Transcript The Use of the Case Study in Qualitative Research

Cheryl Halliburton & Ayana Murray
Long Island University – C.W. Post
EDD 1005 – Research Methods I
Dr. Jan Hammond
October 23, 2011
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A Case Study is a qualitative approach in which the
investigator explores a bounded system (a case) or
multiple bounded systems (cases) over time
through detailed in depth data collection involving
multiple sources of information (e.g., observations,
interviews) and reports a case description and case
based themes.
The case description and case based themes are
utilized to further understand a particular issue or
problem
• (Creswell, 2007)
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Bounded system – the “case” selected for study has
boundaries, often set by time and place
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Case – the “bounded system” or the “object” of the
study
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Case description – the “facts” about the case as
recorded by the investigator
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Multiple Sources of Information- the use of many
different sources of information to provide “depth”
to the case
Participant observer – researcher is immersed in
the day to day lives of the people in the case and
observes and interviews the participants
•
(Creswell, 2007; Cohen, Manion & Morrison, 2010; Stake, 2005)
Data Collection
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Multiple sources of information are utilized
for the purpose of data collection:
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Observations
Physical Artifacts
Documents
Audiovisual materials
Interviews
Archival records
Reports
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(Creswell, 2007)
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The types of qualitative case studies are
distinguished by the size of the case:
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Individual
Several Individuals
Group
Program
Activity
◦ (Creswell, 2007)
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There are 3 variations of types in terms of
the intent of the Case Study:
 Single Instrument – focuses on an issue/concern
then selects 1 case to illustrate it
 Collective/Multiple – the researcher chooses the
issue/concern, then selects multiple cases to
illustrate the issue
 Intrinsic – the researcher focuses on the case
itself
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(Creswell, 2007; Stake, 1995)
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Is the case study method appropriate for this issue?
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Identify the case and/or cases to be used
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What methods of Data Collection to use? How
many?
◦ Clearly identifiable cases with boundaries
◦ The case should have characteristics or features that relate
to the issue being investigated
◦ How many?
◦ Should the focus be on the case or issue?
◦ Should cases consist of purposeful sampling, ordinary
cases, accessible cases and/or unusual cases?
◦ Too many detracts from the issue or case;
◦ Too few and there will be inadequate data
◦ (Creswell, 2007; Cohen et al, 2010; Stake, 1995; Yin, 2003)
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Analysis
◦ Holistic or embedded analysis?
◦ Context of the case or setting
◦ Analyze themes
 Within-case analysis
 Cross-case analysis
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Interpretation
◦ Meaning, reaction and lessons learned
◦ (Creswell, 2007; Cohen et al, 2010; Stake, 1995; Yin, 2003)
Strengths/Advantages
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A case study allows for in-depth scrutiny of a
complex issue; this scrutiny provides for greater
understanding of the particular issue or problem.
“Case studies, in not having to seek frequencies of
occurrences, can replace quantity with equality and
intensity, separating the significant few from the
insignificant many instances of behavior.
Significance rather than frequency is a hallmark of
case studies.”
• (Cohen et al, 2010)
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Strong on reality: Uses real people in real
situations; allows for greater understanding than
purely abstract theories
Can establish cause and effect relationships
Easily understood by a wide audience: Blends
description of event with analysis by combining
subjective and objective data
Can be undertaken by a single researcher who acts
as a participant observer
Provides insights into similar situations and cases
• (Cohen et al,2010)
Limitations/Weaknesses
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Appropriately identifying the case/cases
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Identifying the boundaries
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Finding and selecting enough data to understand
the issue
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Results may not be generalizable
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Not easy to cross-check information
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Prone to problems of observer bias because
researcher is involved in the study
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(Cresswell, 2007; Cohen et al, 2010)
Conclusion
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A case study provides a unique example of
real people in real situations, enabling
readers to understand ideas more clearly than
simply presenting them with abstract theories
or principles. Indeed a case study can enable
readers to understand how ideas and abstract
principles can fit together. Case studies can
penetrate situations in ways that are not
always susceptible to numerical analysis.
• (Cohen et al, 2010; Yin, 2009)
Cohen, L. & Manion, L. & Morrison, K. (2010). Research
methods in education. London: Routledge.
Creswell, J. W. (2007). Qualitative inquiry & research design:
Choosing among five approaches. Thousand Oaks, CA:
Sage Publications.
Stake, R. (1995). The art of case study research. Thousand
Oaks, CA: Sage.
Yin, R.K. (2003). Case study research: Design and method (3rd
ed.) Thousand Oaks,CA: Sage.
Yin, R.K. (2009). Case study research: Design and method (4th
ed.) Thousand Oaks,CA: Sage.