As a result, the comparisons reveal a range of case study designs which are rarely discussed. In contrast, published case studies are mainly introduced as exploratory design. Explanatory, interpretivist, and critical/reflexive designs are widely neglected, narrowing the possible applications of case study research. In addition, comparisons containing an analysis of published case studies reveal a low degree in accuracy when applying case study methods.
What is missing is a comparison of case study research designs with regard to differences in the contribution to theory. Case study designs have different purposes in theory contribution. Confusing these potential contributions by inconsistently utilizing the appropriate methods weakens the contribution of case studies to scientific progress and, by that, damages the reputation of case studies.
yin designing case studies pdf free download
Finally, although often cited in the methodological section of case studies, books are not considered which concentrate on data analysis in qualitative research per se (Miles et al. 2014; Corbin and Strauss 2015). Therefore, to analyze the contribution of case study research to the scientific development, it needs to compare explicit methodology. This comparison will be outlined in the following sections with regard to main methodological steps: the role of the case, the collection of data, and the analysis of data.
The differentiation by Stake (1995, 2005) into intrinsic and instrumental cases guides the purposive sampling strategy. In intrinsic case studies, the case is, by definition, already selected. The researcher looks for specific characteristics, aiming for thick descriptions with the opportunity to learn. Representativeness or generalization is not considered. In instrumental case study design, purposive sampling leads to the phenomenon under investigation. In multiple case study designs, the ability to compare cases enhances the opportunity to theorize.
Constructs and relationships are well developed to a mature state; measures are precise and operationalized. Such theories are empirically tested with elaborate methods, and research questions are more precise. In the quantitative realm, testing of hypotheses is conducted and statistical analysis is the usual methodological foundation. Recently, researchers criticize that testing theories has become the major focus of scientists today (Delbridge and Fiss 2013); testing theories does not only happen to mature theory but to intermediate theory as well. The boundary between theory development and theory testing is not always so clear. While theory development is adding new components to a theory and elaborating the measures, testing a theory implies precise measures, variables, and predicted relationships considering time and space (Gilbert and Christensen (2005). It will be of interest whether case studies are eligible to test theories as well.
In multiple case studies, a theoretical replication is a test of theory by comparing the findings with new cases. If a series of cases have revealed pattern-matching between propositions and the data, theoretical replication can be revealed by new waves of cases with contrasting propositions. If the contrasting propositions reveal contrasting results, the findings of the first wave are confirmed. Several possibilities exist to test the initial findings of multiple case studies using different lenses from inside and outside the management realm (Corley and Gioia 2011; LePine and Wilcox-King 2010; Okhuysen and Bonardi 2011; Zahra and Newey 2009), but have not become a standard in case study research.
At an early phase of the theory continuum, case studies have their strengths in rich descriptions and investigations into new or surprising empirical phenomena and trends. Researchers and readers can benefit from such rich descriptions in understanding and analyzing these phenomena.
The illustrative 'grand round', 'case report' and 'case series' have a long tradition in clinical practice and research. Presenting detailed critiques, typically of one or more patients, aims to provide insights into aspects of the clinical case and, in doing so, illustrate broader lessons that may be learnt. In research, the conceptually-related case study approach can be used, for example, to describe in detail a patient's episode of care, explore professional attitudes to and experiences of a new policy initiative or service development or more generally to 'investigate contemporary phenomena within its real-life context'[1]. Based on our experiences of conducting a range of case studies, we reflect on when to consider using this approach, discuss the key steps involved and illustrate, with examples, some of the practical challenges of attaining an in-depth understanding of a 'case' as an integrated whole. In keeping with previously published work, we acknowledge the importance of theory to underpin the design, selection, conduct and interpretation of case studies[2]. In so doing, we make passing reference to the different epistemological approaches used in case study research by key theoreticians and methodologists in this field of enquiry.
In collective or multiple case studies, a number of cases are carefully selected. This offers the advantage of allowing comparisons to be made across several cases and/or replication. Choosing a "typical" case may enable the findings to be generalised to theory (i.e. analytical generalisation) or to test theory by replicating the findings in a second or even a third case (i.e. replication logic)[1]. Yin suggests two or three literal replications (i.e. predicting similar results) if the theory is straightforward and five or more if the theory is more subtle. However, critics might argue that selecting 'cases' in this way is insufficiently reflexive and ill-suited to the complexities of contemporary healthcare organisations.
Yin has developed the science and philosophy of Case Study research to a fairly high level over the years - 20 years ago case studies were not considered rigorous, perticularly for doctoral candidates, but he has changed that - this is the required text for case studies.
A case study is an in-depth, detailed examination of a particular case (or cases) within a real-world context.[1][2][3] For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time (e.g., a specific political campaign) to an enormous undertaking (e.g., a world war).
There are multiple definitions of case studies, which may emphasize the number of observations (a small N), the method (qualitative), the thickness of the research (a comprehensive examination of a phenomenon and its context), and the naturalism (a "real-life context" is being examined) involved in the research.[13] There is general agreement among scholars that a case study does not necessarily have to entail one observation (N=1), but can include many observations within a single case or across numerous cases.[4][5][6][7] For example, a case study of the French Revolution would at the bare minimum be an observation of two observations: France before and after a revolution.[14] John Gerring writes that the N=1 research design is so rare in practice that it amounts to a "myth".[14]
According to John Gerring, the key characteristic that distinguishes case studies from all other methods is the "reliance on evidence drawn from a single case and its attempts, at the same time, to illuminate features of a broader set of cases".[14] Scholars use case studies to shed light on a "class" of phenomena.
As with other social science methods, no single research design dominates case study research. Case studies can use at least four types of designs. First, there may be a "no theory first" type of case study design, which is closely connected to Kathleen M. Eisenhardt's methodological work.[17][18] A second type of research design highlights the distinction between single- and multiple-case studies, following Robert K. Yin's guidelines and extensive examples.[17][10] A third design deals with a "social construction of reality", represented by the work of Robert E. Stake.[17][19] Finally, the design rationale for a case study may be to identify "anomalies". A representative scholar of this design is Michael Burawoy.[17][20] Each of these four designs may lead to different applications, and understanding their sometimes unique ontological and epistemological assumptions becomes important. However, although the designs can have substantial methodological differences, the designs also can be used in explicitly acknowledged combinations with each other.
Case studies have commonly been seen as a fruitful way to come up with hypotheses and generate theories.[22][23][37][26][38][16] Case studies are useful for understanding outliers or deviant cases.[39] Classic examples of case studies that generated theories includes Darwin's theory of evolution (derived from his travels to the Easter Island), and Douglass North's theories of economic development (derived from case studies of early developing states, such as England).[38]
Case studies are also useful for formulating concepts, which are an important aspect of theory construction.[40] The concepts used in qualitative research will tend to have higher conceptual validity than concepts used in quantitative research (due to conceptual stretching: the unintentional comparison of dissimilar cases).[26] Case studies add descriptive richness,[41][35] and can have greater internal validity than quantitative studies.[42] Case studies are suited to explain outcomes in individual cases, which is something that quantitative methods are less equipped to do.[34]
Case studies have been characterized as useful to assess the plausibility of arguments that explain empirical regularities.[43] Case studies are also useful for understanding outliers or deviant cases.[39] 2ff7e9595c
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