study case book

The Case Study Handbook, Revised Edition: A Student's Guide

By: William Ellet

If you're enrolled in an MBA or executive education program, you've probably encountered a powerful learning tool: the business case. But if you're like many people, you may find interpreting and…

• Length: 272 page(s)
• Publication Date: Sep 18, 2018
• Discipline: Teaching & the Case Method
• Product #: 10208-PDF-ENG

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If you're enrolled in an MBA or executive education program, you've probably encountered a powerful learning tool: the business case. But if you're like many people, you may find interpreting and writing about cases mystifying and time-consuming. In "The Case Study Handbook, Revised Edition," William Ellet presents a potent new approach for efficiently analyzing, discussing, and writing about cases. Early chapters show how to classify cases according to the analytical task they require (making a decision, performing an evaluation, or diagnosing a problem) and quickly establish a base of knowledge about a case. Strategies and templates, in addition to several sample Harvard Business School cases, help you apply the author's framework. Later in the book, Ellet shows how to write persuasive case-analytical essays based on the process laid out earlier. Examples of effective writing further reinforce the methods. The book also includes a chapter on how to talk about cases more effectively in class. Any current or prospective MBA or executive education student needs this guide.

Sep 18, 2018

Discipline:

Teaching & the Case Method

Industries:

Higher education, Professional training services

Harvard Business Press Books

10208-PDF-ENG

272 page(s)

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The Case Study Handbook, Revised Edition: A Student's Guide

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Product Description

Publication Date: September 18, 2018

If you're enrolled in an MBA or executive education program, you've probably encountered a powerful learning tool: the business case. But if you're like many people, you may find interpreting and writing about cases mystifying and time-consuming. In "The Case Study Handbook, Revised Edition," William Ellet presents a potent new approach for efficiently analyzing, discussing, and writing about cases. Early chapters show how to classify cases according to the analytical task they require (making a decision, performing an evaluation, or diagnosing a problem) and quickly establish a base of knowledge about a case. Strategies and templates, in addition to several sample Harvard Business School cases, help you apply the author's framework. Later in the book, Ellet shows how to write persuasive case-analytical essays based on the process laid out earlier. Examples of effective writing further reinforce the methods. The book also includes a chapter on how to talk about cases more effectively in class. Any current or prospective MBA or executive education student needs this guide.

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Teaching cases & active learning resources for public health education, the case study handbook, revised edition: a student's guide.

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Casebook: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8

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About the book.

• Make connections to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs 
• Think critically about the influence of context on educator, child, and family actions 
• Discuss the effectiveness of the teaching practices and how they might be improved 
• Support your responses with evidence from the DAP position statement and book 
• Explore next steps beyond the case details 
• Apply the learning to your own situation 

