Case Study Research Methods
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This document provides an overview of case study research. It defines case study research as a qualitative approach that uses various data sources to conduct an in-depth analysis of a case or cases. It explores the aims, definition, design, data collection, and analysis aspects of case study research. Examples of case studies are also provided. The document concludes with a group activity asking readers to consider how a case study approach could be applied to their own research areas and what units of analysis and design they may use.
Case Study Research Methods
- 1. CASE STUDY RESEARCH Dr. Andrew Wilkins Email: andrew.wilkins@roehampton.ac.uk Twitter: @andewilkins
- 2. AIMS • Explaining case study research (definition) • Designing case studies (design) • Conducting case studies (data collection) • Analysing case study material (analysis) • Group activity
- 3. DEFINITION Qualitative and quantitative, but predominantly qualitative ‘In quantitative studies, the research question seeks out a relationship between a small number of variables...In qualitative studies, research questions typically orient to cases or phenomena, seeking patterns of unanticipated as well as expected relationships’ (Stake 1995, p. 41)
- 4. DEFINITION • Underpinned by inductive reasoning • Geared toward analytic generalization • Focus on particularisation, not generalization • Communicate experiential through narrative • Why? Phenomenon and context are blurred
- 5. DEFINITION ‘In seeking absolute truth, we aim at the unattainable, and must be content with finding broken portions’ Sir William Osler
- 6. DESIGN • Research aims/questions • Rationalization and justification of aims • Theoretical statements or propositions, together with evidence of a theoretical development or trajectory • Single-case or multiple-case design
- 7. DESIGN • Construct Validity - specification of meaning • Internal Validity - causal relationships • External Validity - analytic generalization • Reliability - correction or minimization of bias (Yin 1994, p. 33)
- 8. DESIGN • Embedded case study design - multiple subunits of analysis - multiple sources and types of evidence - multiple methods of data analysis • Holistic case study design - single unit of data collection and analysis
- 9. CASE STUDY 1: SCHOOL Official school documents, website material, prospectus, minutes, improvement plans, achievement levels. Mediating structures, e.g. school-to-school partnerships, collaboration, local authority, MATs, co- operative, etc. Government and non- government texts, e.g. DfE, Think Tank, Ofsted, academic, third sector and media. Observations of meetings, e.g. FGB, committee and PTA. Interviews with (support) staff, parents, governors, headteacher, etc.
- 10. DATA COLLECTION • Research process is not routinized but typically sporadic, non-linear and unpredictable • Hallmarks of a good investigator - approachable and congenial - networks effectively and builds contacts - ethical and trustworthy - cognizant of relevant issues, language - good listener, asks probing questions - suspends conceptual baggage, e.g. is open minded
- 11. DATA COLLECTION • Types and sources of data collection - Documentation - Archival records - Interviews - Direct or ‘detached’ observation - Participant-observation - Physical artefacts
- 12. DATA COLLECTION • Triangulation or ‘converging lines of inquiry’ (Yin 1994, p. 92) • Chain of evidence: ‘the principle is to allow an external observer...to follow the derivation of any evidence from initial research questions to ultimate case study conclusions’ (ibid, p. 98)
- 13. DATA ANALYSIS Much qualitative data analysis hinges on • ‘thick description’ - communicate experience of others • ‘experiential understanding’ - develop appropriate conceptual tools • ‘multiple realities’ - identify plurality of contexts (Stake 1995: 43)
- 14. DATA ANALYSIS Theory building and hypothesis testing ‘The gradual building of an explanation is similar to the process of refining a set of ideas in which an important aspect is again to entertain other plausible or rival explanations’ (Yin 1994: 111)
- 15. DATA ANALYSIS Indicators of bad research • Seeking out only confirmatory evidence • Biased and partial readings of selected texts Indicators of good research • Trustworthiness • Representativeness
- 16. REFERENCES Gillham, B. (2001) Case Study Research Methods. Continuum: London and New York Feagin, J., Orum, A. & Sjoberg, G. (ed.) (1991) A Case for the Case Study. University of North Carolina Press: Chapel Hill Stake, R.E. (1995) The Art of Case Study Research. Sage: London Yin, R.K. (1994) Case Study Research. Design and Methods. Second Edition. Sage: London
- 17. RECOMMENED READING: EXAMPLES OF CASE STUDY APPROACHES Ross, N., Renold, E., Holland, S.A.L & Hillman, A. (2011) Meaningful meanderings: using mobile methods to research young people’s everyday lives. In Sue Heath and Charlie Walker (eds) Innovations in Youth Research. Palgrave Macmillan: Basingstoke, pp. 37-57 Sagan, S.D. (1993) The Limits of Safety. Organizations, Accidents and Nuclear Weapons. Princeton University Press: Princeton, New Jersey Allan, J. & Catts, R. (2012) Social capital, children and young people. Implications for practice, policy and research. Policy Press: Bristol Wilkin, A., Murfield, J., Lamont, E., Kinder, K. and Dyson, P. (2008). The Value of Social Care Professionals Working in Extended Schools. NFER: Slough
- 18. GROUP ACTIVITY (15-20 mins) In pairs explore the extent to which a case study approach compliments or deviates from the scope of your research aims/interests. Outline what you perceive to be its limitations and advantages in terms of furthering knowledge of your particular research area and its practical implications (e.g. for practitioners, policy makers.) What are the units of analysis that would make up your single- or multiple-case study, and what kind of case study design would you deploy, e.g. holistic or embedded?