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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? == | ||
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." <ref>Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408</ref> | "...'''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'''." <ref>Davis, C. & Wilcock, E. (2003) Teaching Materials Using Case Studies. The UK Centre for Materials Education. Available from | "...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 <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> | ...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)! | 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)== | ==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 | ||
[[Writing manual|Writing process]] is similar to any other academic discourse - please follow [[Blank page|instructions]]. | |||
===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 | * ...your case study will be displayed as an "Example of your work" in 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) | ||
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=== Other resources (rather for teachers :-))=== | === Other resources (rather for teachers :-))=== | ||
* [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. | * [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. | ||
* '''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] | ||
* 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] | * 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 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] | ||