teaching notes in case study

Guidance on writing teaching notes

We strongly encourage you to write a teaching note to accompany your case, and cases submitted to us must include a teaching note. Faculty prefer cases with teaching notes, and most of our bestselling cases have one. Nearly half of the cases in our collection have a teaching note, but 95% of our 50 most popular cases have one.

What to include in your teaching note

There are no hard and fast rules for the style or format of a teaching note. However, it should include the following:

• Synopsis of the case Provide a brief description of what the case is about, and the context in which it is set.
• Target group Indicate the target learning group, for example, undergraduates, postgraduates, executive. We recommend this section details any prerequisite learning, and positions the session where the case may be used within the course/module.
• Learning objectives and key issues Set out the learning/teaching objectives, and identify the key issues in the case that will help achieve them.
• Teaching strategy Describe how the case may be used in class. For example, suggest trigger questions to open the case discussion; offer ideas for group work; suggest how learning can be consolidated at the end of the case session, and so on. This section will generally reflect your own teaching style. Also consider including information about your strategies and session plans for different teaching delivery modes (in-person, online, hybrid/dual-mode) and different levels (undergraduate, postgraduate, executive education etc.). We recommend including board plans, timings for the classroom session, alternate ways that the case could be used, and the technical requirements of any multimedia used.
• Questions for discussion Include a list of questions designed to promote discussion of the key issues within the case.
• Analysis of data If the case contains quantitative data for analysis it can be helpful if the results of essential ‘number crunching’ are provided in the teaching note. Teachers can use this to check their own calculations.
• Background reading Provide references to relevant supplementary material on the case or related issues. You may also provide information on ‘what happened next’, something students are usually keen to know.
• Experience of using the case Include feedback on how the case has worked in different classes, and the issues on which students have tended to focus. This can be useful for other teachers preparing to teach your case.
• Heath, J (2015), Teaching and Writing Cases: A practical guide (The Case Centre) ISBN 978-0-907815-04-4
• Leenders, M R and Erskine, J A (1989), Case Research: The Case Writing Process (The University of Western Ontario) ISBN 0-7714-1045-X
• Reynolds, J I, Case Method in Management Development (International Labour Office)

Hear from the experts

In June 2023 we hosted a webinar with award-winning case teachers and writers Maria Ballesteros-Sola and Michael Goldman that explored the key elements for a great teaching note and provide guidance on how to write one.

The webinar can be watched back by educators, trainers and PhD students with teaching responsibility. Please login to view it.

Submit an alternative teaching note

Have you used another writer’s case and created an alternative teaching note that covers a new and different way of teaching the case? (Not an ‘improved’ version of the existing note.) If so, you can submit it online for other teachers to use. Simply login and use the ‘Add or revise a case’ option.

Get in touch

Our Product Management Team are here to help, please do get in touch if you have a query.

t +44 (0)1234 750401,  e [email protected]  

Intensive, practical and hands-on, our case training is ideal for teachers, writers and students.

Enjoy a safe, enjoyable learning experience, plus the chance to network with colleagues.

Case method training

Have you written a case? We can help you get your case to our global audience of educators. 

Discover our efficient worldwide case publishing and distribution service for both independent authors and institutions.

Discover more

• eLibrary Home
• eLibrary Login

Home > Journals > AIS Journals > CAIS > Vol. 49 (2021)

Writing a Teaching Case and Teaching Note: A Reference Guide

Janice C. Sipior , Villanova University Mary Granger , George Washington University Ali Farhoomand , The University of Hong Kong

Writing a teaching case and teaching note differs from writing a research paper. In this guide, we explain what an author needs to consider to write a good teaching case and accompanying teaching note. We describe how to increase a case’s teaching value by linking it to pertinent concepts or theories, how to make a case more appealing to students through contextual nuances, and what content to include to enhance the usefulness of the teaching note for instructors. We write this paper to address the increased interest in writing teaching cases in recent years and to update an earlier CAIS paper that the third author wrote alone. We hope that the guide will help enable and not unduly constrain IS scholars who wish to bring realistic and helpful real-life examples from our field to our students.

10.17705/1CAIS.04935

Recommended Citation

Sipior, J. C., Granger, M., & Farhoomand, A. (2021). Writing a Teaching Case and Teaching Note: A Reference Guide. Communications of the Association for Information Systems, 49, pp-pp. https://doi.org/10.17705/1CAIS.04935

Since December 10, 2021

When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here .

• Journal Home
• About This Journal
• Editorial Board
• Submission Requirements
• Best of CAIS
• Past Editors-in-Chief
• Submit an Author-Video Here
• Most Popular Papers
• Receive Email Notices or RSS

Advanced Search

ISSN: 1529-3181

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

The Teaching Note

• First Online: 14 March 2018

Cite this chapter

• June Gwee 2  

680 Accesses

This chapter lists the components of a teaching note and explains how you can build one for your teaching case. What is unique about this last chapter is that the author has provided an example of a teaching note using an actual case study highlighted in the earlier chapters to demonstrate how lesson plan and case analysis are combined into a single document. This way, case writers can see the full journey of the case study Charting a New Course —how it is developed from case concept in Chap. 3 , to research and analysis in Chap. 4 , shaped in Chap. 5 , composed in Chap. 7 and supported by a teaching note in Chap. 10 .

That which looks simple and easy is masterful, requiring much thought and preparation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Michael E. Porter, Competitive Advantage: Creating and Sustaining Superior Performance , Free Press, January 1985.

Michael E. Porter, Competitive Strategy: Techniques for Analysing Industries and Competition , Free Press, June 1998.

Author information

Authors and affiliations.

Asian Business Case Centre, College of Business (Nanyang Business School), Nanyang Technological University, Singapore, Singapore

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Gwee, J. (2018). The Teaching Note. In: The Case Writer’s Toolkit. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-7173-7_10

Download citation

DOI : https://doi.org/10.1007/978-981-10-7173-7_10

Published : 14 March 2018

Publisher Name : Palgrave Macmillan, Singapore

Print ISBN : 978-981-10-7172-0

Online ISBN : 978-981-10-7173-7

eBook Packages : Business and Management Business and Management (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Utility Menu

harvardchan_logo.png

Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Teaching cases & active learning resources for public health education, writing a "teaching" case study: 10 easy steps, using our case library, access to cases.

