VCSEwiki:Case study development: Difference between revisions
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== What is a case study? == | == What is a case study? == | ||
Detailed examination of the single particular issue, case study represents PRACTICAL contribution to the theme based on experience more than readings. It is: | Detailed examination of the single particular issue, case study represents PRACTICAL contribution to the theme based on experience more than readings. It is: | ||
"...'''complex example''' which gives an insight into the context of a problem as well as illustrating the main point." | "...'''complex example''' which gives an 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> | ||
"...based on topics that '''demonstrate''' theoretical '''concepts in an applied setting'''." | "...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> | ||
...investigation of the 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 that to understand it (bounded system in its natural habitat)" (Dillon & Reid, 2004). | ...investigation of the 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 that to understand it (bounded system in its natural habitat)" (Dillon & Reid, 2004). | ||
...case studies allow to investigate what works and what does not ( | ...case studies allow to investigate what works and what does not <ref> 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 (case study is sometimes conceptualized as a '''form of research''' or its preliminary stage)! | |||
==Types of case studies (Dillon & Reid, 2004)== | But it should gather evidence so that it is accessible for subsequent critical assessment (case study is sometimes conceptualized as a '''form of research''' or its preliminary stage)! | ||
==Types of case studies (Dillon & Reid, 2004)== | |||
* '''Intrinsic''' – case study undertaken by an individual who wants to better understand particular case - the case does not represent other cases (driven by interest in particular) | * '''Intrinsic''' – case study undertaken by an individual who wants to better understand 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) | * '''Instrumental''' – provides insight into an issue to better understand its principles (driven by interest in theory) | ||
* '''Collective''' – number of cases studied jointly to inquire into some issue, helps theorizing about larger collection of cases – basis for naturalistic generalization | * '''Collective''' – number of cases studied jointly to inquire into some issue, helps theorizing about larger collection of cases – basis for naturalistic generalization <ref> 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> | ||
* 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! | * 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, these are also suspected to be used as 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. | * on the other hand, these are also suspected to be used as 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 (Corcoran et al, 2004)== | == Writing a case study (Corcoran et al, 2004)== | ||
In order to write a good case study, you should: | In order to write a good case study, you should: | ||
* choose a local issue with global dimension and describe it | * choose a local issue with global dimension and describe it | ||
* try to express the nature of the case | * 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) | * express its context (cultural, legal, economic, political, aesthetic, as appropriate) | ||
* find about other cases through which the case could be recognized | * find about other cases through which the case could be recognized | ||
===Remember === | ===Remember === | ||
* there should be a clear purpose of the case study and the study should address it - case writing is not pure description of the situation | * there should be a clear purpose of the case study and the study should address it - case writing is not pure 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 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 the 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 included as a Case Study in students´ part of the [[Globalisation 2010/2011 Case Studies]] and serve the next generation of students | ||
If you want to learn more, you might explore resources and links that we have provided you. | If you want to learn more, you might explore resources and links that we have provided you. | ||
===Use of case studies === | ===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) | ||
== | == References == | ||
<references /> | |||
=== Other resources (rather for teachers :-))=== | === Other resources (rather for teachers :-))=== | ||
* '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm] | * [http://www.schreyerinstitute.psu.edu/pdf/CaseWritingGuide.pdf Case Writing Guide]. ''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] | * '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm] | ||
* Teaching Materials Using Case Studies [http://www.materials.ac.uk/guides/casestudies.asp http://www.materials.ac.uk/guides/casestudies.asp] | * 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] | ||
Revision as of 11:27, 19 November 2010
What is a case study?
Detailed examination of the single particular issue, case study represents PRACTICAL contribution to the theme based on experience more than readings. It is:
"...complex example which gives an 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 the 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 that to understand it (bounded system in its natural habitat)" (Dillon & Reid, 2004).
...case studies allow to investigate what works and what does not [3]
But it should gather evidence so that it is accessible for subsequent critical assessment (case study is sometimes conceptualized as a form of research or its preliminary stage)!
Types of case studies (Dillon & Reid, 2004)
- Intrinsic – case study undertaken by an individual who wants to better understand 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 – number of cases studied jointly to inquire into some issue, helps theorizing about larger collection of cases – basis for naturalistic generalization [4]
- 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, these are also suspected to be used as 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 (Corcoran et al, 2004)
In order to write a good case study, you should:
- choose a local issue with global dimension and describe it
- try to express the nature of the case
- find out information about its historical background
- illustrate the physical setting
- express its context (cultural, legal, economic, political, aesthetic, as appropriate)
- find about other cases through which the case could be recognized
Remember
- there should be a clear purpose of the case study and the study should address it - case writing is not pure 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 should be explained how the case study could be useful for the 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
If you want to learn more, you might explore resources and links that we have provided you.
Use of case studies
- instrumental – lead to prescriptive guidelines, criteria and norms
- emancipatory – provide ideas, suggestions and imagery that sensitize outsiders (process oriented use)
References
- ↑ Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408
- ↑ 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
- ↑ 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.
- ↑ 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.
Other resources (rather for teachers :-))
- Case Writing Guide. 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.
- Active Learning – Case-Based Learning: 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
- Teaching Materials Using Case Studies http://www.materials.ac.uk/guides/casestudies.asp
- Teaching Strategies: Case-based Teaching http://www.crlt.umich.edu/tstrategies/tscbt.html