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== What is a case study? ==
__NOTOC__
Case study represents PRACTICAL contribution to the theme based on experience more than readings.
== What is a case study? ==                              
"...'''complex example''' which gives an insight into the context of a problem as well as illustrating the main point." (Fry et al, 1999)
A detailed examination of a single particular issue, a case study represents a PRACTICAL contribution to the theme based on experience from more than readings. It is:
"...are based on topics that '''demonstrate''' theoretical '''concepts in an applied setting'''." (Davis & Wilcock, 2003)  
 
investigation of it is driven by interest in '''indivudual''' cases, not by the methods of inquiry, as it "...focuses on a '''single''' actor, single enterprise etc. usually under natural conditions so that to understand it (bounded system in its natural habitat)" (Dillon & Reid, 2004).
"...'''a complex example''' which provides insight into the context of a problem as well as illustrating the main point."<ref>Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408</ref>
case studies allow to investigate what works and what does not (Corcoran et al., 2002)
 
But it should gather evidence so that it is accessible for subsequent critical assessment (case study is sometimes conceptualized as a '''form of research''')!  
"...based on topics that '''demonstrate''' theoretical '''concepts in an applied setting'''."<ref>Davis, C. & Wilcock, E. (2003) Teaching Materials Using Case Studies. The UK Centre for Materials Education. Available from http://www.materials.ac.uk/guides/casestudies.asp </ref>
==Types of case studies (Dillon & Reid, 2004)==
 
* ´´´Intrinsic´´´ – case study undertaken by an individual who wants to better understand particular case (does not represent other cases)
...investigation of a case study is driven by an interest in '''indivudual''' cases, not by the methods of inquiry, as it "...focuses on a '''single''' actor, single enterprise, etc., usually under natural conditions so as to understand it (a bounded system in its natural habitat)"<ref name = "multiple"a>Dillon, J., & Reid, A. (2004). Issues in case-study methodology in investigating environmental and sustainability issues in higher education: towards a problem-based approach? Environmental Education Research, 10(1), 23–37.</ref>
* ´´´Instrumental´´´ – provides insight into an issue, deepens understanding about underlying principles
* ´´´Collective´´´ – number of cases studied jointly to inquire into some issue, helps theorizing about larger collection of cases – naturalistic generalization
...case studies allow an investigation into what works and what does not <ref name = "Corcoran"> Corcoran, P. B., Walker, K. E., & Wals, A. E. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7–21.</ref> 
* but some of the case studies present extraordinary activities or endeavors with innovative potential so that they could not be subsumed under some existing conceptual framework
* on the other hand, they also might be used as corruptive agent – providing non-reproducible data or information might demonstrate non-existing qualities
But it should gather evidence so that it is accessible for subsequent critical assessment (a case study is sometimes conceptualized as a '''form of research''' or its preliminary stage)!
==Writing a case study ==
 
In order to write a good case study, you should:
[[File:Dbu logo en.jpg|300 px|right]]
* choose a local issue with global dimension and describe it
 
* try to express the nature of the case
==Types of case studies<ref name = "multiple"a/>==                              
* '''Intrinsic''' – a case study undertaken by an individual who wants to better understand a particular case - the case does not represent other cases (driven by interest in particular)
* '''Instrumental''' – provides insight into an issue to better understand its principles (driven by interest in theory)
* '''Collective''' – a number of cases studied jointly to inquire into some issue, helps theorizing about a larger collection of cases – the basis for naturalistic generalization <ref name = "multiple"a/>         
* but some of the case studies may present special activities or endeavors with innovative potential so that they can not be subsumed under some existing conceptual framework!
* on the other hand, it is suspected that they may also to be used as a corruptive agent – providing non-reproducible data or information that might demonstrate non-existing qualities - see [[criticism of the case study method]] with regard to its validity and reliability.
 