Many of our cases are available for sale through Harvard Business Publishing in the  Harvard T.H. Chan case collection . Others are free to download through this website .

Cases in this collection may be used free of charge by Harvard Chan course instructors in their teaching. Contact  Allison Bodznick , Harvard Chan Case Library administrator, for access.

Access to teaching notes

Teaching notes are available as supporting material to many of the cases in the Harvard Chan Case Library. Teaching notes provide an overview of the case and suggested discussion questions, as well as a roadmap for using the case in the classroom.

Access to teaching notes is limited to course instructors only.

• Teaching notes for cases available through  Harvard Business Publishing may be downloaded after registering for an Educator account .
• To request teaching notes for cases that are available for free through this website, look for the "Teaching note  available for faculty/instructors " link accompanying the abstract for the case you are interested in; you'll be asked to complete a brief survey verifying your affiliation as an instructor.

Using the Harvard Business Publishing site

Faculty and instructors with university affiliations can register for Educator access on the Harvard Business Publishing website,  where many of our cases are available . An Educator account provides access to teaching notes, full-text review copies of cases, articles, simulations, course planning tools, and discounted pricing for your students.

Filter cases

Case format.

• Case (116) Apply Case filter
• Case book (5) Apply Case book filter
• Case collection (2) Apply Case collection filter
• Industry or background note (1) Apply Industry or background note filter
• Simulation or role play (4) Apply Simulation or role play filter
• Teaching example (1) Apply Teaching example filter
• Teaching pack (2) Apply Teaching pack filter

Case availability & pricing

• Available for purchase from Harvard Business Publishing (73) Apply Available for purchase from Harvard Business Publishing filter
• Download free of charge (50) Apply Download free of charge filter
• Request from author (4) Apply Request from author filter

Case discipline/subject

• Child & adolescent health (15) Apply Child & adolescent health filter
• Maternal & child health (1) Apply Maternal & child health filter
• Human rights & health (11) Apply Human rights & health filter
• Women, gender, & health (11) Apply Women, gender, & health filter
• Social & behavioral sciences (41) Apply Social & behavioral sciences filter
• Social innovation & entrepreneurship (11) Apply Social innovation & entrepreneurship filter
• Finance & accounting (10) Apply Finance & accounting filter
• Environmental health (12) Apply Environmental health filter
• Epidemiology (6) Apply Epidemiology filter
• Ethics (5) Apply Ethics filter
• Global health (28) Apply Global health filter
• Health policy (35) Apply Health policy filter
• Healthcare management (55) Apply Healthcare management filter
• Life sciences (5) Apply Life sciences filter
• Marketing (15) Apply Marketing filter
• Multidisciplinary (16) Apply Multidisciplinary filter
• Nutrition (6) Apply Nutrition filter
• Population health (8) Apply Population health filter
• Quality improvement (4) Apply Quality improvement filter
• Quantative methods (3) Apply Quantative methods filter
• Social medicine (7) Apply Social medicine filter
• Technology (6) Apply Technology filter

Geographic focus

• Cambodia (1) Apply Cambodia filter
• Australia (1) Apply Australia filter
• Bangladesh (2) Apply Bangladesh filter
• China (1) Apply China filter
• Egypt (1) Apply Egypt filter
• El Salvador (1) Apply El Salvador filter
• Guatemala (2) Apply Guatemala filter
• Haiti (2) Apply Haiti filter
• Honduras (1) Apply Honduras filter
• India (3) Apply India filter
• International/multiple countries (11) Apply International/multiple countries filter
• Israel (3) Apply Israel filter
• Japan (2) Apply Japan filter
• Kenya (2) Apply Kenya filter
• Liberia (1) Apply Liberia filter
• Mexico (4) Apply Mexico filter
• Nigeria (1) Apply Nigeria filter
• Pakistan (1) Apply Pakistan filter
• Philippines (1) Apply Philippines filter
• Rhode Island (1) Apply Rhode Island filter
• South Africa (2) Apply South Africa filter
• Turkey (1) Apply Turkey filter
• Uganda (2) Apply Uganda filter
• United Kingdom (2) Apply United Kingdom filter
• United States (63) Apply United States filter
• California (6) Apply California filter
• Colorado (2) Apply Colorado filter
• Connecticut (1) Apply Connecticut filter
• Louisiana (1) Apply Louisiana filter
• Maine (1) Apply Maine filter
• Massachusetts (14) Apply Massachusetts filter
• Michigan (1) Apply Michigan filter
• Minnesota (1) Apply Minnesota filter
• New Jersey (1) Apply New Jersey filter
• New York (3) Apply New York filter
• Washington DC (1) Apply Washington DC filter
• Washington state (2) Apply Washington state filter
• Zambia (1) Apply Zambia filter

