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We are proud to say that the first special issue of the Business Case Journal (BCJ, Volume 31, Issue 2) was published in Winter of 2024.

Case writers typically recognize the importance of opening a case study with a compelling hook that engages the reader.

The ability to tell stories has been identified as a “universal human trait” that exists in various forms within all cultures in the world (Yong, 2017, p. 2).

This article traverses the evolution of diversity, equity, and inclusion (DEI) in the U.S. general public and focuses on higher education.

From Angelica Farfan and Monica Bernal of Pontificia Universidad Javeriana, this resource includes four reporting-focused modules on social, environmental, and corporate governance of an organiza

This material is an introductory finance course to be taught asynchronously,  aligned with the Social Development Goals and Laudato si.

In response to calls from leaders in Jesuit business education, Accounting faculty from across the globe have joined to reimagine introductory Accounting courses.

This paper is intended to help faculty develop cases that are more than classroom exercises.

Business is a field fraught with ethical and moral land mines.

This case requires students to exhibit their ability to effectively communicate and request accounting information as part of an operational audit.

In Vol 35 (2) we wrote about what we had learned as editors regarding case research, writing, and publishing in this journal.

This work examines the August 2016 guidance in ASC 2016-14, Not-for-Profit Entities (Topic 958) issued by the Financial Accounting Standards Board.

In a broad sense, a conceptual framework can be seen as a structured theory of accounting.

Diversity and inclusion are important topics for students to consider as part of their educational experience.

Building upon our past “From the Editor” articles that focused on cases in the classroom (Peters, Cellucci, and Ford, 2015; Cellucci, Peters, and Woodruff, 2015), the purpose of this article is t

Thus, for this issue, our “From the Editors” article focuses on points made during the workshops.

In Vol. 33 (1), we focused the discussion on cases in the classroom, and we asserted that cases offer value for student learning (Peters, Cellucci, and Ford, 2015).

Based on our own experiences in the classroom, at Society for Case Research meetings, and our working with this journal, we put forth that some of us really began to learn what a case was by atte