VCSEwiki:Case study development

What is a case study?

Case study represents PRACTICAL contribution to the theme based on experience more than readings. "...complex example which gives an insight into the context of a problem as well as illustrating the main point." (Fry et al, 1999) "...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). 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)!

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)
• ´´´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
• 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

Writing a case study

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 (Corcoran et al, 2002)

• there should be a clear purpose of the case study and the study should address it
• 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
• 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)

• instrumental – lead to prescriptive guidelines, criteria and norms
• 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
• 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
• 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

Literature used

• 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