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About OATCJ

The Open Access Teaching Case Journal publishes peer-reviewed teaching cases based on real organisations. The journal is open access: free for readers, free for authors.

Aims and scope

The Open Access Teaching Case Journal publishes factual teaching cases for use in higher education. The journal exists to grow the supply of high-quality, classroom-ready cases and to make them freely available to students, instructors, and institutions worldwide.

OATCJ cases are research-based: every case is grounded in primary and/or secondary research and presents a factual account of real organisations and real people. The journal accepts both decision-based cases and descriptive or analytical cases used for classroom analysis and discussion.

The journal accepts teaching cases across all management and business disciplines, including accounting, entrepreneurship, ethics and governance, general management, human resources management, information systems, marketing, operations and supply chain management, strategy, and sustainability. Interdisciplinary and cross-border cases are welcome.

All accepted cases must be based on factual real-life occurrences involving actual organisations and people. Identities may be disguised with appropriate consent and disclosure. Fictional cases are not accepted. Cases developed solely from publicly available sources are accepted without a release form, provided full sourcing is documented.

Publishing model

OATCJ is a diamond open-access journal: there are no charges for authors to submit or publish, and no charges for readers to access the published cases. Published cases carry Creative Commons licences (CC BY-NC-ND or CC BY-ND), preserving authorial attribution and integrity while supporting non-commercial classroom use.

Cases are distributed globally through The Case Centre, the not-for-profit organisation that serves the worldwide management-education community. Distribution through The Case Centre provides indexed metadata, persistent case reference numbers, and a verified-instructor process for teaching-note access.

Peer review

Each submission is reviewed by independent reviewers with relevant subject-matter expertise. Reviews are double-anonymous: authors and reviewers do not know each other's identities. Teaching notes are reviewed alongside the case. Decisions are made by the editorial committee based on reviewer recommendations. See the full policies and review process.

Licensing at a glance

OATCJ cases are released under one of two Creative Commons licences, at the author's choice. In both cases, authors retain copyright and students are never charged.

CC BY-NC-ND (default). Others may download and share the case for non-commercial purposes, with attribution, and without making changes. This is the recommended default for teaching cases.

CC BY-ND. Others may download and share the case (including for commercial purposes), with attribution, and without making changes. Authors may prefer this licence only if they wish to retain the option of later submitting the case to a traditional publisher.

Once a Creative Commons licence is applied to a case, it cannot be revoked. Authors who are unsure which licence to choose may contact the editorial office for guidance.

Teaching notes are not openly licensed. They are distributed only to verified instructors through The Case Centre.

History

OATCJ was founded in 2023 to give case authors a home that combines scholarly peer review with fee-free open access. The journal has since published six issues. Authors have contributed from institutions in Canada, the United States, the United Kingdom, India, France, Guatemala, Australia, Ukraine, and elsewhere.

The journal's editorial policies and review protocols have developed in alignment with the principles of the Committee on Publication Ethics (COPE). OATCJ is also aligned with the United Nations Principles for Responsible Management Education (PRME), positioning open teaching cases as a contribution to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Editorial committee

Current committee as listed in Volume 3, Issue 2. See also each issue for the board at time of publication.

Dr. Jane Gravill, Conestoga College School of Business
Co-Editor-in-Chief

Dr. Jane Gravill

Conestoga College School of Business

Jane Gravill is a professor at Conestoga College School of Business in the Accounting, Audit & IT and International Business Management degree programs. She earned her PhD from Western University, Ivey School of Business, and MBA from Queen's University, Smith School of Business. Her research focuses on the case research methodology in the areas of Management Information Systems, Project Management and Sustainable Business Management with many research cases published in leading peer-reviewed case journals.

Dr. Fatih Yegul, Conestoga College School of Business
Co-Editor-in-Chief

Dr. Fatih Yegul

Conestoga College School of Business

Fatih Yegul is a professor at Conestoga College School of Business and teaches under the International Business Management degree program. He has two decades of industry experience. His background is in industrial engineering, and he holds a PhD from the University of Waterloo. His expertise and research areas are operations management and supply chain management.

