Stake, R. 1995. The art of case study research pp. 49-68. Thousand Oaks, CA Sage. 4. Data Gathering. Organizing the data gathering • Access and. Permissions • Observation • Description of. Concepts • Interview • Document review. There is no particular moment when data gathering begins. It begins before there is. This is a short paper that supported a presentation that I gave within my research forum at the University of Dundee. Starting points My research is an exploratory study focussed on learning about how a theoretical idea works in its real life context. It is a study of the particular experiences of one project of the phenomenon being studied, with a view to further development and exploration of the indicators in other projects. Theory ⇔ Practice (Case study) A different starting point might be: Practice (Case study) ⇔ Theory What is case study research? “An empirical inquiry that investigates a contemporary phenomena within its real life context.” Yin (p.13-14, 2003) “…
The “case” should. • be a complex functioning unit. • be investigated in its natural context with a multitude of methods, and. • be contemporary. Nevertheless, the case study researchers mentioned above emphasise different features. Robert Stake 1998 points out that crucial to case study research are not the methods of. Through the major and minor media is a prime component of Zionist Jewry’s (and their willing non-jew accomplices) quest for cultural dominance in America, a province once held by white Christian Americans. Mass mind control is now an advanced and exact science having been perfected over the past century with the advent of radio and the following deluge of electronic media led by Jewish-dominated television and film, the most devastating mediums of propaganda and mental, cultural conditioning in history. For the past several decades, the centerpiece of the Zionist’s control over general Western public opinion is their use of “Holocaust Remembrance” propaganda (see also Prof Norman Finkelstein’s The Holocaust Industry) to instill guilt for ‘Jewish victimization’ in the white Gentile masses, whose independent interests, open inquiry and unfettered voice, media-dominant American Jewry has successfully suppressed. Extremist Jews have the means at their disposal through the press, screen, infiltration of public school curriculae, and sheer political muscle (AIPAC being the most obvious example) to engineer their particular narration of guilt-ridden history in order to form attitudes and actions that define for the non-Jew what a “righteous Gentile” is. The movie Schindler’s List, produced by the powerhouse Hollywood Jew, Steven Spielberg, is an example of Judeocentric determinism and socialization, if not downright re-education, of the non-Jew.
Apr 26, 2014. A classic treatise on how to conduct and write good case study research. Written in a very easy to understand and follow approach. This page is unavailable due to either geographic restrictions or other restrictions in place at this time. NOTE: other restrictions can be a result of our security platform detecting potential malicious activity. Please try again later as the restrictions may be lifted, or contact your service provider if the issue persists.
Emergence. Unlike the other approaches we discuss, case study research does not emerge from a particular social scientific tradition. Additionally, case studies can be qualitative and/or quantitative. It is quite likely, as Stake 1994 points out, that researchers doing case study research are calling it by another name. Case. In our working environment our organization (firm/company or any other corporate body, government agency, statutory body etc.) sometimes (if not most of the time) ask us to do case study or case analysis for the said organisations own purposes. Case Study (or sometimes called Case Analysis) requires the students to take risks, make judgements in uncertain situations, and to propose and select from multiple possible options, none of which may be right or wrong. One example in real-world, as case study comparison of MAUT (multi attribute theory) with the AHP (analytic hierarchy process) use to evaluate and select the next generation of rough-terrain cargo handlers. Whatever the objective or the purpose is, the firm/company or organization or the teacher (lecturer or professor) expects (or hopes) that we will produce a quality, valuable, matured and reach a minimum standard (at least) final product, that it is highly probable can be used as a guideline in solving a problem, giving some alternatives for plan of action, etc., it is important to gain an appreciation of the overall situation initially, as well as to learn what information is contained in the case, and in analyzing a case, on orderly, step-by-step approach often is helpful. But, a road accident involving a motor-lorry bearing registration number ABCD1234 carrying 40 passengers and a motor-bus bearing registration number XYZ 8910 carrying 20 tons of sugar cane on 23 March 2000 at about 2.35 am at KM 35.5 North-South Highway probably an interesting case to be studied. B., 1991, Fundamentals of Operation Management, Boston: Richard D.