Case keywords

• Financial analysis & accounting practices (1) Apply Financial analysis & accounting practices filter
• Law & policy (2) Apply Law & policy filter
• Sexual & reproductive health & rights (2) Apply Sexual & reproductive health & rights filter
• Cigarettes & e-cigarettes (1) Apply Cigarettes & e-cigarettes filter
• Occupational health & safety (2) Apply Occupational health & safety filter
• Bullying & cyber-bullying (1) Apply Bullying & cyber-bullying filter
• Sports & athletics (1) Apply Sports & athletics filter
• Women's health (1) Apply Women's health filter
• Anchor mission (1) Apply Anchor mission filter
• Board of directors (1) Apply Board of directors filter
• Body mass index (1) Apply Body mass index filter
• Carbon pollution (1) Apply Carbon pollution filter
• Child protection (2) Apply Child protection filter
• Collective impact (1) Apply Collective impact filter
• Colorism (1) Apply Colorism filter
• Community health (3) Apply Community health filter
• Community organizing (2) Apply Community organizing filter
• Corporate social responsibility (2) Apply Corporate social responsibility filter
• Crisis communications (2) Apply Crisis communications filter
• DDT (1) Apply DDT filter
• Dietary supplements (1) Apply Dietary supplements filter
• Education (3) Apply Education filter
• Higher education (1) Apply Higher education filter
• Electronic medical records (1) Apply Electronic medical records filter
• Air pollution (1) Apply Air pollution filter
• Lead poisoning (1) Apply Lead poisoning filter
• Gender-based violence (3) Apply Gender-based violence filter
• Genetic testing (1) Apply Genetic testing filter
• Geriatrics (1) Apply Geriatrics filter
• Global health (3) Apply Global health filter
• Health (in)equity (6) Apply Health (in)equity filter
• Health care delivery (3) Apply Health care delivery filter
• Health reform (1) Apply Health reform filter
• Homelessness (3) Apply Homelessness filter
• Housing (1) Apply Housing filter
• Insecticide (1) Apply Insecticide filter
• Legislation (2) Apply Legislation filter
• Management issues (4) Apply Management issues filter
• Cost accounting (1) Apply Cost accounting filter
• Differential analysis (1) Apply Differential analysis filter
• Queuing analysis (1) Apply Queuing analysis filter
• Marketing (5) Apply Marketing filter
• Mergers (3) Apply Mergers filter
• Strategic planning (6) Apply Strategic planning filter
• Marijuana (1) Apply Marijuana filter
• Maternal and child health (2) Apply Maternal and child health filter
• Medical Spending (1) Apply Medical Spending filter
• Mental health (1) Apply Mental health filter
• Mercury (1) Apply Mercury filter
• Monitoring and Evaluation (1) Apply Monitoring and Evaluation filter
• Non-profit hospital (1) Apply Non-profit hospital filter
• Pharmaceuticals (5) Apply Pharmaceuticals filter
• Power plants (2) Apply Power plants filter
• Prevention (1) Apply Prevention filter
• Public safety (4) Apply Public safety filter
• Racism (1) Apply Racism filter
• Radiation (1) Apply Radiation filter
• Research practices (1) Apply Research practices filter
• Rural hospital (2) Apply Rural hospital filter
• Salmonella (1) Apply Salmonella filter
• Sanitation (1) Apply Sanitation filter
• Seafood (1) Apply Seafood filter
• Skin tanning (1) Apply Skin tanning filter
• Social business (1) Apply Social business filter
• Social determinants of health (9) Apply Social determinants of health filter
• Social Impact Bonds (1) Apply Social Impact Bonds filter
• Social media (2) Apply Social media filter
• State governance (2) Apply State governance filter
• Statistics (1) Apply Statistics filter
• Surveillance (3) Apply Surveillance filter
• United Nations (1) Apply United Nations filter
• Vaccination (4) Apply Vaccination filter
• Water (3) Apply Water filter
• Wellness (1) Apply Wellness filter
• Workplace/employee health (4) Apply Workplace/employee health filter
• World Health Organization (3) Apply World Health Organization filter

Supplemental teaching material

• Additional teaching materials available (12) Apply Additional teaching materials available filter
• Simulation (2) Apply Simulation filter
• Multi-part case (18) Apply Multi-part case filter
• Teaching note available (70) Apply Teaching note available filter

Author affiliation

• Global Health Education and Learning Incubator at Harvard University (12) Apply Global Health Education and Learning Incubator at Harvard University filter
• Harvard Business School (22) Apply Harvard Business School filter
• Harvard Kennedy School of Government (1) Apply Harvard Kennedy School of Government filter
• Harvard Malaria Initiative (1) Apply Harvard Malaria Initiative filter
• Harvard T.H. Chan School of Public Health (98) Apply Harvard T.H. Chan School of Public Health filter
• Social Medicine Consortium (8) Apply Social Medicine Consortium filter
• Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) (11) Apply Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) filter
• Women, Gender, and Health interdisciplinary concentration (1) Apply Women, Gender, and Health interdisciplinary concentration filter

Health condition

• Alcohol & drug use (1) Apply Alcohol & drug use filter
• Opioids (1) Apply Opioids filter
• Asthma (1) Apply Asthma filter
• Breast implants (1) Apply Breast implants filter
• Cancer (3) Apply Cancer filter
• Breast cancer (2) Apply Breast cancer filter
• Cervical cancer (1) Apply Cervical cancer filter
• Cardiovascular disease (1) Apply Cardiovascular disease filter
• Cholera (1) Apply Cholera filter
• COVID-19 (3) Apply COVID-19 filter
• Disordered eating (2) Apply Disordered eating filter
• Ebola (2) Apply Ebola filter
• Food poisoning (1) Apply Food poisoning filter
• HPV (1) Apply HPV filter
• Influenza (2) Apply Influenza filter
• Injury (2) Apply Injury filter
• Road traffic injury (1) Apply Road traffic injury filter
• Sharps injury (1) Apply Sharps injury filter
• Malaria (2) Apply Malaria filter
• Malnutrition (1) Apply Malnutrition filter
• Meningitis (1) Apply Meningitis filter
• Obesity (3) Apply Obesity filter
• Psychological trauma (1) Apply Psychological trauma filter
• Skin bleaching (1) Apply Skin bleaching filter

Filter resources

Resource format.

• Article (15) Apply Article filter
• Video (8) Apply Video filter
• Blog or post (7) Apply Blog or post filter
• Slide deck or presentation (5) Apply Slide deck or presentation filter
• Book (2) Apply Book filter
• Digital resource (2) Apply Digital resource filter
• Peer-reviewed research (2) Apply Peer-reviewed research filter
• Publication (2) Apply Publication filter
• Conference proceedings (1) Apply Conference proceedings filter
• Internal Harvard resource (1) Apply Internal Harvard resource filter

