John Mullins won the Outstanding Case Teacher Competition at The Case Centre Awards and Competitions 2026. #CaseAwards2026
John Mullins is an Associate Professor of Management Practice at the London Business School and winner of the Outstanding Case Teacher competition 2026.
John has been a committed case teacher and prolific case writer for more than 20 years, and his approach has shaped the learning of countless MBA and executive education participants. For him, teaching with cases is about more than delivering theory: it’s about creating experiences where students apply tools and frameworks, grapple with real decisions, and develop the critical thinking skills that stick long after the classroom ends.
“I am deeply honoured to receive this very meaningful award. I owe huge thanks to the legendary Stanford Graduate School of Business finance professor James Van Horne, who so many years ago showed me the value of case teaching and case learning. When I left my career in the business world to enter academia, I vowed to put teaching first and to “teach like Jim Van Horne.” It seems to have worked out pretty well!”
~ John Mullins
Here John shares the principles, practices, and philosophy that underpin his award-winning approach to case teaching.
Why I teach with cases
I’ve been a committed case teacher - and a prolific case writer, with more than 50 cases to my name - since the very start of my academic career. Quite simply, I teach this way because I believe it works.
At business schools, our core job is to equip students and participants with tools and frameworks - the theory - that sharpen their critical thinking. But knowing theory isn’t enough. What matters is being able to apply it. Doing, not mere knowing.
That’s where cases come in. They force participants to wrestle with real choices, under real constraints, and that’s when learning truly happens.
Engagement, realism, and learning that sticks
Case learning, with the right cases, is enormously engaging. I want my audiences on the edge of their seats.
Cases also reflect what the world is really like. In my discipline of entrepreneurship, success rarely follows a smooth glide path to the moon. Entrepreneurial journeys are messy - full of twists, turns, and setbacks. I want participants to viscerally understand what lies ahead if they choose that path, and ideally, to inspire at least some of them to give it a go. Teaching with cases delivers all this, every time.
And then there’s retention. Lecture-based learning too often goes in one ear and out the other. Case learning sticks.
Going beyond the Socratic method
So how do I do this in practice - and how does my approach differ from other case teachers?
First, I develop and teach my own cases, often with the help of my graduate students, based on in-depth field research. I get to know the companies - and their founders - intimately. My students notice the difference.
Most of my cases are A-B-C cases, where the entrepreneurial journey unfolds over time, with a decision point at the end of each part. They sing and dance like a well-constructed soap opera, I’m often told.
Crucially, I never spoon-feed the theory. There are no mini-lectures. The theory lives in the assigned readings - and I expect participants to read them. In class, we dive straight into application.
Bringing the protagonists into the room
One of my favourite teaching techniques is inviting case protagonists to debrief the session in person, usually the first or second time I teach a case. Often, their presence goes unnoticed.
When I reveal who they are at the end of the discussion, there’s an audible, collective gasp.
I record their unrehearsed, unscripted reflections and edit them into a short video - around 15 minutes - which I then use to debrief future sessions.
Preparation is non-negotiable
None of this works unless participants come to class fully prepared - having read both the case and the theory they’ll be applying. I take preparation seriously.
In executive education programmes I lead or teach on, I insist on study group time the night before class. Participants meet in small groups of five or six to discuss both the case and the readings before they ever see me.
In my teaching guides, I plan for 15-20 cold calls over a three-hour session - always genial, always with a friendly smile. As one executive MBA student once told me: “If we don’t have time to read all the cases, we make sure we read yours.”
I use PowerPoint sparingly - usually only in the final 15 minutes - to explain what actually happened and to draw out key lessons learned.
The result? Fantastic sessions, with robust conversations and participants who are ready - and eager - to contribute.
And yes, I always look for moments where we can laugh together too.
Does it work? The evidence speaks
Theory and practice sit at the heart of every session I teach. And the results speak for themselves. My executive education programmes routinely fill, often with waiting lists. They typically score between 4.8 and 4.9 out of five, with Net Promoter Scores as high as 98.
Over more than 20 years at the London Business School, I’ve received over a dozen “Best Teacher” awards from both MBA and executive education audiences.
Can this approach scale?
Absolutely.
I’ve mentored younger faculty who’ve gone on to win teaching awards in their own right, including Aneeta Rattan and Ben Hallen.
Between 2007 and 2012, working with the National Entrepreneurship Network in India, I taught hundreds of faculty members how to teach entrepreneurship - and how to teach it effectively using cases.