Dr. Anna Czegledi, Conestoga College
Editorial Committee Member

Dr. Anna Czegledi

Conestoga College

Dr. Anna Czegledi is a professor of accounting and finance at Conestoga College. With a diverse background in corporate finance and CPA designation, Anna brings real-world industry experience to her classroom, bridging the gap between theoretical knowledge and practical application. Anna's teaching philosophy is deeply rooted in preparing students for the challenges and opportunities of the real world, emphasizing the importance of systems thinking, student engagement, and the application of real data and data analytics in her teaching. Her research interests focus on integrating systems thinking, sustainability, teaching with cases, DA and AI into the business curriculum. Dr. Czegledi is also an active board member of the Canadian Academic Accounting Association (CAAA).

Dr. Meredith Woodwark, Lazaridis School of Business & Economics, Wilfrid Laurier University
Editorial Committee Member

Dr. Meredith Woodwark

Lazaridis School of Business & Economics, Wilfrid Laurier University

Dr. Woodwark is a member of the OB/HRM faculty and teaches organizational behaviour and leadership at the undergraduate and MBA levels at Laurier's Lazaridis School of Business & Economics. She earned her PhD in Business Administration (OB) from the Ivey Business School, her MBA in Strategic Management from the Sauder School of Business, and her BA (Hons) in English and Psychology from Dalhousie University. She has co-authored several award-winning cases and journal articles, as well as several book chapters and a new book on case writing, How to Write Great Business Cases (2023). She serves on the Editorial Boards of the Case Research Journal (CRJ) and is currently an Associate Editor of CRJ. In 2020, her teaching was recognised with the Dr. Donald Morgenson Award for Early Career Excellence from Laurier. Before her PhD, she worked in the public sector as a senior manager in health care, utilities, and higher education, and in the private sector as a management consultant specialising in family businesses.

Colleen Sharen, Western University, London, Ontario
Editorial Committee Member

Colleen Sharen

Western University, London, Ontario

Colleen Sharen is an associate professor of Marketing and Leadership at Western University in London, Ontario, Canada. She has over a decade of industry marketing experience at Kraft, General Mills, Grocery Gateway and United Way, conceiving and delivering brand strategies. Her specialties include brand strategy, marketing strategy and planning, website development, eMarketing campaigns, advertising and point-of-sale materials. Her research involves management education, leadership development and women's leadership. Colleen is an experienced pedagogical case author, reviewer and editor.

Dr. Kevin McDermott, Conestoga College
Editorial Committee Member

Dr. Kevin McDermott

Conestoga College

Kevin McDermott is a researcher, post-secondary instructor, and e-learning specialist. His scholarly interests include writing and reviewing pedagogical case studies for peer-reviewed publications. Empirical research involves automated data extraction and analytics techniques, examining social entrepreneurial resource mobilization, and motivation for the piracy of intellectual property. Kevin has instructed courses in business and technology, leadership, HR, entrepreneurship, business strategy, and sustainability, among other topics, at several post-secondary institutions to undergraduate and post-graduate students.

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Become a reviewer

OATCJ actively recruits reviewers across a broad range of scholarly disciplines, including disciplines outside business and management studies. Subject-matter experts who have experience writing or reviewing pedagogical cases based on real-world situations are welcome to apply.

To apply, complete the OATCJ Reviewer Application Form. The editorial team will follow up with a reviewer invitation. Reviewers commit to a four-week turnaround, participate in a double-anonymous process, and join a community that shapes the journal's standards.

OATCJ Ambassadors

OATCJ Ambassadors are educators and practitioners who champion the journal and case-based learning within their institutions and professional communities. Ambassadors introduce colleagues to open-access teaching cases, encourage the adoption of cases in the classroom, support new case authors, and help connect prospective reviewers and authors with the journal. We are grateful for their ongoing advocacy.