Resource topic

• Teaching, learning, & pedagogy (33) Apply Teaching, learning, & pedagogy filter
• Teaching & learning with the case method (14) Apply Teaching & learning with the case method filter
• Active learning (12) Apply Active learning filter
• Leading discussion (10) Apply Leading discussion filter
• Case writing (9) Apply Case writing filter
• Writing a case (8) Apply Writing a case filter
• Asking effective questions (5) Apply Asking effective questions filter
• Engaging students (5) Apply Engaging students filter
• Managing the classroom (4) Apply Managing the classroom filter
• Writing a teaching note (4) Apply Writing a teaching note filter
• Teaching inclusively (3) Apply Teaching inclusively filter
• Active listening (1) Apply Active listening filter
• Assessing learning (1) Apply Assessing learning filter
• Planning a course (1) Apply Planning a course filter
• Problem-based learning (1) Apply Problem-based learning filter
• Abare, Marce (1)
• Abdallah, Mouin (1)
• Abell, Derek (1)
• Abo Kweder, Amir (1)
• Al Kasir, Ahmad (1)
• Alidina, Shehnaz (3)
• Ammerman, Colleen (1)
• Andersen, Espen (1)
• Anyona, Mamka (1)
• Arnold, Brittany (1)

• Harvard Business School →
• Faculty & Research →
• November 1998
• Background Note
• HBS Case Collection

Writing Cases and Teaching Notes

• Format: Print
• | Pages: 11

More from the Author

• July 1999 (Revised March 2003)
• Faculty Research

Marketing Strategy--An Overview

• November 1998 (Revised April 1999)

A Note on Case Learning

• August 1993
• Organization Science

Transaction Cost Theory: Inferences from Clinical Field Research on Downstream Vertical Integration

• Marketing Strategy--An Overview  By: E. Raymond Corey
• A Note on Case Learning  
• Transaction Cost Theory: Inferences from Clinical Field Research on Downstream Vertical Integration  By: V. K. Rangan, E. R. Corey and F. V. Cespedes

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Teaching with Case Studies

The Case Study method is based on focused stories, rooted in reality, and provides contextual information such as background, characters, setting, and enough specific details to provide some guidance. Cases can be used to illustrate, remediate, and practice critical thinking, teamwork, research, and communication skills. Classroom applications of the case study method include:

• Socratic cross examination
• Directed discussion or research teams
• Public hearings or trials
• Dialogue paper (e.g., 10 exchanges between two characters from opposing sides of an issue that finish with a personal opinion or reflection)

At the Fifth Annual Conference on Case Study Teaching in Science hosted by the University of Buffalo-SUNY, two broad categories of case studies were identified (recognizing potential overlap):

• Open or Closed: Open cases are left to one’s interpretation and may have multiple correct or valid answers depending on the rationale and facts presented in the case analysis. Closed cases have specific, correct answers or processes that must be followed in order to arrive at the correct analysis.
• Analysis or Dilemma: Analysis Cases (Issues Cases) are a general account of “what happened.” Dilemma Cases (Decision Cases) require students to make a decision or take action given certain information.

Case Study Analysis Process

Based on a variety of different case study analysis models, we have identified four basic stages students follow in analyzing a case study. This process may vary depending on discipline and if case studies are being used as part of a problem-based learning exercise.

• Observe the facts and issues that are present without interpretation (“what do we know”).
• Develop hypotheses/questions, formulate predictions, and provide explanations or justifications based on the known information (“what do we need to know”).
• Collect and explore relevant data to answer open questions, reinforce/refute hypotheses, and formulate new hypotheses and questions.
• Communicate findings including citations and documentation.

How to Write a Case Study

Effective case studies tell a story, have compelling and identifiable characters, contain depth and complexity, and have dilemmas that are not easily resolved. The following steps provide a general guide for use in identifying the various issues and criteria comprising a good case study.

• Identify a course and list the teachable principles, topics, and issues (often a difficult or complex concept students just don’t “get”).
• List any relevant controversies and subtopics that further describe your topics.
• Identify stakeholders or those affected by the issue (from that list, consider choosing one central character on which to base the case study).
• Identify teaching methods that might be used (team project, dialogue paper, debate, etc.) as well as the most appropriate assessment method (peer or team assessments, participation grade, etc.).
• Decide what materials and resources will be provided to students.
• Identify and describe the deliverables students will produce (paper, presentation, etc.).
• Select the category of case study (open or closed/analysis or dilemma) that best fits your topic, scenario, learning outcomes, teaching method, and assessment strategy. Write your case study and include teaching notes outlining the critical elements identified above.
• Teach the case and subsequently make any necessary revisions.

Problem-Based Learning (PBL)

PBL uses case studies in a slightly different way by providing a more specific structure for learning. The medical field uses this approach extensively. According to Barrows & Tamblyn (1980), the case problem is presented first in the learning sequence, before any background preparation has occurred. The case study analysis process outlined above is used with PBL; the main difference being that cases are presented in pieces, with increasing amounts of specific detail provided in each layer of the case (e.g., part one of the case may simply be a patient admission form, part two may provide a summary of patient examination notes, part three may contain specific medical test results, and so on).

The problem-based learning approach encourages student-directed learning and allows the instructor to serve as a facilitator. Students frame and identify problems and continually identify and test hypotheses. During group tutorials, case-related questions arise that students are unable to answer. These questions form the basis for learning issues that students will study independently between sessions. This method requires an alert and actively involved instructor to facilitate.

Guide to Teaching with Technology Copyright © 2019 by Centre for Pedagogical Innovation is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Share This Book

• Technical Support
• Find My Rep

You are here

You have trial access: sample cases and teaching notes.

Sage Business Cases , when purchased or subscribed to by your institution, offers unlimited access to more than 6,150+ cases representing over 120 countries. This forward-thinking collection provides faculty, students, and authorized alumni foundational business coverage and fills known content gaps with diverse, global viewpoints that hit on emerging trends and undertreated areas in business education such as Social Impact , Sustainability , Immigrant Entrepreneurs , Family Business , Women & Leadership , Digital Entertainment , and more.

Your institution is currently on trial, which means that you’re free to browse the entire collection online . Sage Business Cases is committed to representing the diversity of the modern global business world, moving beyond the corporate boardroom, find cases that engage students in applying core concepts into practice with examples ranging from private small businesses and startups to public Fortune 500 companies, asking readers to consider diverse cultural contexts, leadership approaches, and economic perspectives from over 2,500 companies and organizations.

Please note we do not allow for PDF downloads or teaching note access during trials. Below we've provided a selection of cases with both a preview PDF of the case and the teaching notes. Once the product is purchased or subscribed to by your institution, all authenticated users will have PDF download capabilities, and faculty will receive a code to unlock all teaching notes within the platform.

