The team of editors, administrators at large research libraries, participated in the UCLA Graduate School of Education and Information Studies 214 Senior Fellows program. There, Professor Beverly Lynch, director of the program and past chair of ALA's Accreditation Committee, asked that fellows consider creating a set of case studies to support teaching in library management. Practicing academic librarians will write the case studies. The connection to UCLA's senior fellow program effectively pre-selects editorial team and a pool of prospective contributors. The programs website promises to bring together "15 top leaders" with complementary experiences in academic libraries for an intensive three-week intensive program of lectures, guest speakers, case studies, field trips, and informal group study sessions.The editors found further motivation when Michael Meth, teaching a library leadership and management course at University of Toronto iSchool, was unable to find a good, current set of case studies. He described for me how he uses case studies and what he looks for."My teaching style is based on experiential learning, and I like to experiment with different instructional modalities. My original plan was to teach the course through cases, similar to how Harvard and other B-schools teach curriculum through the case method. In the end I had to resort to a different model of teaching because there simply weren't any good/current library (academic or other) cases available (at least that I or one of the reference librarians in the iSchool who I worked with could find). Furthermore, when I think back to my iSchool experience the few courses that used a case to illustrate a management dilemma relied on case studies from NASA, Chrysler, etc. and dated back to the 9s and earlier. A good case in my mind would highlight relevant issues in libraries through a narrative that leaves the reader with a vexing problem to solve at the end. The case should not have a singular or binary outcome but should rather engage the person/group working on it to come up with a creative solution(s). Ideally, a good case will layer in different complexities, so that teachers and students at various stages of professional development can read a case and bring their own perspectives and background knowledge to the analysis and solution. Lastly, I really like cases that have an A & B part, e.g. part A of the case is like the first chapter, part B gives you the continuation and invites to you to solve the next problem based on the information and work done in case A."The authors are looking at Velasquez, Library Management 11 as model for topic coverage. They will include a chapter on how to use case studies. See the author proposal for a list of prospective case-study topics.