Table of Contents

• Editors, Contributors, and Reviewers
• Introduction and Book Overview | Jennifer J. Chen and Dana Battaglia
• 1.1 Missed Opportunities: Relationship Building in Inclusive Classrooms | Julia Torquati
• 1.2 “My Name Is Not a Shame” | Kevin McGowan
• 1.3 Fostering Developmentally Appropriate Practice Through Virtual Family Connections | Lea Ann Christenson
• 1.4 Counting Collections in Community | Amy Schmidtke
• 1.5 The Joy Jar: Celebrating Kindness | Leah Schoenberg Muccio
• 1.6 Prioritizing Listening to and Learning from Families | Amy Schmidtke 
• 2.1 Julio’s Village: Early Childhood Education Supports for Teen Parents | Donna Kirkwood
• 2.2 Healthy Boundaries: Listening to Children and Learning from Families | Jovanna Archuleta
• 2.3 Roadmap of Family Engagement to Kindergarten: An Ecological Systems Approach | Marcela Andrés
• 2.4 Taking Trust for Granted? The Importance of Communication and Outreach in Family Partnerships | Suzanna Ewert
• 2.5 Book Reading: Learning About Migration and Our Family Stories | Sarah Rendón García 
• 3.1 Pairing Standardized Scale with Observation | Megan Schumaker-Murphy
• 3.2 The Power of Observing Jordan | Marsha Shigeyo Hawley and Barbara Abel
• 3.3 “But What Is My Child Learning?” | Janet Thompson and Jennifer Gonzalez
• 3.4 Drawing and Dialogue: Using Authentic Assessment to Understand Children’s Sense of Self and Observe Early Literacy Skills | Brandon L. Gilbert
• 3.5 The ABCs of Kindergarten Registration: Assessment, Background, and Collaboration Between Home and School | Bridget Amory
• 3.6 Creating Opportunities for Individualized Assessment Activities for Biliteracy Development | Esther Garza
• 3.7 Observing Second-Graders’ Vocabulary Development | Marie Ann Donovan
• 3.8 Writing Isn’t the Only Way! Multiple Means of Expressing Learning | Lee Ann Jungiv 
• 4.1 Engaging with Families to Individualize Teaching | Marie L. Masterson 
• 4.2 Tumbling Towers with Toddlers: Intention and Decision Making Over Blocks | Ron Grady  
• 4.3 What My Heart Holds: Exploring Identity with Preschool Learners | Cierra Kaler-Jones 
• 4.4 “I See a Really Big Gecko!” When Background Knowledge and Teaching Materials Don’t Match | Germaine Kaleilehua Tauati and Colleen E. Whittingham 
• 4.5 Using a Humanizing and Restorative Approach for Young Children to Develop Responsibility and Self-Regulation | Saili S. Kulkarni, Sunyoung Kim, and Nicola Holdman 
• 4.6 Joyful, Developmentally Appropriate Learning Environments for African American Youth | Lauren C. Mims, Addison Duane, LaKenya Johnson, and Erika Bocknek 
• 5.1 Using the Environment and Materials as Curriculum for Promoting Infants’ and Toddlers’ Exploration of Basic Cause-and-Effect Principles | Guadalupe Rivas 
• 5.2 Social Play Connections Among a Small Group of Preschoolers | Leah Catching 
• 5.3 Can Preschoolers Code? A Sneak Peek into a Developmentally Appropriate Coding Lesson | Olabisi Adesuyi-Fasuyi 
• 5.4 Everyday Gifts: Children Show Us the Path—We Observe and Scaffold | Martha Melgoza 
• 5.5 Learning to Conquer the Slide Through Persistence and Engaging in Social Interaction | Sueli Nunes 
• 5.6 “Sabes que todos los caracoles pueden tener bebés? Do You Know that All Snails Can Have Babies?” Supporting Children’s Emerging Interests in a Dual Language Preschool Classroom | Isauro M. Escamilla 
• 5.7 “Can We Read this One?” A Conversation About Book Selection in Kindergarten | Larissa Hsia-Wong  
• 6.1 Take a Chance on Coaching: It’s Worth It! | Lauren Bond 
• 6.2 It Started with a Friendship Parade | Angela Vargas 
• 6.3 The World Outside of the Classroom: Letting Your Voice Be Heard | Meghann Hickey 
• 7.1 Communication as a Two-Way Street? Creating Opportunities for Engagement During Meaningful Language Routines | Kameron C. Cardenv 
• 7.2 Eli Goes to Preschool: Inclusion for a Child with Autism Spectrum Disorder | Abby Hodges
• 7.3 Preschool Classroom Supports and Embedded Interventions with Coteaching | Racheal Kuperus and Desarae Orgo
• 7.4 Addressing Challenging Behavior Using the Pyramid Model | Ellie Bold
• 7.5 Dual Language or Disability? How Teachers Can Be the First to Help | Alyssa Brillante
• 7.6 Adapting and Modifying Instruction Using Reader’s Theater | Michelle Gonzalez
• 7.7 Supporting Children with Learning Disabilities in Mathematics: The Importance of Observation, Content Knowledge, and Context | Renee B. Whelan 
• 8.1 Facilitating a Child’s Transition from Home to Group Care Through the Use of Cultural Caring Routines | Josephine Ahmadein
• 8.2 Engaging Dual Language Learners in Conversation to Support Translanguaging During a Small Group Activity | Valeria Erdosi and Jennifer J. Chen
• 8.3 Incorporating Children’s Cultures and Languages in Learning Activities | Eleni Zgourou
• 8.4 Adapting Teaching Materials for Dual Language Learners to Reflect Their Home Languages and Cultures in a Math Lesson | Karen Nemeth
• 8.5 Studying Celestial Bodies: Science and Cultural Stories | Zeynep Isik-Ercan
• 8.6 Respecting Diverse Cultures and Languages by Sharing and Learning About Cultural Poems, Songs, and Stories From Others | Janis Strasser

Book Details

Faculty resources.

To access tips and resources for teaching the cases, please complete this brief form.  You’ll be able to download the items after you complete the form. 

Teacher Inquiry Group Resources

To access reflection questions to deepen your learning, please click here.

More DAP Resources

To read the position statement, access related resources, and stay up-to-the-minute on all things DAP, visit  NAEYC.org/resources/developmentally-appropriate-practice .