Browse all cases

How do our cases fit with your syllabus? Have questions about a specific case or teaching notes? We are here to help. Contact the Sage editorial team for complimentary case recommendations and more.

Sage Originals

I/O Spaces: Going Global With Diversity in Tech

Discipline: Marketing, Global Entrepreneurship & Innovation, Diversity, Equality & Inclusion in the Workplace Contains: Data | Supplementary Resources | Teaching Notes | Video Type: Direct case

DOWNLOAD CASE

teaching notes

Cultivating Institutional Courage: Changing How Baylor University Responded to Sexual Assault by Athletes

Discipline: Women in Management, Leadership & Ethics, Sports Management Contains: Teaching Notes  Type: Indirect case  

Sustainability, Resilience, and Social Impact in Agro-Processing in Dominica

Discipline: Global Entrepreneurship & Innovation, Social Entrepreneurship & Innovation Contains: Teaching Notes Type: Direct Case   

Peloton Interactive, Inc.: Valuation During a Global Pandemic

Discipline: Valuation Contains: Data | Teaching Notes Type: Indirect case

Insan NPO: Working as a Nonprofit With Syrian Migrants in Egypt

Discipline: Strategic Management & Business Policy, Leadership & Ethics, Public & Nonprofit Management Contains: Data | Teaching Notes Type: Direct case

Ethical Consumerism and Glass Box Branding: When Companies’ Actions Speak Louder Than Words

Discipline: Consumer Behavior, Ethical & Sustainable Marketing Contains: Data | Teaching Notes Type: Indirect case

Santo Broadcasting Company: Moving Forward or Held Back in Time

Discipline: Family Business Contains: Teaching Notes Type: Direct case

Arla Versus Oatly: Milk Wars

Discipline: Strategic Management & Business Policy, Competitive Strategy Contains: Teaching Notes Type: Indirect case

M&M Anomaly 

Discipline: Marketing, Pricing, Supply Chain Management Contains: Audio | Teaching Notes Type: Indirect case

From our content partners

Blackfoot Farms, Scenario A: Communication and Employee Relations

Discipline: Employee, Industrial & Labor Relations, Diversity, Equality & Inclusion in the Workplace  Contains: Teaching Notes Type: Indirect Case

download case

BabyFreedom: Stakeholders and Strategy

Discipline: Business Ethics, Organizational Culture, Strategic Management & Business Policy Contains: Teaching Notes Type: Experience Case  

A Landlord’s Certainty: The Taxation of Property Investment

Discipline: Financial Investment/Analysis, Financial Management  Contains: Supplementary Resources | Teaching Notes Type: Experience Case

Ready to explore more real-world cases? Visit  sk.sagepub.com/cases to access your trial. 

If you have any questions regarding our digital products, please feel free to  contact your regional sales manager  for additional information and pricing. 

Thanks for your interest in SAGE—we look forward to speaking with you!

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

Which program is right for you?

Through intellectual rigor and experiential learning, this full-time, two-year MBA program develops leaders who make a difference in the world.

A rigorous, hands-on program that prepares adaptive problem solvers for premier finance careers.

A 12-month program focused on applying the tools of modern data science, optimization and machine learning to solve real-world business problems.

Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

A joint program for mid-career professionals that integrates engineering and systems thinking. Earn your master’s degree in engineering and management.

An interdisciplinary program that combines engineering, management, and design, leading to a master’s degree in engineering and management.

Executive Programs

A full-time MBA program for mid-career leaders eager to dedicate one year of discovery for a lifetime of impact.

This 20-month MBA program equips experienced executives to enhance their impact on their organizations and the world.

Non-degree programs for senior executives and high-potential managers.

A non-degree, customizable program for mid-career professionals.

Teaching Resources Library

Case studies.

The teaching business case studies available here are narratives that facilitate class discussion about a particular business or management issue. Teaching cases are meant to spur debate among students rather than promote a particular point of view or steer students in a specific direction.  Some of the case studies in this collection highlight the decision-making process in a business or management setting. Other cases are descriptive or demonstrative in nature, showcasing something that has happened or is happening in a particular business or management environment. Whether decision-based or demonstrative, case studies give students the chance to be in the shoes of a protagonist. With the help of context and detailed data, students can analyze what they would and would not do in a particular situation, why, and how.

Case Studies By Category

• Degree Options
• Program Options
• Year-by-Year Planning
• Degree Requirements
• Involvement Opportunities
• Course Registration
• Academic Performance
• Dates & Deadlines
• Academic Support
• The Compass: Arts Student Engagement Hub
• Funding Options
• Health & Wellness Resources
• Alumni Profiles
• Alumni Involvement
• Grant Recipients
• Research Resources
• Cultural Spaces
• Artist Advocates Network
• ARTIVISM 2023: Madness in the Masses
• Strategic Plan
• Leadership Team
• Units & Departments
• Justice, Equity, and Inclusion
• Black Faculty Hiring
• Award Nominations
• Academic Postings
• Recruit a Student
• Support UBC Arts
• Contact Arts

Announcing the Arts recipients of the 2023/24 Killam Teaching Prize

May 10, 2024

Congratulations to the six Arts faculty members who have been awarded the Killam Teaching Prize for 2023/2024. This prize is awarded annually to faculty nominated by students, colleagues and alumni in recognition of excellence in teaching.

Image by Ritwik Bhattacharjee

Dr. Rebecca Carruthers Den Hoed Assistant Professor of Teaching, School of Journalism, Writing, and Media

Dr. Carruthers Den Hoed joined UBC’s School of Journalism, Writing, and Media in 2020 and works in the Writing, Research, and Discourse Studies unit teaching scholarly communication and studying how different ways of ‘doing’ academic research ‘surface’ in scholarly texts. Her work focuses on how scholarly communication makes room for (or fails to make room for) different ways of knowing and being in the world.

As a high school drop-out herself, Dr. Carruthers Den Hoed often felt out of place and out of her depth as a student; she now focuses her teaching practice on making visible the often invisible patterns and practices that shape university life, to help students navigate the academy—either using well-worn communication pathways or carving new pathways that can help spur the university to change.