== Writing a case study <ref name = "Corcoran"/> ==
In order to write a good case study, you should:                              
* choose a local issue with a global dimension and describe it
* try to express the nature of the case                              
* find out information about its historical background
* find out information about its historical background
* illustrate the physical setting
* illustrate the physical setting                              
* express its context (cultural, legal, economic, political, aesthetic, as appropriate)
* describe the context (cultural, legal, economic, political, aesthetic, as appropriate)
* find about other cases through which the case could be recognized
* find out about other cases through which the case could be recognized
 
The [[writing manual|writing process]] is similar to any other academic discourse - please follow the [[Blank page|instructions]].                           


===Remember (Corcoran et al, 2002)===
===Remember ===
* there should be a clear purpose of the case study and the study should address it
* there should be a clear purpose to the case study and the study should address it - case study writing is not simply a description of the situation
* it is important that all of the actors that represent potentially diverging interests are involved in the case study and their role is explained
* it is important that all of the actors that represent all potentially diverging interests are involved in the case study and their role is explained
* it should be explained how the case study could be useful for the situations outside its context, because...
* it should be explained how the case study could be useful for situations outside its context because...                              
* ...your case study will be included as a Case Study in students´ part of the [[Globalisation 2010/2011 Case Studies]] and serve the next generation of students
* ...your case study will be displayed as an "example of your work" in the [[2010/2011 student case studies]] and serve as a model for the next intake of students.
* you might explore resources and links that we have provided you - case writing is not pure description of the situation. In order that somebody could learn from it, you have to observe some basic principles.


==Use of case studies (Corcoran et al, 2002)==
===Use of case studies ===
* instrumental – lead to prescriptive guidelines, criteria and norms
* instrumental – lead to prescriptive guidelines, criteria and norms                              
* emancipatory – provide ideas, suggestions and imagery that sensitize outsiders (process oriented use)
* emancipatory – provide ideas, suggestions and imagery that sensitize outsiders (process oriented use)
== Resources==
 
* '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm] 
If you want to learn more, you might explore the resources and links we have provided you with.
* [http://www.schreyerinstitute.psu.edu/pdf/CaseWritingGuide.pdf Case WritingGuide]. ''Schreyer Institute for Teaching Excellence''. Outlines a step-by-stepprocess and provides in-depth guidance on how to organize and presentinformation in the case format.
 
* The Case Method of Teaching Science [http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html]
== Example ==
* Teaching Materials Using Case Studies [http://www.materials.ac.uk/guides/casestudies.asp http://www.materials.ac.uk/guides/casestudies.asp]  
[[New Zealand 2010: Mining in Schedule 4 Conflict]] (a case study from spring 2010) -  the text is available in the history of the page showing the different stages of the writing process and a summary of the revision is also provided.
 
== Case study assessment ==
Case studies are written with particular (specific) goals: to demonstrate some feature of a concrete example and to make the experience transferable to different contexts. A good case study fulfills the goals for which it has been written.
*Assessment by teachers: general criteria see in the [[Rubric for assessment of the text]].
*Assessment in the [[Peer review|peer review process]] - similar criteria used by students are included in the [[Peer review form for case studies|peer review form]].
 
== References ==
<references />
 
=== Other resources (some are for teachers and some are for students :-))===
* [http://www.schreyerinstitute.psu.edu/pdf/CaseWritingGuide.pdf Case Writing Guide]. ''Schreyer Institute for Teaching Excellence''. Outlines a step-by-step process and provides in-depth guidance on how to organize and present information in a case study format.
* [http://writing.colostate.edu/guides/research/casestudy/ Writing Guide:Case Studies]. ''Colorado State University''. Excellent and very detailed explanations of case studies and how to write them. For '''students!!'''
* [http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.xml An Approach to Case Study Writing]. ''Monash University, Australia''. This Australian university resource also provides a huge range of other advice on how develop your skills to make the most of your university education. For '''students!!'''
* '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm]                             
* The Case Method of Teaching Science [http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html]                              
* Teaching Materials Using Case Studies [http://www.materials.ac.uk/guides/casestudies.asp http://www.materials.ac.uk/guides/casestudies.asp]                              
* Teaching Strategies: Case-based Teaching [http://www.crlt.umich.edu/tstrategies/tscbt.html http://www.crlt.umich.edu/tstrategies/tscbt.html]
* Teaching Strategies: Case-based Teaching [http://www.crlt.umich.edu/tstrategies/tscbt.html http://www.crlt.umich.edu/tstrategies/tscbt.html]