Pamela Brillante,  EdD, is professor in the Department of Special Education, Professional Counseling and Disability Studies, at William Paterson University. She has worked as an early childhood special educator, administrator, and New Jersey state specialist in early childhood special education. She is the author of the NAEYC book The Essentials: Supporting Young Children with Disabilities in the Classroom. Dr. Brillante continues to work with schools to develop high-quality inclusive early childhood programs. 

Jennifer J. Chen, EdD, is professor of early childhood and family studies at Kean University. She earned her doctorate from Harvard University. She has authored or coauthored more than 60 publications in early childhood education. Dr. Chen has received several awards, including the 2020 NAECTE Foundation Established Career Award for Research on ECTE, the 2021 Kean Presidential Excellence Award for Distinguished Scholarship, and the 2022 NJAECTE’s Distinguished Scholarship in ECTE/ECE Award. 

Stephany Cuevas, EdD, is assistant professor of education in the Attallah College of Educational Studies at Chapman University. Dr. Cuevas is an interdisciplinary education scholar whose research focuses on family engagement, Latinx families, and the postsecondary trajectories of first-generation students. She is the author of Apoyo Sacrifical, Sacrificial Support: How Undocumented Parents Get Their Children to College (Teachers College Press). 

Christyn Dundorf, PhD, has more than 30 years of experience in the early learning field as a teacher, administrator, and adult educator. She serves as codirector of Teaching Preschool Partners, a nonprofit organization working to grow playful learning and inquiry practices in school-based pre-K programs and infuse those practices up into the early grades.

Emily Brown Hoffman, PhD, is assistant professor in early childhood education at National Louis University in Chicago. She received her PhD from the University of Illinois at Chicago in Curriculum & Instruction, Literacy, Language, & Culture. Her focuses include emergent literacy, leadership, play and creativity, and school, family, and community partnerships. 

Daniel R. Meier, PhD, is professor of elementary education at San Francisco State University. His publications include Critical Issues in Infant-Toddler Language Development: Connecting Theory to Practice (editor), Supporting Literacies for Children of Color: A Strength-Based Approach to Preschool Literacy (author), and Learning Stories and Teacher Inquiry Groups: Reimagining Teaching and Assessment in Early Childhood Education (coauthor). 

Gayle Mindes, EdD, is professor emerita, DePaul University. She is the author of Assessing Young Children , fifth edition (with Lee Ann Jung), and Social Studies for Young Children: Preschool and Primary Curriculum Anchor, third edition (with Mark Newman). Dr. Mindes is also the editor of Teaching Young Children with Challenging Behaviors: Practical Strategies for Early Childhood Educators and Contemporary Challenges in Teaching Young Children: Meeting the Needs of All Students . 

Lisa R. Roy, EdD, is executive director for the Colorado Department of Early Childhood. Dr. Roy has supported families with young children for over 30 years, serving as the director of program development for the Buffett Early Childhood Institute, as the executive director of early childhood education for Denver Public Schools, and in various nonprofit and government roles.

Writing A Case Study

A Complete Case Study Writing Guide With Examples

Published on: Jun 14, 2019

Last updated on: Nov 16, 2023

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Brilliant Case Study Examples and Templates For Your Help

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Many writers find themselves grappling with the challenge of crafting persuasive and engaging case studies. 

The process can be overwhelming, leaving them unsure where to begin or how to structure their study effectively. And, without a clear plan, it's tough to show the value and impact in a convincing way.

But don’t worry!

In this blog, we'll guide you through a systematic process, offering step-by-step instructions on crafting a compelling case study. 

Along the way, we'll share valuable tips and illustrative examples to enhance your understanding. So, let’s get started.

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What is a Case Study? 

A case study is a detailed analysis and examination of a particular subject, situation, or phenomenon. It involves comprehensive research to gain a deep understanding of the context and variables involved. 

Typically used in academic, business, and marketing settings, case studies aim to explore real-life scenarios, providing insights into challenges, solutions, and outcomes. They serve as valuable tools for learning, decision-making, and showcasing success stories.

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Types of Case Studies

Case studies come in various forms, each tailored to address specific objectives and areas of interest. Here are some of the main types of case studies :

• Illustrative Case Studies: These focus on describing a particular situation or event, providing a detailed account to enhance understanding.
• Exploratory Case Studies: Aimed at investigating an issue and generating initial insights, these studies are particularly useful when exploring new or complex topics.
• Explanatory Case Studies: These delve into the cause-and-effect relationships within a given scenario, aiming to explain why certain outcomes occurred.
• Intrinsic Case Studies: Concentrating on a specific case that holds intrinsic value, these studies explore the unique qualities of the subject itself.
• Instrumental Case Studies: These are conducted to understand a broader issue and use the specific case as a means to gain insights into the larger context.
• Collective Case Studies: Involving the study of multiple cases, this type allows for comparisons and contrasts, offering a more comprehensive view of a phenomenon or problem.