Impact beyond the classroom
At its core, this approach aligns directly with London Business School’s purpose: to have a profound impact on the way the world does business and the way business impacts the world.
That impact starts in the classroom - but it doesn’t end there.
An outstanding case teacher doesn’t just shape student learning - they influence colleagues, programmes and teaching culture more broadly. The testimonials below reflect the respect and admiration of peers who have worked closely with this year’s recipient and witnessed their contribution to case teaching in action.
“As a fellow case writer with multiple awards for my own cases, I recognise excellent case teaching when I see it. John exemplifies it - consistently, rigorously, and with energy.
“John writes his own cases, has written books and textbooks, and has led case method seminars for faculty, multiplying his impact across programmes and institutions. He also brings real-world judgment to every discussion, often with the case protagonist in tow.
“John applies the Socratic method in his teaching, using a question-and-answer dialogue to stimulate critical thinking and discussion to uncover ideas, rather than simply providing information. His classroom is a masterclass in preparation and participation. He builds a culture where prior reading is non-negotiable: study groups meet in advance, knowing he cold calls and out of respect for the learning environment he creates.
“John’s cases typically unfold as A-B-C arcs that mirror entrepreneurial reality - messy, iterative, full of consequential forks. Decision points punctuate each chapter, and protagonists often join the debrief the first time a case is taught. Insights stick because they are earned.
“John does not lecture; he equips leaders to apply theory with judgement, to challenge one another constructively, and - crucially - to decide and act.”
“John’s work with the Entrepreneurs' Organisation (EO) stands out as an exceptional example of London Business School’s high quality of teaching and learning.
“The Growth Forum, for which John is the Academic Director, helps the senior participants to grow their businesses by providing focussed and collective learning throughout the week. John redesigns the programme every year to ensure returning participants gain new benefits and insights from the programme and to ensure it keeps pace with the new challenges they are facing within the changing competitive landscape. The value and benefit of the programme is such that many participants have returned year-on-year for more than seven iterations. And they still gain real value each time.
“John designs the programme each year around cases which he writes to illustrate and address the key challenges and decision-points the leaders are facing as they grow their businesses. This approach has built the programme’s excellent reputation across the EO network and ensures we have a wait-list of participants each year. John’s use of protagonists for each case and the fact that their presence in the room is unexpectedly revealed at the end of the session has been a consistently favourite signature element of the programme through the years.
“Throughout his work with the EO, I have also experienced John’s unwavering commitment to quality and to the effectiveness of the learning. John is an exceptional educator and accomplished case writer. London Business School has benefited greatly from his expertise and his unwavering commitment to advancing education for senior leaders.”
“I’ve had the pleasure of working directly with John for two years, on the Entrepreneur’s Organisation (EO)/LBS Growth Forum Executive Education Program. I started this collaboration full of curiosity and high expectations - after all, John is a legend! What I found was not only an outstanding professional, but also a person of remarkable elegance and kindness.
“I can honestly say it was one of the best collaborations I’ve ever had. John was always deeply engaged in helping us design and deliver the most relevant and impactful program, with a spot-on selection of case studies. But his contribution went far beyond that - he continuously sought ways to make the participants’ experience as meaningful as possible, always bringing forward thoughtful suggestions to enhance clarity and engagement before, during, and after the program.
“In the classroom, John is a true maestro. He leads his 'orchestra' masterfully - driving rich case discussions, encouraging critical thinking, and providing practical frameworks that participants can apply immediately in their businesses.
“He never spares any effort - whether it’s bringing case protagonists into the classroom or crafting challenging group exercises - to make the learning process active, stimulating, and deeply relevant. Every minute in his class is intentional, and every participant feels seen and valued.
“Each year via the EO, I’ve participated in programs at multiple top business schools, including Harvard Business School. John’s work at the front of the room and in developing world-class programs stands out. He truly is a reference in his field - and fully deserves that reputation.”
The competition was judged by Joerg Niessing, INSEAD; Shimin Chen, China Europe International Business School; and Vicky Lester, The Case Centre.
“John is an inspirational case teacher who demonstrates world-class facilitation and a deep, long-lasting impact on learners across a wide range of audiences.
“His innovative, well-organised approach prioritises ‘theory applied’ over ‘theory explained’, enabling rich learning experiences and exceptional classroom engagement. Watching him teach a case, as captured in the video submission, was both a privilege and a joy.
“Outstanding student evaluations further underline his success and sustained impact."