He has been active in the program evaluation profession and has promoted an approach to evaluation methods called "responsive evaluation." He took up a qualitative perspective, particularly case study methods, in order to represent the personal experience and complexity of evaluation study. He received the Lazerfeld. Because of its strengths, case study is a particularly appealing design for applied fields of study such as education, social work, administration, health, and so on. An applied field's processes, problems, and programs can be examined to bring about understanding that in turn can affect and perhaps even improve practice. Case study has proven particularly useful for studying educational innovations, evaluating programs, and informing policy. Folks: The posting below looks at, as the title suggests, the strengths and limitations of case studies research. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741. It is from Chapter 3, Qualitative Case Study Reseaarch in the book Qualitative Research: A Guide to Design and Implementation by Sharan B. Revised and Expanded from Qualitative Research and Case Study Applications in Education. Regards, Rick Reis reis@UP NEXT: Libraries reinvent themselves to serve digital-age students. Tomorrow's Research --------------------------------- 1,306 words ------------------------------ Strengths and Limitations of Case Studies All research designs can be discussed in terms of their relative strengths and limitations. The merits of a particular design are inherently related to the rationale for selecting it as the most appropriate plan for addressing the research problem. One strength of an experimental design, for example, is the predictive nature of the research findings.
Buy The Art of Case Study Research on ✓ FREE SHIPPING on qualified orders. : building in variety and acknowledging opportunities for intensive study. (p.151) select a case of some typicality, but offering an opportunity to learn, consider accessibility, primary criterion is always to learn. creating a matrix: K, primary, intermediate, 5/6 —- degree of inquiry stance —– years of experience —– ETHICS (p.
Buy Multiple Case Study Analysis 1 by Robert E. Stake ISBN 9781593852481 from Amazon's Book Store. Everyday low prices and free delivery on eligible orders. Grandy, G 2010, 'Instrumental case study', in Mills, AJ, Durepos, G & Wiebe, E (eds), , edited by Albert J.
Sala Horowitz in Academic Library Book Review. "I have just finished a qualitative case study based almost entirely on interviews with engineering students. The two sources on which I depended most heavily were Robert E. Stake's The Art of Case Study Research and Harry F. Wolcott's Writing Up Qualitative Research. This is a list of references on case study research (positivist, interpretive and critical). "Better Stories, Not Better Constructs, to Generate Better Theory: A Rejoinder to Eisenhardt," Academy of Management Review (16:3), 1991, pp. After a brief introduction which suggests those works which are essential reading for newcomers to the field, the list is organized into two parts: the first part lists some important citations related to the approach in other disciplines (including the source disciplines), the second lists citations related to the approach in Information Systems. You can use the ind command in Netscape to look for a specific citation. Please send additional references and/or short abstracts of items on this page (maximum 50 words) to the Section Editor at: m.myers@nz [Introduction] [Citations in Other Disciplines] [Citations in Information Systems] A standard text for anyone wanting to do case study research is the book by Yin (1994). Two important methodological articles on the case study method in the IS field are those by Benbasat et al. One of the most cited empirical examples of case study research in Information Systems is the article by Markus (1983). For interpretive case studies, Walsham's (1993) book is excellent. "N=1," Psychological Bulletin, Volume 64, 1965, pp. Two good empirical examples of the interpretive case study method in IS are the articles by Myers (1994) and Walsham and Waema (1994). "'Degrees of Freedom' and the Case Study," Comparative Political Studies, Volume 8, Number 2, 1975, pp. "Building Theories from Case Study Research," Academy of Management Review (14:4), 1989, pp.
The Case Study Method in Social Inquiry. ROBERT E. STAKE. University of Illinois, Urbana-Champaign. It is widely believed that case studies are useful in the study of human affairs because they are down-to-earth and attention-holding but that they are not a suitable basis for generalization. In this paper, I claim that case. : Over the last forty years, case study research has undergone substantial methodological development. This evolution has resulted in a pragmatic, flexible research approach, capable of providing comprehensive in-depth understanding of a diverse range of issues across a number of disciplines. Change and progress have stemmed from parallel influences of historical transformations in approaches to research and individual researcher's preferences, perspectives, and interpretations of this design. Researchers who have contributed to the development of case study research come from diverse disciplines with different philosophical perspectives, resulting in a variety of definitions and approaches. For the researcher new to using case study, such variety can create a confusing platform for its application. Introduction Case study research has grown in reputation as an effective methodology to investigate and understand complex issues in real world settings.