On what winning this prize means to her, Dr. Carruthers Den Hoed had this to say: “I work hard to foster a sense of community and belonging in my classes—to offer students a supportive and welcoming environment where they can explore, inquire, connect, and engage with different ways of being in the world. Apparently, I am on the right track. Now I can turn my students’ support into a promise to keep pushing myself to do better, to keep learning, to keep looking for new ways to support them in their learning.”

Dr. Daniela Hempen Lecturer, Department of Central, Eastern and Northern European Studies

Dr. Hempen has been teaching undergraduate students at UBC for the past thirty years. Her courses include German language classes of all levels as well as Germanophone and Anglophone literature/culture courses focussing on the German speaking countries in the 19th-21st centuries. She attempts to design and deliver courses that are authentic, supportive, relevant, and memorable. As a full-time lecturer, she particularly enjoys the opportunity to spend quality time ‘being with’ her students. Her most important goal and greatest pleasure are to create a vibrant, diverse, and inclusive intellectual home for her students – in her classroom, in her office, and through the many extra-curricular activities offered in her department, the ‘CENEverse,’ on the ninth floor of Buchanan Tower.

On receiving this award, Dr. Hempen says, “I am very proud and honoured to have been selected for this prestigious award. I am also immensely grateful to my many devoted students and to my colleagues, who helped me reach this milestone. To have received this recognition in my thirtieth year of teaching at UBC makes it a particularly significant and memorable gift.”

Dr. Minelle Mahtani Associate Professor, Institute for Social Justice

Dr. Mahtani held the role of the Senior Advisor to the Provost on Racialized Faculty where she supported the recruitment and retention of racialized faculty. She is also a former national television news journalist at the CBC and was previously a journalism and geography professor at University of Toronto. She has been hosting a radio show at Roundhouse Radio, 98.3 Vancouver for the last three years. Her show was unapologetically anti-racist and feminist in its approach, focusing on the stories of systematically disadvantaged communities. The show won four awards, including a Canadian Ethnic Media Association award for building relationships between ethnic communities and Indigenous communities, and a British Columbia Association of Broadcasters award for best community service reporting. She is the author of “Mixed Race Amnesia: Resisting the Romanticization of Multiraciality” with UBC Press.

“I am humbled to be a recipient of the Killam Teaching Prize, she shares. Almost exactly twenty years ago to the day, I received word that I had won a Killam postdoctoral fellow at UBC, so it feels particularly meaningful to receive this award in the Killam family name again. It is gratifying to see that my approach to teaching – which focuses on asking anti-colonial questions – has been received so warmly by my students. I want to offer a sincere thank you to my colleagues, TAs and most of all my incredible students for supporting my nomination. I appreciate the chance to learn with and alongside you.”

Dr. Matthew M. McCarty Assistant Professor of Roman Archaeology, Department of Ancient Mediterranean & Near Eastern Studies

Dr. McCarty is an archaeologist who studies the intersections of religion, marginality, and material culture in the provinces of the Roman Empire. He regularly teaches courses on the social history of Roman art, on ancient technology, and on decolonising archaeology on the fringes of empire. For him, archaeology is fundamentally about how lived relationships—among people, among people and things, among pasts and presents—shape experience and understanding, how these relationships create and challenge systems of power. Both his research and teaching reflect these principles, and focus on issues of community-making, practice, and the multi-sitedness of learning.

Since 2013, Dr. McCarty has directed two archaeological excavations in Transylvania that have trained American, Canadian, and Romanian student-archaeologists in cutting-edge field techniques. From 2018, he led a four-year project of Undergraduate Program Evaluation and Renewal in Ancient Mediterranean and Near Eastern Studies. The new curriculum he worked to develop offers students opportunities to build individualized, reflexive, and cross-disciplinary pathways within a wider community of learners.

Dr. McCarty shares, “I am incredibly honoured, and so grateful to the students and colleagues who nominated me and who have helped me develop as a teacher. I have learned so much from them and alongside them! Sharing the excitement of discovery and building understanding together is one of the most rewarding parts of my work.”

Dr. Amir Shiva Assistant Professor of Teaching, Department of Anthropology

Dr. Shiva is a media and linguistic anthropologist with an interest in exploring the transformative impact of media practices on individuals and communities. He examines how, in a ubiquitously mediated world, creativity in media practices shapes personal identities and influences broader social dynamics. He has been teaching at UBC since 2018. In addition to anthropology’s core courses, he teaches Anthropology of Media and Ethnographies of the Middle East. In his teaching, he encourages active participation and ownership by integrating student-generated course materials to enhance accessibility and inclusion. He prioritizes connecting theoretical concepts to real-world applications and equipping students with both theoretical knowledge and practical skills for their personal and professional development.

Dr. Shiva says, “I’m deeply grateful and honoured to receive the Killam Teaching Prize. It’s inspiring to see my approach to teaching, centered around advancing accessible and inclusive pedagogical practices guided by a commitment to equity and empowerment, is recognized. This honour motivates me to continue on this path. I’m immensely thankful to my current and former students, teaching assistants, and colleagues for providing unwavering support and inspiration, and for their nomination.”

Dr. Pheroze Unwalla Associate Professor of Teaching, Department of History and Chair, Middle East Studies

Dr. Unwalla has worked to establish Middle East Studies at UBC, both in terms of building an interdisciplinary program and cultivating a growing community of faculty, students, and staff. In his pedagogical work, he has developed emotionality and critical hope interventions as well as Students as Partners (SaP) approaches to productively unsettle the History and MES classrooms, and foster more equitable and ethical modes of knowledge production and dissemination. His teaching and research also aim to efface contrived boundaries between academia and activism, pushing students to disavow veneers of ‘neutrality’ and seek higher purpose in scholarly labour.

“This award means so much to me,” says Dr. Unwalla. It is recognition of a lot of hard work on something I believe can be truly transformative (teaching). But it is also a reminder of the amazing students, mentors and colleagues who have made it all possible. I am truly grateful to them.”

Recent News

Arts in the media: may 2024.

Understanding Electives

2023/24 CUES Fund supports eight Arts collaborative projects

Getting Started with Case Teaching

Key considerations as you begin your case teaching journey

Anyone can teach well with cases, as long as they are open to asking questions and trusting their students to participate and discuss. Here are some key considerations as you begin your case teaching journey.

