ABSTRACT

Entrepreneurship instructors understand the effectiveness of using teaching cases as a pedagogical tool. However, not many have ventured into teaching undergraduate students a case writing project as a powerful instrument to deepen entrepreneurial learning. Writing a quality teaching case requires the students to engage in primary research and to establish theoretical linkages with real-life dilemmas faced by entrepreneurs. Fear of the unknown, possible lack of confidence in students’ writing/research abilities and the dearth of time are some of the most commonly cited reasons that prevent professors from designing and implementing courses on case writing. I aim to turn that mindset from fearful to fearless by sharing a semester-long course design in which undergraduate students can write a field-based entrepreneurship teaching case and instructor’s manual (IM) capable of being submitted to an academic conference and even for ulterior publication in a peer-reviewed outlet.