Case Writing Submissions’ Review Criteria

Case submissions will be entered into blind review process and will be evaluated according to the criteria below. All decisions made by the Jury are final:

Criteria Evaluation checklist/considerations
Content relevance and usefulness for Business Ethics teaching purposes o   Directly linked to Business Ethics with ability to offer insights and learning opportunities on ethics dilemmas in business dealings;

o   Submission of cases illuminating ethical situations in sectors, namely Energy, Industry, Healthcare, and Infrastructure and cities, within the context of Morocco and /or its neighboring countries in Africa and Middle East are particularly preferred;

o   Case(s) that has/have been used / tested in classroom as an unpublished material are specifically preferred, and

o   Ability of Case issue(s) to bring a piece of business reality to classroom and spark vibrant class discussions.


Structure clarity o   The opening paragraph clarifies: the Case main character (i.e. protagonist), who is taking actions and making decisions, as well as supporting actors while defining the ethical issue, the decision making challenge, and the action trigger;

o   Easily understood and written in past tense, Case material and events follow clear chronology; narration is lucid and logical; company background is suitably provided; multiple perspectives are presented; and multiple approaches and alternatives are possible; and

o   While maintaining neutral stance free of author(s) judgements, case uses industry notes and appendices to strike balance between coherent narration and accurately supporting data required to tackle the Case issue;

o   The Case issue is reasonably challenging to define and the conclusions can be meaningfully generalizable; and

o   Sources of secondary data are accurately cited using APA style and figures and tables are properly labeled and sequenced.


The Teaching Notes o   Case submissions must be accompanied by Teaching Notes which should include the details below:

–       case abstract (200-400 words);

–       Intended Learning Objectives and why they are relevant;

–       level of Case difficulty;

–       courses where the case could be used;

–       Case teaching plan and analysis: description of the opening and closing of the case teaching session, questions for opening and leading class discussions accompanied with comprehensive answers to each question, student assignments accompanied with complete sample responses to each assignment, students’ common mistakes if the case already tested in classroom;

–       clear indication to Case underlying theory;

–       discussion of alternative opinions or approaches when applicable;

–       supporting material: list of useful readings and references, visual aid support; and

o   The quality of the detailed teaching notes make the case easily taught by Business faculty members in their respective classrooms; and

o   The suggested answers and responses are well supported by the Case in such a way they are neither too easy for students or impossible for students to figure out.


Originality o   Thoughts, ideas, and input on ways to engage students in case teaching for further learning impacts


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