Understand the Why

Cases have many benefits for students:

Case discussions are inherently relevant, which engages students more actively in their learning.

Students learn to apply course concepts in context; theories move from abstract to applicable.

Students develop valuable skills in speaking extemporaneously on topics, making connections, and doing analysis in real time.

These benefits apply at the undergraduate, MBA, specialized masters, doctoral, and executive education levels. Teaching with cases is a powerful way to “flip” your classroom, using your time with students to grapple with the application of content rather than purely transmitting the knowledge.

Consider Where Cases Will Fit Best

You know your students, courses, program, and university, and you can adapt your curriculum to deliver the best experience for all of them. Designing a case course is similar to other pedagogies. Decide on your learning objectives, as well as any content you wish to provide in addition to cases (textbooks, articles, videos, recorded lectures, etc.).

If you have not prepared a case course before, consider starting with a set of cases suggested by colleagues or featured within our Course Explorer tool. Review the case descriptions and perhaps search for and replace some cases to fit your abilities and your students’ interests and abilities. See Selecting Cases to Use in Your Classes for more guidance on choosing cases. If your time to prepare is tight, consider adopting cases with teaching notes.

Prepare Your Teaching Plan

Create a teaching plan for each case you choose to use. This can range from determining a set of labels for each of your classroom boards to preparing a detailed list of questions to ask with possible responses and analysis. Your preference could be anywhere in between. The key is that you will be as comfortable as is feasible in guiding the class to achieve your goals for each discussion. Do not treat the plan as a script—you should be open to unexpected opportunities during discussions. Preparing detailed teaching plans can help manage anxiety, but don’t let it displace other value-adding activities for your class.

Prepare Your Students, Too

If your students have little-to-no experience learning with cases before your course, be sure to provide them guidance. This could come in the form of a pre-meeting, recorded or written guidance from you, or reference materials such as Case Companion and The Case Study Handbook . No matter what, communicate to your students before the course begins to establish your expectations that they will come prepared for class. Even if your students have had other case classes, the expectations of their prior faculty may have varied, so being clear will still be of value.

Characteristics of Effective Case Teaching

The Heart of the Case Method

What the Case Method Really Teaches

More Key Topics

Assessing Learning Outcomes in Case Classrooms

Steps to equitably and credibly grade discussion-based learning

Facilitating a Case Discussion

Have a plan, but be ready to adjust it

Teaching Cases in Hybrid Settings

How to balance the needs of both your in-person and remote students

We use cookies to understand how you use our site and to improve your experience, including personalizing content. Learn More . By continuing to use our site, you accept our use of cookies and revised Privacy Policy .

share this!

May 10, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

fact-checked

trusted source

Growth mindset teaching helps students make the grade

by Judie Kinonen, University of Texas at Austin

It's been more than 30 years since psychologist Carol Dweck introduced "growth mindset" —the psychological and motivational effects of believing that a person's ability in any domain is not fixed but can develop through effort and coaching. The concept has been widely lauded in company mission statements, athletic locker rooms, and schools.

In practice, however, it's not always easy to keep the mindset going across an organization, says Christopher Bryan, associate professor of business, government, and society at Texas McCombs.

In recent research , Bryan offers a new approach to making such behaviors more pervasive—and to realizing their power to shape human potential in the classroom and in the workplace. He tested the approach on a group of high school teachers, predicting their adoption of growth mindset would have an impact on student performance .

The key, he found, was to connect the growth mindset with the teachers' existing priorities: an approach he calls "values alignment." It identified what values mattered most to teachers and then designed a training around those values.

The result: Teachers were more likely to adopt the mindset, and their students were more likely to succeed academically—particularly those from lower socioeconomic backgrounds.

"By aligning the intervention to teachers' values, we found we can counter inequality without putting the onus on disadvantaged students themselves to overcome the barriers imposed on them," he says, adding the approach has implications for business culture, as well.

Finding the common value

With University of Texas at Austin colleagues Cameron Hecht and David Yeager, Bryan surveyed teachers to determine what trait they most admired in a fellow teacher . The overwhelming consensus was an ability to inspire students' enthusiastic engagement without resorting to threats or bribes.

The researchers built a 45-minute self-administered online course around that value. It argued that consistently expressing a growth mindset toward students—communicating that every student can learn and improve—would boost a teacher's ability to inspire them.

They had 155 teachers take the course near the beginning of the school year, while a control group took a different module. Both groups taught dual high school/college credit courses with high failure rates, especially among students from low socioeconomic backgrounds.

A single training in growth mindset, the researchers found, produced significant improvements in academic achievement.

• Overall, students increased their pass rates by an average 3.59 percentage points and their grades by 0.10 grade point, compared with students whose teachers didn't take the training.
• Students from low socioeconomic backgrounds drove all that improvement, with a pass rate 6.31 percentage points higher. Says Bryan, "Many of these are students who would be thought of as 'not college material,' but this mindset shift among teachers had a significant impact on them."

In previous experiments, Bryan has found a values-alignment approach can change behaviors as well as grades. He helped teenagers adopt healthier eating habits by aligning an intervention around their core value: rebelling against adult manipulation and control. Students who learned how junk food companies were manipulating them were far more willing to shun the vending machines.

In follow-up research, Bryan is taking his approach beyond the classroom. He and his colleagues are identifying a motivating value for front-line business leaders and designing a growth-mindset intervention for managers at a large corporation.

"We've found the key to motivating leaders to support a growth mindset culture is in articulating how such a culture advances a goal already near the top of a leader's priority list: inspiring followers to engage enthusiastically with work," Bryan says.

"We can induce teachers, managers, and coaches to invest their energy in encouraging a growth mindset . As a consequence, their students, employees, and players—particularly those with the greatest needs—perform better."