Whether the study is experimental or quasi-experimental, the data collection and analysis methods are known to hide some details Stake, 1995. Case studies, on the other hand, are designed to bring out the details from the viewpoint of the participants by using multiple sources of data. Yin 1993 has identified some. Case study is often defined in different ways, reflecting evolving practice. What is important then is to define the concept for yourself, and explain to your audience how you are using the term. Some definitions An empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used. (Yin, 1984) Case study involves a detailed in depth analysis of an organisation, person, a group, an event, allowing an understanding of complex phenomena, such as organisations. A case study generally involves looking at a single case (which already exists), an object of study which is easily identified and separated (a bounded system) from other similar objects e.g. 1) notes that a case study is a way to ‘contribute to our knowledge of individual, group, organisational, social, political and related phenomena’ Case study can be used to test theory: what is it supposed to do and does it do that? an organization, a place, an illness in one patient. ’ and may be explanatory, exploratory or descriptive in nature (Yin, 2003). Case studies can be used to trace a process, developing an understanding and then test it (Bennett, Andrew). Case study is a useful methodology for focusing on relationships connecting everyday practices in natural settings, placing attention on a local situation (Stake, 2006). Case studies generally use a combination of data collection methods. The case study is useful to investigate an issue in depth and ‘provide an explanation that can cope with the complexity and subtlety of real of life situation’ (Denscombe, 2010, p. In multiple cases, research single cases are meaningful in relation to the other cases cited. Case Study Research: Principles and Practices, Cambridge University Press, Cambridge.
This “tool” is intended to 1 assist the researcher carry out the case study and 2 increase reliability of the research. Similarly Stake 1995 has proposed a series of necessary steps for completing the case method, including posing research questions, gathering data, data analysis and interpretation. A remarkable distinction. The article gives basic information on case study method within teaching students. It focuses on the various definitions of it, its types and stages. It explains the importance of case studies in developing students analytical, writing and prioritizing skills. The terms case study, case review and case report are used loosely in the scientific literature. The key features of a case study are its scientific credentials and its evidence base for professional applications. Case study method is indexed in many introductory research textbooks and is often taught in qualitative research methods courses that discuss a variety of methods. These may include grounded theory, phenomenology, discourse analysis and case study, for example. Reasonable goals for the learner would be to explore and understand the philosophical and aesthetic paradigms that are foundational to qualitative research methods, compare and contrast the distinctions among selected methods, evaluate traditional and emerging qualitative designs within their disciplinary area, and to apply methods and techniques.
Buy The Art of Case Study Research 1 by Robert E. Stake ISBN 9780803957671 from Amazon's Book Store. Everyday low prices and free delivery on eligible orders. This book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? From 1955 to 1958, he was a Psychometric Fellow at the Educational Testing Service. How do you select the case which will maximize what can be learned? Then, an Associate Professor and Faculty Research Coordinator of the College of Education at the University of Nebraska at Lincoln. How can what is learned from one case be applied to another? in educational psychology in 1954 from this university. In 1963, he arrived at the University of Illinois at Urbana-Champaign where he assisted Thomas Hastings, Lee Cronbach, and Jack Easley in the creation of the new evaluation center, CIRCE, and in developing a program of research on program evaluation. How can what is learned from a case be interpreted? in Mathematics with a minor in naval science and Spanish from the University of Nebraska in 1950. He also became the Associate Director of the Statewide High School Testing Program. He has been active in the program evaluation profession and has promoted an approach to evaluation methods called "responsive evaluation." He took up a qualitative perspective, particularly case study methods, in order to represent the personal experience and complexity of evaluation study. In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting. He received the Lazerfeld Award from the American Evaluation Association and an honorary doctorate from the University of Uppsala.