How To Write a Case Study - 9 Steps

Crafting an effective case study involves a structured approach to ensure clarity, engagement, and relevance. 

Here's a step-by-step guide on how to write a compelling case study:

Step 1: Define Your Objective

Before diving into the writing process, clearly define the purpose of your case study. Identify the key questions you want to answer and the specific goals you aim to achieve. 

Whether it's to showcase a successful project, analyze a problem, or demonstrate the effectiveness of a solution, a well-defined objective sets the foundation for a focused and impactful case study.

Step 2: Conduct Thorough Research

Gather all relevant information and data related to your chosen case. This may include interviews, surveys, documentation, and statistical data. 

Ensure that your research is comprehensive, covering all aspects of the case to provide a well-rounded and accurate portrayal. 

The more thorough your research, the stronger your case study's foundation will be.

Step 3: Introduction: Set the Stage

Begin your case study with a compelling introduction that grabs the reader's attention. Clearly state the subject and the primary issue or challenge faced. 

Engage your audience by setting the stage for the narrative, creating intrigue, and highlighting the significance of the case.

Step 4: Present the Background Information

Provide context by presenting the background information of the case. Explore relevant history, industry trends, and any other factors that contribute to a deeper understanding of the situation. 

This section sets the stage for readers, allowing them to comprehend the broader context before delving into the specifics of the case.

Step 5: Outline the Challenges Faced

Identify and articulate the challenges or problems encountered in the case. Clearly define the obstacles that needed to be overcome, emphasizing their significance. 

This section sets the stakes for your audience and prepares them for the subsequent exploration of solutions.

Step 6: Detail the Solutions Implemented

Describe the strategies, actions, or solutions applied to address the challenges outlined. Be specific about the decision-making process, the rationale behind the chosen solutions, and any alternatives considered. 

This part of the case study demonstrates problem-solving skills and showcases the effectiveness of the implemented measures.

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Step 7: Showcase Measurable Results

Present tangible outcomes and results achieved as a direct consequence of the implemented solutions. Use data, metrics, and success stories to quantify the impact. 

Whether it's increased revenue, improved efficiency, or positive customer feedback, measurable results add credibility and validation to your case study.

Step 8: Include Engaging Visuals

Enhance the readability and visual appeal of your case study by incorporating relevant visuals such as charts, graphs, images, and infographics. 

Visual elements not only break up the text but also provide a clearer representation of data and key points, making your case study more engaging and accessible.

Step 9: Provide a Compelling Conclusion

Wrap up your case study with a strong and conclusive summary. Revisit the initial objectives, recap key findings, and emphasize the overall success or significance of the case. 

This section should leave a lasting impression on your readers, reinforcing the value of the presented information.

Case Study Methods

The methods employed in case study writing are diverse and flexible, catering to the unique characteristics of each case. Here are common methods used in case study writing:

Conducting one-on-one or group interviews with individuals involved in the case to gather firsthand information, perspectives, and insights.

• Observation

Directly observing the subject or situation to collect data on behaviors, interactions, and contextual details.

• Document Analysis

Examining existing documents, records, reports, and other written materials relevant to the case to gather information and insights.

• Surveys and Questionnaires

Distributing structured surveys or questionnaires to relevant stakeholders to collect quantitative data on specific aspects of the case.

• Participant Observation

Combining direct observation with active participation in the activities or events related to the case to gain an insider's perspective.

• Triangulation

Using multiple methods (e.g., interviews, observation, and document analysis) to cross-verify and validate the findings, enhancing the study's reliability.

• Ethnography

Immersing the researcher in the subject's environment over an extended period, focusing on understanding the cultural context and social dynamics.

Case Study Format

Effectively presenting your case study is as crucial as the content itself. Follow these formatting guidelines to ensure clarity and engagement:

• Opt for fonts that are easy to read, such as Arial, Calibri, or Times New Roman.
• Maintain a consistent font size, typically 12 points for the body text.
• Aim for double-line spacing to maintain clarity and prevent overwhelming the reader with too much text.
• Utilize bullet points to present information in a concise and easily scannable format.
• Use numbered lists when presenting a sequence of steps or a chronological order of events.
• Bold or italicize key phrases or important terms to draw attention to critical points.
• Use underline sparingly, as it can sometimes be distracting in digital formats.
• Choose the left alignment style.
• Use hierarchy to distinguish between different levels of headings, making it easy for readers to navigate.