Provided by University of Texas at Austin

Explore further

Feedback to editors

Saturday Citations: Dietary habits of humans; dietary habits of supermassive black holes; saving endangered bilbies

2 hours ago

Scientists unlock key to breeding 'carbon gobbling' plants with a major appetite

21 hours ago

Clues from deep magma reservoirs could improve volcanic eruption forecasts

Study shows AI conversational agents can help reduce interethnic prejudice during online interactions

NASA's Chandra notices the galactic center is venting

22 hours ago

Wildfires in old-growth Amazon forest areas rose 152% in 2023, study shows

GoT-ChA: New tool reveals how gene mutations affect cells

23 hours ago

Accelerating material characterization: Machine learning meets X-ray absorption spectroscopy

Life expectancy study reveals longest and shortest-lived cats

New research shows microevolution can be used to predict how evolution works on much longer timescales

Relevant physicsforums posts, physics instructor minimum education to teach community college.

May 6, 2024

Studying "Useful" vs. "Useless" Stuff in School

Apr 30, 2024

Why are Physicists so informal with mathematics?

Apr 29, 2024

Plagiarism & ChatGPT: Is Cheating with AI the New Normal?

Apr 28, 2024

Digital oscilloscope for high school use

Apr 25, 2024

Motivating high school Physics students with Popcorn Physics

Apr 3, 2024

More from STEM Educators and Teaching

Related Stories

Teachers' growth mindset appears more important than warmth, research suggests

Feb 21, 2024

Study: Reflecting on their mission increases teachers' growth mindset

May 17, 2023

A growth mindset intervention can change students' grades if school culture is supportive

Aug 7, 2019

Growth mindset messages can close grade gap for first-generation students

Apr 9, 2024

Study of young adolescents suggests that intelligence is malleable

Jun 15, 2022

First study on teacher effectiveness for students with and without disabilities

Mar 25, 2024

Recommended for you

Investigation reveals varied impact of preschool programs on long-term school success

May 2, 2024

Training of brain processes makes reading more efficient

Apr 18, 2024

Researchers find lower grades given to students with surnames that come later in alphabetical order

Apr 17, 2024

Earth, the sun and a bike wheel: Why your high-school textbook was wrong about the shape of Earth's orbit

Apr 8, 2024

Touchibo, a robot that fosters inclusion in education through touch

Apr 5, 2024

More than money, family and community bonds prep teens for college success: Study

Let us know if there is a problem with our content.

Use this form if you have come across a typo, inaccuracy or would like to send an edit request for the content on this page. For general inquiries, please use our contact form . For general feedback, use the public comments section below (please adhere to guidelines ).

Please select the most appropriate category to facilitate processing of your request

Thank you for taking time to provide your feedback to the editors.

Your feedback is important to us. However, we do not guarantee individual replies due to the high volume of messages.

E-mail the story

Your email address is used only to let the recipient know who sent the email. Neither your address nor the recipient's address will be used for any other purpose. The information you enter will appear in your e-mail message and is not retained by Phys.org in any form.

Newsletter sign up

Get weekly and/or daily updates delivered to your inbox. You can unsubscribe at any time and we'll never share your details to third parties.

More information Privacy policy

Donate and enjoy an ad-free experience

We keep our content available to everyone. Consider supporting Science X's mission by getting a premium account.

E-mail newsletter

School of Criminal Justice College of Social Science

Dr. gurinskaya receives teaching excellence award.

May 8, 2024 - Patti McDonald

To be considered for the ISS Teaching Excellence Award, ISS faculty must have Student Instructional Rating System scores in the top 15% of all CSS ISS instructors. Faculty should also demonstrate teaching excellence, dedication to student success, a commitment to MSU undergraduate learning goals, and an emphasis on international, multicultural, or national diversity. The award comes with a $1,000 stipend.

Gurinskaya said she was surprised and honored when she received the news that she was receiving the ISS Teaching Excellence Award.

“I was working at a conference in Chicago when I got the email and was notified that I was receiving this award,” she said. “It was mentioned in the email that the letters from my students were a big deciding factor on receiving this award and that really makes me feel like I am doing something right in my teaching, not just with my current students, but also with my former students at the previous institution I taught at.”

Gurinskaya, an MSU alum who graduated in 2004 with her master's degree in public administration, has over 20 years of teaching experience. After graduating from MSU, she attended Saint Petersburg State University in Russia, where she received two PhDs and taught classes in the Department of Liberal Arts and Sciences.

In 2022, she decided to come back to MSU to teach after the Russia-Ukraine war broke out.

“I was very fortunate that this position of a fixed term assistant professor opened at the School of Criminal Justice, and so I applied. I was very happy that I got the job. I couldn't think of any better placement for myself, because after all, I'm a Spartan.”

Gurinskaya said although it was a difficult decision to leave Russia, she is proud to be working at MSU, a place she says “gives her a lot of happiness.”

“MSU really does feel like a second home,” she said. “Over the years, I was always remembering MSU with so much warmth in my heart, it was just a place where I was happy. I was happy with the people that I met here, and we had a wonderful, very diverse international community of graduate students here. As a student, I loved my classes; they were so different from how classes were offered back in Russia. So, it was an eye-opening experience as a graduate student. To me, MSU is like a home inside of my heart. In some ways, it's like, whenever I am having some difficulties in life, these are the memories that help and now I get to work at a place where I have always been so happy.”

As an instructor, Gurinskaya emphasizes the importance of diversity, equity, and inclusion in her classes. She said it is vital to have varied teaching styles so that all students have a path to success and feel welcome and included.

“Not all students are the same and it is so important, as faculty, to interweave different pedagogies and techniques to cater to students with diverse backgrounds and interests.”

Even while she was teaching in Russia, Gurinskaya, through her own personal efforts and through interaction with colleagues, was trying to create a safe and empowering environment in her classes.

“I was trying to bridge my U.S. experiences with the educational practices in Russia,” she said. “We were trying to bring this focus on critical thinking and diversity and inclusion while being more open to the world with free dialogue to bring more intellectual challenge to education.”

Gurinskaya said that she is appreciative of all her students, past and present, and that they have helped shape the person she is today.

“I am so grateful to not just my current students but my former students as well. It's because of them and what they have taught me that I am where I am today. They have taught me how to be a better instructor, how to communicate my ideas and listen better, and they have also taught me how to be a better teacher and person. I am more attentive, thoughtful, and more willing to engage in all areas of my life because of my students.”