Michael: The case method of teaching is well-suited to facilitate learning about decision-making in more complex, messy, and dynamic organizational contexts. Successful managers use their assessment of multiple data points and personal experiences to make decisions. Well-researched and comprehensive cases provide an excellent platform for students to develop these skills. Engaging cases, that employ an appropriate narrative story-telling style, allow students to play the role of decision-makers, and strengthen their communication skills as they argue for or against a decision. Instructors that refine their case teaching craft in the physical or online classroom are able to generate a factual debate around strategic options, and the implications of relevant decisions.

Michael: Business practice continues to evolve, especially in the context of shifts in consumer behaviour, social dynamics, and economic conditions. The theories we develop and teach should be based within the realities of the organizations and markets our students operate in. There are many decision-making situations that challenge existing knowledge, and that we as scholars need to analyze and share. Researching and writing cases is an important part of a complete scholarly portfolio, and provides up-to-date and relevant learning materials for students globally.

Michael: Emerald Publishing’s Emerging Markets Case Studies collection publishes well-researched discussion-based cases about some of the most interesting organizations, in many of the fast-changing, difficult, and appealing countries in the world. With an exclusive focus on cases dealing with organizational decision-making in emerging markets, EMCS provides a double-blind peer-reviewed Scopus-indexed publication route for scholars studying emerging market organizations to publish their quality cases internationally. EMCS cases are typically downloaded over 50,000 times per year, including by instructors in numerous developed economy business schools.

Michael: The North American Case Research Association (NACRA) is the leading international network of case researchers, writers, and teachers. We recently hosted our 2020 Annual Conference, which saw over 250 scholars from over 30 countries discuss important and emerging case topics. Importantly, the NACRA conference is unique in its track design, with case writers receiving almost an hour of focused feedback on their cases from experienced peers. In 2020, our members collaborated to support the development of case research, writing, and teaching, by working on topics as diverse as teaching cases online, researching cases under quarantine, and designing cases using chat-bots and multimedia technologies. We are excited about our 2021 Annual Conference, scheduled to be in Orlando, Florida from October 14-16, as well as regular professional development activities during the coming year at www.nacra.net.

Pierre Chandon: I do not think that the pandemic will have a radical impact on the case method. More than the case method, it is teaching remotely that requires adaptation. Cases can be used very effectively even when teaching remotely.

Pierre Chandon: The first tip is to realize that you will only be able to cover about 80% of the content that you normally cover in the same amount of time. This is mainly because every interaction takes longer, from finding the “unmute” button, to the inability to quickly interject something in someone else’s monologue. The second is to be ready for the disconcerting lack of feedback from the audience, as it is hard to know if they understand what you are saying or appreciate your sense of humour. On the other hand, there are also advantages. The first is that you can easily see everyone’s name. More seriously, I found the chat box to be invaluable. When it goes well, it allows you to get a better discussion than in the classroom, both qualitatively and quantitatively, as shy students no longer hesitate to speak up, while others do not just voice their opinion but can share links to outside material to justify it. I also use the chat to grade student’s participation. I am ambivalent about recording the session since I believe that everyone, including the professor, should feel safe that what they are saying won’t be divulged to a broader audience or live forever on the internet.