VCSEwiki:Case study development: Difference between revisions

From VCSEwiki
Jump to navigation Jump to search
(Created page with 'Case study represents PRACTICAL contribution to the theme based on experience more than readings. In order to accomplish it successfully, please: * choose a local issue with glob…')
 
 
(28 intermediate revisions by 3 users not shown)
Line 1: Line 1:
Case study represents PRACTICAL contribution to the theme based on experience more than readings. In order to accomplish it successfully, please:
__NOTOC__
* choose a local issue with global dimension and describe it - it will be included as a Case Study as an annex of [[Globalisation 2008/2009 Themes]]
== What is a case study? ==                               
* explore resources and links that we have provided you - case writing is not pure description of the situation. In order that somebody could benefit from it, you have to observe some basic principles.
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:
=== Resources===
 
* '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm]
"...'''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>
* [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 the case format.
 
* Forms for Evaluating the Case Studies [http://www.introtoengr.org/files/pdfs/forms.PDF http://www.introtoengr.org/files/pdfs/forms.PDF]
"...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>
* 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]
...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>
...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 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)!
 
[[File:Dbu logo en.jpg|300 px|right]]
 
==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
* 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 manual|writing process]] is similar to any other academic discourse - please follow the [[Blank page|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.
*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]
{{License cc|Jana Dlouhá, Jiří Dlouhý, Andrew Barton}}

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 :-))

Creative Commons Author: Jana Dlouhá, Jiří Dlouhý, Andrew Barton. This article was published under Creative Commons Attribution-Share Alike 3.0 Unported License. How to cite the article: Jana Dlouhá, Jiří Dlouhý, Andrew Barton. (23. 11. 2024). VCSEwiki:Case study development. VCSEWiki. Retrieved 20:14 23. 11. 2024) from: <https://vcsewiki.czp.cuni.cz/w/index.php?title=VCSEwiki:Case_study_development&oldid=5294>.
Retrieved from "https://vcsewiki.czp.cuni.cz/w/index.php?title=VCSEwiki:Case_study_development&oldid=5294"