Vicky Lester, on behalf of the judging panel.
The teacher
John Mullins is an Associate Professor of Management Practice at the London Business School and winner of the Outstanding Case Teacher competition 2026.
John has been a committed case teacher and prolific case writer for more than 20 years, and his approach has shaped the learning of countless MBA and executive education participants. For him, teaching with cases is about more than delivering theory: it’s about creating experiences where students apply tools and frameworks, grapple with real decisions, and develop the critical thinking skills that stick long after the classroom ends.
“I am deeply honoured to receive this very meaningful award. I owe huge thanks to the legendary Stanford Graduate School of Business finance professor James Van Horne, who so many years ago showed me the value of case teaching and case learning. When I left my career in the business world to enter academia, I vowed to put teaching first and to “teach like Jim Van Horne.” It seems to have worked out pretty well!”
~ John Mullins
Here John shares the principles, practices, and philosophy that underpin his award-winning approach to case teaching.
Why I teach with cases
I’ve been a committed case teacher - and a prolific case writer, with more than 50 cases to my name - since the very start of my academic career. Quite simply, I teach this way because I believe it works.
At business schools, our core job is to equip students and participants with tools and frameworks - the theory - that sharpen their critical thinking. But knowing theory isn’t enough. What matters is being able to apply it. Doing, not mere knowing.
That’s where cases come in. They force participants to wrestle with real choices, under real constraints, and that’s when learning truly happens.
Engagement, realism, and learning that sticks
Case learning, with the right cases, is enormously engaging. I want my audiences on the edge of their seats.
Cases also reflect what the world is really like. In my discipline of entrepreneurship, success rarely follows a smooth glide path to the moon. Entrepreneurial journeys are messy - full of twists, turns, and setbacks. I want participants to viscerally understand what lies ahead if they choose that path, and ideally, to inspire at least some of them to give it a go. Teaching with cases delivers all this, every time.
And then there’s retention. Lecture-based learning too often goes in one ear and out the other. Case learning sticks.
Going beyond the Socratic method
So how do I do this in practice - and how does my approach differ from other case teachers?
First, I develop and teach my own cases, often with the help of my graduate students, based on in-depth field research. I get to know the companies - and their founders - intimately. My students notice the difference.
Most of my cases are A-B-C cases, where the entrepreneurial journey unfolds over time, with a decision point at the end of each part. They sing and dance like a well-constructed soap opera, I’m often told.
Crucially, I never spoon-feed the theory. There are no mini-lectures. The theory lives in the assigned readings - and I expect participants to read them. In class, we dive straight into application.
Bringing the protagonists into the room
One of my favourite teaching techniques is inviting case protagonists to debrief the session in person, usually the first or second time I teach a case. Often, their presence goes unnoticed.
When I reveal who they are at the end of the discussion, there’s an audible, collective gasp.
I record their unrehearsed, unscripted reflections and edit them into a short video - around 15 minutes - which I then use to debrief future sessions.
Preparation is non-negotiable
None of this works unless participants come to class fully prepared - having read both the case and the theory they’ll be applying. I take preparation seriously.
In executive education programmes I lead or teach on, I insist on study group time the night before class. Participants meet in small groups of five or six to discuss both the case and the readings before they ever see me.
In my teaching guides, I plan for 15-20 cold calls over a three-hour session - always genial, always with a friendly smile. As one executive MBA student once told me: “If we don’t have time to read all the cases, we make sure we read yours.”
I use PowerPoint sparingly - usually only in the final 15 minutes - to explain what actually happened and to draw out key lessons learned.
The result? Fantastic sessions, with robust conversations and participants who are ready - and eager - to contribute.
And yes, I always look for moments where we can laugh together too.
Does it work? The evidence speaks
Theory and practice sit at the heart of every session I teach. And the results speak for themselves. My executive education programmes routinely fill, often with waiting lists. They typically score between 4.8 and 4.9 out of five, with Net Promoter Scores as high as 98.
Over more than 20 years at the London Business School, I’ve received over a dozen “Best Teacher” awards from both MBA and executive education audiences.
Can this approach scale?
Absolutely.
I’ve mentored younger faculty who’ve gone on to win teaching awards in their own right, including Aneeta Rattan and Ben Hallen.
Between 2007 and 2012, working with the National Entrepreneurship Network in India, I taught hundreds of faculty members how to teach entrepreneurship - and how to teach it effectively using cases.