If you're still having trouble organizing your case study, check out this blog on case study format for helpful insights.

Case Study Examples

If you want to understand how to write a case study, examples are a fantastic way to learn. That's why we've gathered a collection of intriguing case study examples for you to review before you begin writing.

Case Study Research Example

Case Study Template

Case Study Introduction Example

Amazon Case Study Example

Business Case Study Example

APA Format Case Study Example

Psychology Case Study Example

Medical Case Study Example

UX Case Study Example

Looking for more examples? Check out our blog on case study examples for your inspiration!

Benefits and Limitations of Case Studies

Case studies are a versatile and in-depth research method, providing a nuanced understanding of complex phenomena. 

However, like any research approach, case studies come with their set of benefits and limitations. Some of them are given below:

Tips for Writing an Effective Case Study

Here are some important tips for writing a good case study:

• Clearly articulate specific, measurable research questions aligned with your objectives.
• Identify whether your case study is exploratory, explanatory, intrinsic, or instrumental.
• Choose a case that aligns with your research questions, whether it involves an individual case or a group of people through multiple case studies.
• Explore the option of conducting multiple case studies to enhance the breadth and depth of your findings.
• Present a structured format with clear sections, ensuring readability and alignment with the type of research.
• Clearly define the significance of the problem or challenge addressed in your case study, tying it back to your research questions.
• Collect and include quantitative and qualitative data to support your analysis and address the identified research questions.
• Provide sufficient detail without overwhelming your audience, ensuring a comprehensive yet concise presentation.
• Emphasize how your findings can be practically applied to real-world situations, linking back to your research objectives.
• Acknowledge and transparently address any limitations in your study, ensuring a comprehensive and unbiased approach.

To sum it up, creating a good case study involves careful thinking to share valuable insights and keep your audience interested. 

Stick to basics like having clear questions and understanding your research type. Choose the right case and keep things organized and balanced.

Remember, your case study should tackle a problem, use relevant data, and show how it can be applied in real life. Be honest about any limitations, and finish with a clear call-to-action to encourage further exploration.

However, if you are having issues understanding how to write a case study, it is best to hire the professionals.  Hiring a paper writing service online will ensure that you will get best grades on your essay without any stress of a deadline. 

So be sure to check out case study writing service online and stay up to the mark with your grades. 

Frequently Asked Questions

What is the purpose of a case study.

The objective of a case study is to do intensive research on a specific matter, such as individuals or communities. It's often used for academic purposes where you want the reader to know all factors involved in your subject while also understanding the processes at play.

What are the sources of a case study?

Some common sources of a case study include:

• Archival records
• Direct observations and encounters
• Participant observation
• Facts and statistics
• Physical artifacts

What is the sample size of a case study?

A normally acceptable size of a case study is 30-50. However, the final number depends on the scope of your study and the on-ground demographic realities.

Barbara P (Literature, Marketing)

Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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Dr. Kara Tan Bhala talks about her book ‘Ethics in Finance’

Dr. Kara Tan Bhala chatted about her book “Ethics in Finance: Case Studies from a Woman’s Life on Wall Street.”

The author discussed some of the key ethical issues in the contemporary world of finance.

Synopsis of her book

The book “Ethics in Finance” is comprised of multiple finance and ethics case studies. The second edition adds video summaries to each chapter. The purpose of the book is twofold: First, the case studies teach readers how to evaluate and determine resolutions to ethical issues in finance. Second, the reader is taken on a journey with the author, a woman, through her years working in finance.

The case studies focus on ethical issues in finance which the author encountered over nearly a 30-year career in the industry. There are 10 cases extracted from different sectors of finance.

Each case study has a narrative describing the background, transactions, players, and ethical issues. The ethical issue is analyzed and resolved using appropriate theories of moral philosophy.

Biography on Dr. Kara Tan Bhala

Kara Tan Bhala is the President and Founder of Seven Pillars Institute for Global Finance and Ethics, USA, the world’s only independent think tank for research, education, and promotion of financial ethics.

She was an Honorary Research Fellow at Queen Mary University of London, U.K., currently sits as a Jury Member for the Ethics and Trust in Finance Global Prize based in Switzerland, and is the U.S. Ambassador for the Transparency Task Force (U.K.).

Dr. Tan Bhala has five degrees across three disciplines: a Bachelor’s (City, University of London, UK) and Masters (Oxford University, UK) in Business, a Master’s in Liberal Studies (New York University, USA), and a Master’s and PhD in Philosophy (University of Kansas, USA).

