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8/13/2019 Seminar-Lecture 4 Case Study Research June2011
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CASE STUDY RESEARC
Inside the Researchers ToolboxProfessional Lecture Series
Dr Josephine Muir
jomuir@injaz.com.au
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David Evans How to Write a BetterThesis or Report, MelbourneUniversity Publishing; 1st edition,1995.$22.50Robertson Library Level 6808.066EVA
TURNING POINT?
2
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Authoritative References
Yin, Robert K. Case Study Research: Design and Methods,4th ed. Thousand Oaks, Calif: Sage Publications, c2009.Level 4 300.722 YINYin, R.K.Applications of Case Study Research, ThousandOakes, Sage: 2003.Yin, R.K.The Case Study Anthology , Thousand Oaks, Sage,2004.Robert, E. Stake, The Art of Case Study Research,Thousand Oakes, Sage: 1995.
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Newbie References...
Hesse-Biber, S. G and P. Leavy The practice of qualitativeresearch, c2011; Los Angeles: SAGE. Los Angeles : SAGE,c2011. Chapter 10Swanborn, P. G. Case study research : what, why andhow?, 2010, London: SAGE.
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Definition: Case Study Research
An empirical enquiry that:
investigates a contemporary phenomenon within itsreal-life context, especially when
the boundaries between phenomenon and contextare not clearly evident; and
uses multiple sources of evidence (Yin,1984:23)
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Key Features
Qualitative research technique
Means of investigating complex phenomenon
Anchored in real-life situations
Intensive and descriptive
Contextual analysis
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Why so Wishy-Washy?
dubious historical beginnings
multiple and conflicting definitions
no standard methodological package
is it a method, a methodology, a paradigm or an approach?
common parlance
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Study or Case Study?
Is your thesis a case study of a particular phenomenon or is ita study of a particular phenomenon?
What is the working title of your thesis?
In one sentence, what is your thesis about?
In one sentence, what are you really interested in findingout about your particular subject?
Is it a case study or study???
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Study or Case Study?
David Evans How to Write a Better Thesis or Report,Melbourne University Press, Melbourne: 1995. Chapter 8, pp.73-87.
Are you studying a particular phenomena in its own right ORto provide information and insight into a broad range ofsimilar phenomena?
Clues thesis title, research aim, discussion and conclusionchapters.
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Study or Case Study?
Case Study Study
It will not mention the specific area, topicor case in the aim of your thesis
It will mention the specific area, topic orcase in the aim of your thesis.
It will not mention the specific area, topicor case in the title of your thesis
It will mention the particular phenomenayou are studying in the title of your thesis.
It will use your discussion and conclusionchapters to generalise the findings of yourresearch to a broader context.
It will be limited significantly in its ability togeneralise the findings.
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Thesis StructureCase Study: Communicating Campaign Messages
Effectively
Study: A Communications Audit of the 1998
Australian Federal Election
Title: Communicating campaign messageseffectively.
Title: A communications audit of the 1998Australian Federal Election
Aim: to analyse effective communicationstrategies during election campaigns
Aim : to analyse how effective politicians were incommunicating their messages to voters during the
1998 campaignBackground: describe campaign communicationstrategies; review best practice internationally.
Background : describe and track key campaignmessages used by John Howard and Kim Beazleyduring the campaign
Method: Hypothesis is that commercial strategiesused by pollies to communicate; select case studymethod; select 1998 AFE (may be select anothercase?)
Method : demonstrate HOW key campaignmessages were traced speeches to media tovoters.
Results: List key campaign messages their mediacoverage and the extent to which votersconsidered these agendas salient.
Results : list key campaign messages their mediacoverage and the extent to which votersconsidered these agenda salient
Discussion: generalise findings; develop list ofeffective communication strategies
Discussion : lessons learned from the 1998 AFEcampaign - what worked and what didnt?
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How to Conduct Case Study Research?
1. Determine and define the research questionsLook at Elaine Sharplins PhD thesis, UWA, 2008
http://theses.library.uwa.edu.au/adt-U2008.0211/public/02whole.pdf
multiple site, collective case study designyoung novices, mature-aged novices, interstate and overseasqualified teachersRQ1: what are the perspectives of teachers in relation to thequality of their worklife?RQ2: How do young novices, mature-aged novices, interstate andoverseas qualified teachers deal with their experiences?questionnaires, interviews, observation, journals, documents, fieldnotes and memos
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How to Conduct Case Study Research?13
2. Select the cases and determine data gathering andanalysis techniques
Geddes, Barbara. 1990. "How the Cases You Choose Affect theAnswers You Get: Selection Bias in Comparative Politics." Political
Analysis 2:131-150.3. Prepare to collect the data4. Collect data in the field (look at Merriam for field note
tips - Merriam, S. B. Qualitative Research and Case Study Applications in Education. Jossey-Bass, San Francisco:
1998).5. Evaluate and analyse the data6. Prepare the report
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What does it look like?
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Analysis Goals
how and why questions
Triangulation
original findings
accurate and reliable
systematic method for deliberately sorting data
cross check and verify data
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Analysis Techniques
Holistic interpretation or codingCoding = labels to classify, categorise and assign meaning to your data
Initial and focused coding
Qualitative software or by hand
Lewis, R. Barry. 2004. "NVivo 2.0 and Atlis.ti 5.0: A Comparative Review of Two PopularQualitative Data-Analysis Programs." Field Methods 16 (4):439-469 .
Master coding sheetMerriam, Sharan B. 1998. "Chapter 6: Mining Data From Documents." Pp. 112-133 inQualitative Research and Case Study Applications in Education (Revised Edition). SanFrancisco: Jossey-Bass Publishers.
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Good case studies?
.. case studies should be evaluated in termsof the adequacy of the theoretical inferences
that can be generated. The aim is not to
infer findings from a sample to apopulation, but to engender patterns and
linkages of theoretical importance.
Source: Bryman (1989:173)
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Critical Issues in Case Study Research
ReliabilityConstruct validityInternal validity
External validityExtent to which findings can be extrapolated and generalised
Eisenhart, Margaret A. and Kenneth R. Howe. 1992. "Chapter 14: Validity inEducational Research." Pp. 643-680 in Handbook of Qualitative Research inEducation, edited by M. D. LeCompte, W. L. Millroy, and J. Preissle. San Diego:
Academic Press.Mathison, Sandra. 1988. "Why Triangulate?" Educational Researcher 17 (2):13-17.
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Westgrens Burden of Proof?
is the technique you have used appropriate to the researchquestion?have you applied the technique properly?does your analysis follow the conventions of the technique in
your field, or in other social science fields?have you provided a "chain of evidence" in obtaining andarchiving data?is your case study tied to appropriate theory?
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Five misunderstandings about case study research
Flyvbjerg Five misunderstandings about case-study researchhttp://flyvbjerg.plan.aau.dk/MSFiveMis9.oSageASPUBL.pdf
1. No. 1. General, theoretical knowledge is more valuable than concrete, practicalknowledge.
2. No. 2. One cannot generalize on the basis of an individual case; therefore, thecase study cannot contribute to scientific development.
3. No. 3. The case study is most useful for generating hypotheses, that is, in thefirst stage of a total research process, while other methods are more suitable forhypotheses testing and theory-building.
4. No. 4. The case study contains a bias towards verification, that is, a tendency toconfirm the researchers preconceived notions.
5. No. 5. It is often difficult to summarize and develop general propositions andtheories on the basis of specific case studies.
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Is it really for me?
http://www.nova.edu/ssss/QR/QR3-2/tellis1.html
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