Case Studies Program - Authors' Information
Guidelines for Case Writers ...
We are always interested in ideas and proposals for new Cases and Simulations. Generally, they are viewed from the perspective of their instructional and marketing value. We tend to prefer shorter cases and those which are more generic in nature, that is, not specific to a particular province, Ministry, government, city, etc. A prospective author should always consider, "what would I want students to learn from this Case?"--that helps one to focus upon the instructional objectives of the Case or Simulation. All Cases are submitted to outside readers for peer evaluation in terms of instructional merit. Your ideas, comments and Proposals are always welcome.
The purpose of a case is to supplement learning with discussion, analysis and problem-solving based on real-life or hypothetical experiences. Cases may be descriptive, issue-based, comprehensive, problem-solving oriented or controversial and fictitious to generate discussion. Cases vary in length and form.
The guidelines are designed to provide instructors/facilitators with maximum flexibility in how cases can be used, or modified for use, in a variety of contexts. Although it is difficult to prescribe a common format for the organization and style of cases in public administration, some general formatting guidelines have been developed. The cases in this series range in length from 3-5 pages, approximately 2500 words. The length of cases is based on a standard, two-column format and does not include the abstract and any short appendices.
1. Abstract
This brief of approximately 100-200 words should provide an overview of the case highlighting searchable keywords.
2. Instructor's Notes
This section of the case study generally sets out the objectives of the case. What is the purpose of this case? What will readers and students gain from using this case? What do the users need to know toeffectively use this case? This section can also highlight any unique features of the case, details on the audiences that have used the case (or may be the target audience of the case), related readings that could improve the case analysis and discussion, etc. Instructor's notes can also include discussion questions, possible assignments, estimated duration of the case, alternative delivery options or recommendations based on the experience of the writer. Generally, any information that would assist the instructor/facilitator in using the case should be included in this section.
3. Introduction
This section of the case study is optional. It provides the writer with the opportunity to highlight the objectives, relevant materials, definitions etc. to the reader. Acknowledgements of those who have assisted in the research or writing of the case may also be included.
4. Background
This section generally provides the reader with information on the organization, its structure and functions, participants/characters and an account of past events or problems related to the issues to be examined in the case. Generally, any information necessary to understand the issues and problems highlighted in the case are included in this section.
5. The Issue(s)
This section forms the body of the case. It contains a description of the events and personalities involved in the given policy or public administration situation. The content while perhaps based on actual facts and events, is generally fictitious. This section can also be divided into sub-sections with sub-titles. Short appendices can also be used to supplement the key facts in the case to include information such as sections from relevant legislation, charts, statistics, correspondence etc.
6. Solutions/Decisions
This component of the case is generally included if readers are being asked to analyze and discuss not only the events but the solution(s) or decision(s) taken in the situation. Alternatively, this information can be included in the instructor's notes section if discussion of possible solutions is part of the case design.
For more information, please see:
The Use and Writing of Cases in Public Administration: Guidelines for Instructors and Case Writers (IPAC, 1976) by Kenneth Kernaghan (available in PDF format).
The references in this article are a little dated, but its insights are still valuable.
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