She has lived and worked in London, Oxford, Singapore, Hong Kong, New York, Washington DC., and currently resides in Kansas City, MO. She is a member of the Council on Foreign Relations, USA, and the Royal Society for Asian Affairs, UK.

How does your organization, Seven Pillars Institute, contribute to the field of ethical finance?

Seven Pillars Institute stands as the world’s only independent think tank (as far as I know) for the research, education, and promotion of financial ethics. Our primary focus is to produce publicly available research on salient financial ethics topics that informs the public, academics, and practitioners, and advances financial ethics.

I like to think we have influenced the prevailing world view in finance through our advocacy of a clearly articulated purpose, in finance and among financial institutions, and our critique of the shareholder primacy and profit maximization credos.

Since the financial crisis, considering ethics in finance is no longer a specious activity. Instead, financial ethics has gained legitimacy.

What are the core areas of focus or research within the Seven Pillars Institute?

The Institute’s output groups into four categories: case studies, Ethics 101 instruction, ethics training videos, and Moral Cents, our journal. The span of our work is quite vast.

For instance, we’ve written about the 2008 financial crisis, climate finance, cryptocurrency, impact investing, Asian financial scandals, and even a series on Goldman Sachs. There are nearly 200 case studies on our website. We offer quick primers on ethics theories through the Ethics 101 selection.

Our videos are accessible, short, and informative. The articles in Moral Cents are deep dives into diverse fields in which there are financial ethics issues.

While writing your book, Ethics in Finance: Case Studies from a Woman’s Life on Wall Street, did you come across any specific case studies that you found particularly impactful, either in terms of ethical decision-making or their outcomes?

When writing the book, I chose ten cases from my many experiences in finance, over twenty-five years. Each case exemplifies a common ethics problem encountered in finance work.

To give a few examples, there is a case on conflict of interest (Plantation Adventure Case Study), one about fulfilling unethical client requests (Bangkok Misadventure Case Study), another on insider trading (Hedge Fund Edge Case Study) and one that covers implicit bias and gender discrimination (Finance Academy Gender Inequity Case Study).

Each chapter of the book follows the same structure: the story – in which I provide a narrative of an encounter or experience, followed by an explication of what I see as the ethics issue in the narrative. The book is an informative memoir.

What are the key ethical issues and challenges in the world of finance today?

First, we need to look at the big picture – whether we can continue with the neoliberal economic system we’ve used since the middle of the 20th century. Is the model still fit for purpose in the 21st century with its critical problems of climate change and inequality – global and local?

Second, what will happen with ESG (ethics, sustainability, governance) investing? So far, we have quite a bit of greenwashing among corporates, and subsequent push back from reactionary forces.

The field is currently in its epistemological infancy. Will it mature and develop respectable and agreed upon measurement frameworks? Third, we need to focus on teaching ethics in finance in business schools. Will financial ethics be a required course for all undergraduate business majors? This isn’t the case currently.

How can ordinary consumers support and promote ethical finance in their communities?

In their communities, consumers should speak up when they encounter unethical behavior by their financial institutions or other organizations that deal with money. Write to their local representatives to complain about unethical practices. Finally, consumers can teach their children the value of values.

“Ethics in Finance” is available on Amazon by clicking here .

Markos Papadatos is Digital Journal's Editor-at-Large for Music News. Papadatos is a Greek-American journalist and educator that has authored over 19,900 original articles over the past 16 years. He has interviewed some of the biggest names in music, entertainment, lifestyle, magic, and sports. He is a seven-time consecutive "Best of Long Island" winner, and in the past three years, he was honored as the "Best Long Island Personality" in Arts & Entertainment, an honor that has gone to Billy Joel six times. To contact Markos, email him at mpapadatos_5 @hotmail.com

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He Carried the Bags (and the Secrets) for the Beatles

A new biography resuscitates the colorful, tragic life of Mal Evans: roadie, confidant, procurer, cowbell player.

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By Alexandra Jacobs

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LIVING THE BEATLES LEGEND: The Untold Story of Mal Evans , by Kenneth Womack

He was a “gentle giant.” A “teddy bear” who once posed with a koala. A “lovable, cuddly guy.” Of all the people in the Beatles’ entourage, Mal Evans was indisputably the most Muppet-like.

You may have seen the 6-foot-3 Evans looming over shoulders in “Get Back,” Peter Jackson’s blockbuster 2021 documentary . That was him in a green, suede, fringed jacket, helping Paul McCartney puzzle out “ The Long and Winding Road ,” and banging an anvil on “ Maxwell’s Silver Hammer ” with boyish joy in his bespectacled eyes.

