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== What is a case study? == | __NOTOC__ | ||
== 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: | |||
"...'''complex example''' which | "...'''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> | ||
"... | "...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 | ...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/>== | |||
==Types of case studies | * '''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! | ||
* but some of the case studies present | * 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. | ||
* on the other hand, they also | |||
== Writing a case study == | == Writing a case study <ref name = "Corcoran"/> == | ||
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 a 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 | ||
* | * 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]]. | |||
===Use of case studies | ===Remember === | ||
* instrumental – lead to prescriptive guidelines, criteria and norms | * 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) | * 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 /> | |||
* [http://www.schreyerinstitute.psu.edu/pdf/CaseWritingGuide.pdf Case | |||
* 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] | === Other resources (some are for teachers and some are for students :-))=== | ||
* Teaching Materials Using Case Studies [http://www.materials.ac.uk/guides/casestudies.asp http://www.materials.ac.uk/guides/casestudies.asp] | * [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] | ||
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