattern. As the case closes, Dean Schmidt has to decide what steps he should take to change faculty members’ attitudes and behaviors regarding intellectual property.

The authors developed this case for class discussion rather than to illustrate either effective or ineffective handling of the situation. Names of people and institutions have been disguised. The case, instructor’s manual, and synopsis were anonymously peer reviewed and accepted by the North American Case Research Association (NACRA) for its annual meeting, October 7-9, 2004, Sedona, AZ.  All rights are reserved to the authors and NACRA.  © 2004 by Janis L. Gogan and Ashok Rao.  Contact person: Janis Gogan, Bentley University, Waltham MA.

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