He was with the band almost from the beginning — first as a bouncer at the Cavern Club in Liverpool, and then as their driver, roadie and general guy Friday — and all the way to the very bitter end. He was rarely called the fifth Beatle, as was his comrade in factotum-dom, Neil Aspinall, but certainly could have qualified as the sixth or seventh.

Unlike Aspinall and so many other Beatles associates , however, Evans did not receive an obituary in The New York Times when he died at 40 on Jan. 4, 1976. Nor was there a news story about the sensational cause: a fusillade of bullets from the police, summoned after he, who idolized cowboys as well as rock stars, brandished a loaded Winchester rifle in his girlfriend’s Los Angeles apartment.

At the time, Evans was under contract from Grosset & Dunlap to write a long-planned (and Beatles-authorized) memoir about his time with the group, originally called “200 Miles to Go” after the night he punched out a dangerously cracked windscreen and chauffeured his charges for hours through the freezing cold.

Almost 50 years later, after the manuscript and other materials were discovered languishing in a storage basement by a publishing temp and returned to Evans’s family with Yoko Ono’s help, Kenneth Womack has finished the job, with rigor and care if not a sparkling prose style. (In his pages, emotions are always reaching a “fever pitch” and the “winds of change” can actually be glimpsed.) A practiced Beatlesologist, he cleans the floors nicely, but doesn’t dance with the mop.

“Living the Beatles Legend,” its wan title taken with perhaps too much respect from a later iteration of the Evans project, is an interesting case study of two matters: the collateral damage of fame and the difficult process of life writing. Reprinted journal entries and previously unseen (at least by me) snapshots, like of McCartney sunning himself on a car in the Rocky Mountains, offer the voyeuristic excitement of leafing through a private scrapbook, though many of the stories are standards.

Born in 1935, Evans was a little older and posher than the Fab Four. His family waited out the Blitz in Wales; he was issued a Mickey Mouse gas mask. Nicknamed “Hippo” during a shyness-plagued school career — “I didn’t mind,” he wrote, “because it always seemed to be a fairly amiable, vegetarian type of animal, not doing anybody any harm” — he already had a wife, toddler and respectable position as a telecommunications engineer for the General Post Office when he began visiting the Cavern.

There, he’d request Elvis covers that the Beatles would dedicate teasingly — and cruelly, in retrospect — to “Malcontent,” “Malfunctioning” or “Malodorous,” before hiring him for 25 pounds per week, not all expenses paid.

Evans would both revel in and chafe at his subordinate role, devoting himself completely to the whims of these infantilized musicians; John Lennon need only yell “Apples, Mal” at 3 a.m., for example, and a box of Golden Delicious would materialize from Covent Garden.

George Harrison , who also gets a new biography this season, once recalled Evans — a determined athlete who was chased by a stingray and risked hypothermia playing Channel Swimmer in “Help!” — leaping from a boat to buy a “groovy-looking cloak” off the back of a fan. He’d go to spectacular lengths to recover Harrison’s treasured red guitar, “Lucy,” from a thief.

Evans’s reward, and ultimate punishment, for loyal service to the Beatles was sharing in their sybaritic habits. In their orbit he met scores of celebrities: Marlene Dietrich, exposing her pubic hair; Burt Lancaster, whose swim trunks he borrowed; a trouserless Keith Moon. His responsibilities included occasionally spraying overzealous fans with a garden hose and tossing them over his shoulder before ejection and — more consistently — procuring women and drugs, of which he also partook.

Like a Mary Poppins of vice, Evans came to carry around a doctor’s bag filled with plectra, cigarettes, condoms, snacks and aspirin. The gentle giant was also, Womack makes plain, a clumsy compartmentalizer. His long-suffering wife, Lily, would find notes (and sometimes knickers) from groupies in his suitcases. Their children once overheard him being fellated by his girlfriend after he sent a birthday message to one of them on recycled cassette tape. A son he sired with a fan was placed for adoption.

More than the other underlings, and irritatingly to some, he insinuated himself into public photographs. He became a fan favorite. “Everybody knew Mal,” Heart’s Ann Wilson, one of Womack’s many supplemental interviewees, observed of the roar when he came onstage to set up at a Seattle concert.

Increasingly, he angled for recognition and promotion. Sometimes, he was cheated of credit, as in his contributions to “Sgt. Pepper’s Lonely Hearts Club Band”; sometimes, he overreached, claiming that he helped arrange songs on the debut album of the Iveys, later Badfinger.