Impact beyond the classroom
At its core, this approach aligns directly with London Business School’s purpose: to have a profound impact on the way the world does business and the way business impacts the world.
That impact starts in the classroom - but it doesn’t end there.
Testimonials
An outstanding case teacher doesn’t just shape student learning - they influence colleagues, programmes and teaching culture more broadly. The testimonials below reflect the respect and admiration of peers who have worked closely with this year’s recipient and witnessed their contribution to case teaching in action.
“As a fellow case writer with multiple awards for my own cases, I recognise excellent case teaching when I see it. John exemplifies it - consistently, rigorously, and with energy.
“John writes his own cases, has written books and textbooks, and has led case method seminars for faculty, multiplying his impact across programmes and institutions. He also brings real-world judgment to every discussion, often with the case protagonist in tow.
“John applies the Socratic method in his teaching, using a question-and-answer dialogue to stimulate critical thinking and discussion to uncover ideas, rather than simply providing information. His classroom is a masterclass in preparation and participation. He builds a culture where prior reading is non-negotiable: study groups meet in advance, knowing he cold calls and out of respect for the learning environment he creates.
“John’s cases typically unfold as A-B-C arcs that mirror entrepreneurial reality - messy, iterative, full of consequential forks. Decision points punctuate each chapter, and protagonists often join the debrief the first time a case is taught. Insights stick because they are earned.
“John does not lecture; he equips leaders to apply theory with judgement, to challenge one another constructively, and - crucially - to decide and act.”
“John’s work with the Entrepreneurs' Organisation (EO) stands out as an exceptional example of London Business School’s high quality of teaching and learning.
“The Growth Forum, for which John is the Academic Director, helps the senior participants to grow their businesses by providing focussed and collective learning throughout the week. John redesigns the programme every year to ensure returning participants gain new benefits and insights from the programme and to ensure it keeps pace with the new challenges they are facing within the changing competitive landscape. The value and benefit of the programme is such that many participants have returned year-on-year for more than seven iterations. And they still gain real value each time.
“John designs the programme each year around cases which he writes to illustrate and address the key challenges and decision-points the leaders are facing as they grow their businesses. This approach has built the programme’s excellent reputation across the EO network and ensures we have a wait-list of participants each year. John’s use of protagonists for each case and the fact that their presence in the room is unexpectedly revealed at the end of the session has been a consistently favourite signature element of the programme through the years.
“Throughout his work with the EO, I have also experienced John’s unwavering commitment to quality and to the effectiveness of the learning. John is an exceptional educator and accomplished case writer. London Business School has benefited greatly from his expertise and his unwavering commitment to advancing education for senior leaders.”
“I’ve had the pleasure of working directly with John for two years, on the Entrepreneur’s Organisation (EO)/LBS Growth Forum Executive Education Program. I started this collaboration full of curiosity and high expectations - after all, John is a legend! What I found was not only an outstanding professional, but also a person of remarkable elegance and kindness.
“I can honestly say it was one of the best collaborations I’ve ever had. John was always deeply engaged in helping us design and deliver the most relevant and impactful program, with a spot-on selection of case studies. But his contribution went far beyond that - he continuously sought ways to make the participants’ experience as meaningful as possible, always bringing forward thoughtful suggestions to enhance clarity and engagement before, during, and after the program.
“In the classroom, John is a true maestro. He leads his 'orchestra' masterfully - driving rich case discussions, encouraging critical thinking, and providing practical frameworks that participants can apply immediately in their businesses.
“He never spares any effort - whether it’s bringing case protagonists into the classroom or crafting challenging group exercises - to make the learning process active, stimulating, and deeply relevant. Every minute in his class is intentional, and every participant feels seen and valued.
“Each year via the EO, I’ve participated in programs at multiple top business schools, including Harvard Business School. John’s work at the front of the room and in developing world-class programs stands out. He truly is a reference in his field - and fully deserves that reputation.”
Judges viewpoint
The competition was judged by Joerg Niessing, INSEAD; Shimin Chen, China Europe International Business School; and Vicky Lester, The Case Centre.
“John is an inspirational case teacher who demonstrates world-class facilitation and a deep, long-lasting impact on learners across a wide range of audiences.
“His innovative, well-organised approach prioritises ‘theory applied’ over ‘theory explained’, enabling rich learning experiences and exceptional classroom engagement. Watching him teach a case, as captured in the video submission, was both a privilege and a joy.
“Outstanding student evaluations further underline his success and sustained impact."
Vicky Lester, on behalf of the judging panel.
