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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. | ||
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* 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] | ||