VCSEwiki:Case study development: Difference between revisions
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== What is a case study? == | == What is a case study? == | ||
Case study represents PRACTICAL contribution to the theme based on experience more than readings. | 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) | "...'''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) | "...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). | 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) | 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''')! | 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)== | ==Types of case studies (Dillon & Reid, 2004)== | ||
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* 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, they also might be used as corruptive agent – providing non-reproducible data or information might demonstrate non-existing qualities | * 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 == | == Writing a case study == | ||
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 | ||
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* 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. | * 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 (Corcoran et al, 2002)=== | ||
* 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) | ||
== | |||
== 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 | |||
== Other resources== | |||
* '''Active Learning – Case-Based Learning''': [http://cte.umdnj.edu/active_learning/active_case.cfm http://cte.umdnj.edu/active_learning/active_case.cfm] | * '''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 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. | * [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. | ||
| Line 37: | Line 48: | ||
* Teaching Materials Using Case Studies [http://www.materials.ac.uk/guides/casestudies.asp http://www.materials.ac.uk/guides/casestudies.asp] | * 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 23:06, 18 November 2010
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)
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
Other 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