== Literature used ==
{{License cc|Jana Dlouhá, Jiří Dlouhý, Andrew Barton}}
* Davis, C. & Wilcock, E. (2003) Teaching Materials Using Case Studies. The UK Centre for Materials Education. Available from http://www.materials.ac.uk/guides/casestudies.asp 
* Dillon, J., & Reid, A. (2004). Issues in case-study methodology in investigating environmental and sustainability issues in higher education: towards a problem-based approach? Environmental Education Research, 10(1), 23–37.
* Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408

Latest revision as of 12:00, 30 August 2017

What is a case study?

A detailed examination of a single particular issue, a case study represents a PRACTICAL contribution to the theme based on experience from more than readings. It is:

"...a complex example which provides insight into the context of a problem as well as illustrating the main point."[1]

"...based on topics that demonstrate theoretical concepts in an applied setting."[2]

...investigation of a case study is driven by an interest in indivudual cases, not by the methods of inquiry, as it "...focuses on a single actor, single enterprise, etc., usually under natural conditions so as to understand it (a bounded system in its natural habitat)"Cite error: Invalid <ref> tag; invalid names, e.g. too many

...case studies allow an investigation into what works and what does not [3]

But it should gather evidence so that it is accessible for subsequent critical assessment (a case study is sometimes conceptualized as a form of research or its preliminary stage)!

Dbu logo en.jpg

Types of case studiesCite error: Invalid <ref> tag; invalid names, e.g. too many

  • Intrinsic – a case study undertaken by an individual who wants to better understand a particular case - the case does not represent other cases (driven by interest in particular)
  • Instrumental – provides insight into an issue to better understand its principles (driven by interest in theory)
  • Collective – a number of cases studied jointly to inquire into some issue, helps theorizing about a larger collection of cases – the basis for naturalistic generalization Cite error: Invalid <ref> tag; invalid names, e.g. too many
  • but some of the case studies may present special activities or endeavors with innovative potential so that they can not be subsumed under some existing conceptual framework!
  • on the other hand, it is suspected that they may also to be used as a corruptive agent – providing non-reproducible data or information that might demonstrate non-existing qualities - see criticism of the case study method with regard to its validity and reliability.

Writing a case study [3]

In order to write a good case study, you should:

  • choose a local issue with a global dimension and describe it
  • try to express the nature of the case
  • find out information about its historical background
  • illustrate the physical setting
  • describe the context (cultural, legal, economic, political, aesthetic, as appropriate)
  • find out about other cases through which the case could be recognized

The writing process is similar to any other academic discourse - please follow the instructions.

Remember

  • there should be a clear purpose to the case study and the study should address it - case study writing is not simply a description of the situation
  • it is important that all of the actors that represent all potentially diverging interests are involved in the case study and their role is explained
  • it should be explained how the case study could be useful for situations outside its context because...
  • ...your case study will be displayed as an "example of your work" in the 2010/2011 student case studies and serve as a model for the next intake of students.

Use of case studies

  • instrumental – lead to prescriptive guidelines, criteria and norms
  • emancipatory – provide ideas, suggestions and imagery that sensitize outsiders (process oriented use)

If you want to learn more, you might explore the resources and links we have provided you with.

Example

New Zealand 2010: Mining in Schedule 4 Conflict (a case study from spring 2010) - the text is available in the history of the page showing the different stages of the writing process and a summary of the revision is also provided.

Case study assessment

Case studies are written with particular (specific) goals: to demonstrate some feature of a concrete example and to make the experience transferable to different contexts. A good case study fulfills the goals for which it has been written.

References

  1. ↑ Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408
  2. ↑ Davis, C. & Wilcock, E. (2003) Teaching Materials Using Case Studies. The UK Centre for Materials Education. Available from http://www.materials.ac.uk/guides/casestudies.asp
  3. ↑ 3.0 3.1 Corcoran, P. B., Walker, K. E., & Wals, A. E. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7–21.

Other resources (some are for teachers and some are for students :-))

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