Jun 27, 2011. Stake's work has been particularly influential in defining the case study approach to scientific enquiry. He has helpfully characterised three main types of case study intrinsic, instrumental and collective8. An intrinsic case study is typically undertaken to learn about a unique phenomenon. The researcher. This content was written by a student and assessed as part of a university degree. E-IR publishes student essays & dissertations to allow our readers to broaden their understanding of what is possible when answering similar questions in their own studies. Define the Main Principles, and Analyse the Advantages and Limitations of One of the Following Research Methods: (i) Single Case Study Analysis. As Andrew Bennett and Colin Elman have recently noted, qualitative research methods presently enjoy “an almost unprecedented popularity and vitality… in the international relations sub-field”, such that they are now “indisputably prominent, if not pre-eminent” (2010: 499).
But rather the purpose of the study. In instrumental case study research the focus of the study is more likely to be known in advance and designed around established theory or methods. A collective case study involves the exploration of multiple instrumental case studies. Stake noted that a case study can be both intrinsic. Stake (born December 18, 1927) is a Professor Emeritus of Education at the University of Illinois, Urbana-Champaign. After earning a Ph D in Psychometrics at Princeton University in 1958, he assumed the position of Assistant Professor of Educational Psychology at the University of Nebraska, Lincoln, which he held until moving to the University of Illinois in 1963. He became Associate Director of the Illinois State Testing Program. The testing program was absorbed by the Center for Instructional Research and Curriculum Evaluation (CIRCE) in 1969. There he served as Co-Director and subsequently in 1975 as Director of the CIRCE until his retirement in 1998. He has been a leader in development of program evaluation methods for decades. Among his many contributions are the 2010 book Qualitative Research: Studying How Things Work, and in 1995, The Art of Case Study Research. In the field of Educational assessment, Stake had stated that we must evaluate the quality of the curriculum or by its qualities. In order to do that we need to have made evaluation that is formative and to gather different points of view in the process. In 2007 Robert Stake received a Presidential Citation from the American Educational Research Association "for his significant contribution to qualitative methodology, to the theory and practice of evaluation".
In the social sciences and life sciences, a case study is a research method involving an up-close, in-depth, and detailed examination of a subject of study the case. It is widely believed that case studies are useful in the study of human affairs because they are down-to-earth and attention-holding but that they are not a suitable basis for generalization. In this paper, I claim that case studies will often be the preferred method of research because they may be epistemologically in harmony with the reader’s experience and thus to that person a natural basis for generalization.
What is case study research? “An empirical inquiry that investigates a contemporary phenomena within its real life context.” Yin p.13-14, 2003. “ case study is defined by interest in individual cases, not by the methods of inquiry used.” Stake p134, 2003. What type of Case Study? Stake 1995, 2003 draws our attention. The following guidelines are provided for submissions reporting case study research aimed at understanding a bounded phenomenon by examining in depth, and in a holistic manner, one or more particular instances of the phenomenon. Case study research in TESOL and second language acquisition (SLA) has its origins in psychology and linguistics (e.g., Hatch, 1978), with a focus on the development of L2 syntax, morphology, phonology, and so on, as analyzed by an ostensibly objective researcher. More recently, TESOL case studies have adopted the more subjective and interpretive stance typical of case studies in education and other fields (Gall, Borg, & Gall, 1996; Johnson, 1992; Stake, 1994, 1995), with less emphasis on the acquisition of discrete linguistic elements and more emphasis on such issues as learners' and teachers' identities, skill development and its consequences for learners, teachers' professional development experiences, and the implementation of language policies in programs and countries. Both approaches are legitimate but require sufficient detail and contextualization. Provide sufficient contextual information about the case, including relevant biographical and social information (depending on the focus), such as ESL learning/teaching history, L1 background, years of residence in a new country, data collection site(s), or other relevant descriptive information pertaining to the case and situation. Purposeful sampling is generally used in case study research; therefore, explain sampling procedures and case selection, and the defining characteristics and typicality or atypicality of the case: Note whether the case in question is a deviant or extreme case, a critical case, a convenience case, a politically significant case, and so on (Creswell, 1998; Miles & Huberman, 1994). Because attrition may deeply affect longitudinal case studies based on just one or two participants, sampling carefully is crucial.