One of the great sadnesses of Evans — along with his oft-abandoned family — is that he longed to perform himself. “Road manager for the Beatles was, for me, the next best thing,” he wrote. Like the Will Ferrell character in the deservedly famous “Saturday Night Live” sketch about Blue Öyster Cult, he did get the chance to play cowbell, on “With a Little Help From My Friends.”

There’s a poignant stiffness to the diaries Evans kept, possibly for posterity, and the poetry he attempted. An ordinary man who took an extraordinary ride that ended with a terrible crash — aspiring toward honor but submitting to appetites — he is here dusted off and given a proper salute, a place on the groaning shelf of Beatles books.

Though tellingly, even if by accident, his name is left off the spine.

LIVING THE BEATLES LEGEND : The Untold Story of Mal Evans | By Kenneth Womack | Dey Street Books | 592 pp. | $50

A previous version of this review misstated the date that Mal Evans, the subject of a new biography, died. It was Jan. 4, 1976, not Jan. 5, 1976.

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Alexandra Jacobs is a book critic and the author of “Still Here: The Madcap, Nervy, Singular Life of Elaine Stritch.” More about Alexandra Jacobs

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Stuffed by Pen Vogler review – tasting history

A series of delicious case studies trace fault lines of class, cost and convenience that run through the story of British food

P en Vogler explains that her new book “is about how society in the British Isles has arranged itself around … two versions of ‘stuffed’”. On the one hand, there is that post-dinner feeling of being pleasantly replete with delicious, wholesome food. But then there’s also “stuffed” in the sense of being trapped in an impossible situation with no safe way out. This is the experience of the millions of Britons currently living with chronic food insecurity, obliged to fill up on cheap meals to satisfy immediate hunger pangs while skimping on the nutrients that every body needs.

It is the lack of common ground between these two types of stuffedness, the privileged and the deprived, that troubles Vogler. She points to the fault line that opened up during Marcus Rashford’s 2020 campaign to extend free school meals into the school holidays. Kate Green, the former shadow education secretary, supported the scheme on the grounds that “it is the government’s responsibility to ensure that children do not go hungry”. Brendan Clarke-Smith, for the government, countered that he did not believe in “nationalising children”: feeding your family was a matter for individuals, not the state.

Vogler suggests that the roots of this division go all the way back to the 15th-century enclosure movement, which saw landlords fencing off the common land on which cottagers had previously grazed their animals, foraged food and collected firewood. By way of compensation for these lost rights, each villager got a small strip of land that wasn’t big enough to do more than grow vegetables. Abolishing Britain’s small-holding culture while consolidating food production into large, privatised silos effectively deprived the growing population of an intimate relationship with its food. It also created the conditions where emerging agri-business competed to bring produce to market at the lowest possible cost. Unlike those European countries that retain something of the small-holding mindset, Britons are particularly vulnerable to being scanted and scammed when it comes to their food.

To illlustrate this long decline, Vogler presents a series of detailed case histories. Take strawberries. In the 16th century they were a peasant indulgence, looked at askance by an elite who saw them as death-dealing if gobbled down with too much cream, which is what ravenous rustics were apt to do. From here they went upmarket, morphing into a brief six-week high-summer treat whose sweetness aligned them with female tastes (a man who ate too many was believed to be in danger of becoming effeminate). In the 20th century, strawberries’ association with Wimbledon made them socially smart while the pick-your-own farmshop movement of the 1970s returned them to a fantasy of communal rural labour.

These days, thanks to polytunnels and a tentacular global transport system, strawberries are available from late March to autumn, although there is an unofficial competition taking place to see who can be first to get them ready in time for Valentine’s Day. In many supermarkets they are the top sellers, outpacing the far more pedestrian bread and milk. Vogler reels off the qualities of this modern-day cultivar, from its mildew resistance to its bland sweetness to its unnaturally throbbing colour. Nor does she disguise her unease: “The fruity lure of the strawberry hides something darker at the heart of our food system.”

What is that darkness exactly and how do we let in the light? Vogler does not pretend that the answer is simple or obvious. She is excellent, as in her 2020 book Scoff , at foraging among the sources to bring us wonderful stories of older food cultures. Of how in medieval times parsnips were just the thing if you were having difficulty conceiving, or of how artichokes in wine would rid you of body odour. Suffering from depression? Then radishes – with salt and pepper – will lift your spirits in a jiffy.

It is in the difficult business of gathering up these narrative ingredients to make a food future that is equitable and safe that things get really tricky. Vogler concludes by suggesting that nothing will become unstuffed until we – individuals, state, agri-business, energy suppliers, transport planners – begin to work together, not just for the greater good, but to save ourselves.

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