Manuscript Evaluation Form: Case study

Is the dilemma or problem communicated clearly? Does it inform when, where and in what context does it happen? What is the degree of interest provoked by the dilemma?

Is there clarity regarding the protagonist and information about who he is?

Is there information about sector, type of industry, location, country, where in the life cycle is the organization, time period? Does the information and data provided in the case and in your Teaching Notes allow students / participants to properly carry out the diagnosis and/or propose solutions? Is there alignment of the theoretical perspectives offered in the Teaching Notes with the data in the Teaching Case?

Is the case for diagnosis of the problem or to propose solutions for the problem presented? Is this guidance clearly and explicitly stated? Does it clearly present which theory or theories underlie the analysis of the case?

Does the text use past tense? The sequence in which information about the main problems facing the protagonist is clear and compelling? Is the case well written?

Is it possible to present the entire case in one class (2h-classes)? Is it necessary to recommend emphasis on some aspect of the case or would its application require more than one class?

Does the case not prompt or bias toward possible answers, solutions, and recommendations? The text allows participants to discuss and freely use the recommended theory(s) to arrive at the analysis of the problem(s), and indicate possible solutions.

Are the learning objectives clear in the Teaching notes? Is there an indication of the skills that will be developed?

Are they adequate and do they allow to examine the case in breadth and depth? Would you recommend / add any other theory to complement and deepen the analysis of the case?

Is there an indication and clarity of the tasks required of the students for adequate preparation for the discussion of the case and participation in the classroom (plenary session)?

Do the teaching notes direct the teacher/facilitator (and the case itself) so that they can guide students to arrive at a diagnosis of the problem and/or alternative solutions? Are there indications for selecting the best solution (if applicable)? Does it provide support for them to be able to propose steps for implementing the solution (how, when and who would participate in this implementation)?

Is there a possibility of generating enthusiasm and spontaneous student participation? Does it make it possible to generate interaction between students (with the support of the teacher) and to co-create knowledge and develop skills?

Are there rooms for room arrangement (or breakout rooms*) for case application? Is there any indication for the teacher / facilitator regarding the use of multimedia equipment, frame or other resources?

* The Small Meeting Room or A Separate Part of An Internet Meeting Where Small Group Can Discussion The Private Issue Before Returning To the Main Meeting (Cambridge Dictionary).

Please provide a qualitative assessment of the manuscript in the space below. It is recommended that comments be provided on each of the items evaluated above, and that they be as clear and specific as possible. This space is also intended for general comments that could lead to an improvement in the manuscript. Such comments may pertain to the structure of the manuscript (division of sections/subsections), the manner in which the results are presented (graphs, tables, etc.), or other useful comments for the authors.