Whether you're a seasoned case author or new to case writing, working with a case writer can provide valuable support and expert guidance.
But such a collaboration comes with its own questions and unique challenges. Who does what? Where do the different responsibilities sit? What about the teaching note?
We met with case writers, Anne-Marie Carrick and Lisa Duke, to talk about the collaborative writing relationship, and their upcoming webinar, Case Writing Collaboration: Setting Yourself up for Success.
“A good collaboration really does make for a great case,” Lisa told us.
It begins in the relationship between case writer and faculty. Both Anne-Marie and Lisa were clear that the essential ingredients for an effective collaboration are flexibility and open communication.
It’s common for a faculty member to come to a case writer with a lead and a need, but from there onward there is a great deal of fluidity and co-creation. A case writer can support with everything from initial research to interviews and even the teaching note. And because every faculty member will have their own preferred way of working, and each business school and publication team will have their own processes, there really is no ‘one size fits all’ approach to this type of collaboration.
Anne-Marie and Lisa stressed the importance of agreeing roles and responsibilities at the very start of the process. This means deciding who will take responsibility for research and interviews; who will take the lead; who will be the main contact for protagonists with in-company cases; deliverables; timeline; and budget. And where a school doesn’t have a dedicated publishing team, agreement will need to be reached about the case writer’s involvement in copyright and compliance.
The case writer will also need a clear brief and objective at the beginning, as well as space to ask questions on both sides.
There is a lot to consider, and it’s essential that agreements are reached at the beginning of the process.
But while fluidity and flexibility are the hallmarks of a good collaborative relationship, both Anne-Marie and Lisa highlighted three non-negotiables. To be realistic on expectations about timing, clear communication, and above all, mutual respect.
Because the relationship itself is the key to a successful collaboration.
Teaching notes, multimedia and exhibits
Anne-Marie enjoys participating in class when the case is taught: “It’s great to see how much the students can learn from the case and draw on the content for a lively discussion.”
Observing the case being taught can also help a case writer to draft the teaching note if this is something they’ve agreed to help with.
While some case writers also teach, this isn’t always the case. So, while case writers can assist by drafting the synopsis, pedagogical objectives, and prep questions, faculty input will often be needed before a teaching note is complete.
Along with teaching notes, case writers can also work with a videographer to develop multimedia to accompany cases. For case publishing, multimedia such as videos add to the case story. They also support students who have different learning styles to make the most of the case.
Navigating challenges
Case writing, of course, comes with its own challenges, even where working relationships are positive and mutually respectful.
Lisa talked about how collaborating with the company and protagonists can provide a richness that brings a case to life. However, it’s important to decide who will be responsible within the company for getting the final sign off on the case. There are a number of reasons this might be an obstacle to publication. For example, a change of leadership or direction for the company during the case writing process.
One way to minimise the risk of not getting final sign off is to make sure that a company understands the purpose of the case. Rather than being an exercise in positive PR for a company, a case needs to be a transparent and objective tool to facilitate learning. Case collaborations can also be an opportunity for the company to reflect on their challenges and take learning forward.
Whereas with desk-based cases, where information is gathered from the public domain, Lisa stressed how crucial it is to fact check everything, being clear on what is fact and what is opinion.
Again, if you’ve agreed roles and responsibilities up front, then a case writer will have clarity on their involvement in this part of the process.
More than words
There is so much more than the writing to consider.
There is a great deal to take into account, whether you are an experienced case writer or a junior faculty member starting to think about writing your first case. And both Anne-Marie and Lisa think that while faculty do use cases produced by other business schools, it’s certainly more impactful for faculty to write their own cases.
That’s why Lisa and Anne-Marie have created the webinar, Case Writing Collaboration: Setting Yourself up for Success in collaboration with The Case Centre.
The aim of the webinar is to support junior faculty, new case writers, researchers, and seasoned case teachers. To prepare faculty to write their own cases with the guidance and support of a case writer, and to support new case writers to build mutually respectful relationships and learn how to navigate challenges.
The comprehensive webinar will take participants through the entire process from prep and practicalities, through to research and writing, with an overview of final publishing and even entering case competitions.
So, if you’re a faculty member curious about authoring your own case, or perhaps you’re a contract writer, researcher, or PhD student and you’d like to develop your case writing skills. Why not book onto our free webinar, Case Writing Collaboration: Setting Yourself up for Success? You’ll get to hear more from Anne-Marie and Lisa, dig into the bones of the writing and collaboration process, and get those burning questions answered.
This article was published in Connect, April 2025.
