Yin case study research design and methods pdf download

What Establishing the how and why of a complex human situation is a classic appears to be the main objective of the teaching case?

If the case involves a significant public event and an appealing 5. Defining different types ofcase studies usedfor research purposes. Compare the situations in which these different types of case studies would be most applicable, and then name a case study you would like to conduct.

Would it be explanatory, descriptive, or exploratory? Finally, the chapter has discussed some of the major criticisms of case study research and has suggested that these criticisms are misdirected. However, we must all work hard to overcome the problems of doing case stody research, NOTE including the recognition that some of us were not meant, by skill or dispo- sition, to do such research in the first place.

Case study research is remarkably 1. Robert Stake has yet another approach for defining case studies. He considers them hard, even though case studies have traditionally been considered to be "soft" not to be ,"8 melhodological choice but a choice of object to be studied.

Paradoxically, the "softer" a research strategy, the harder it is to do. This definition is too broad. Every study of entities qualifying as objects e.

Defining a case study question. Develop a question that would be the rationale for a case study you ntight conduct. Instead of doing a case study, now imagine that you could only do a history, a survey, or an experiment but not a case study in order to answer this question.

What aspects of the question, if any, could not be answered through these other research strategies? What would be the distinctive advantage of doing a case study to answer this question?

Name a topic you thiok is worthy of making the subject of a case study. One pitfall to be avoided, however, is to consider case study designs to be A research design is the logic that links the data to be collected and the a subset or variant of the research designs used for other strategies, such as conclusIOns to be drawn to the initial questions of a study.

Every emp'. For the longest time, scholars incorrectly thought that the case. How the recognized as something different. The book. In identifying the research strategy for your research project, Chapter I has shown. The next task is to design your case study. UnlIke other research strategies, a comprehensive "catalog" of re- mately, to its conclusions. Colloquially, a research design is an action plan s. There are no textbooks for getting from here to there, where here may be defined as the initial set of?

Between "here" and ''there'' may be found a number tion of dIfferent stimuli or experimental conditions, or the identification of of major steps, including the collection and analysis of relevant data. SImIlarly, there are not even textbooks like the well-known volumes guides the investigator in the process of collecting.

As for the second component, each proposition di- rects attention to something that should be examined within the scope of the Another way of thinking about a research design is as a "blueprinf' of study. Borum, personal communication, Copenhagen Business School, Copen- facturer and a retail store collaborating to sell certain computer products? These "how" and "why" questions, capturing what you are really mterested Note that a research design is much more than a work plan.

In this sense, a research design what you should study. Only if you are forced to state s. As a simple will you move in the right direction. If you tent of specifIc benefIts to each organization. This is a flaw in any propositions.

The outcome could have been and the other research strategies alike-in which a tOPIC IS the subject of avoided if you had developed an appropriate research design in the fIrst place. Consider the analogy in BOX 4 for exploratory case studies. Can you imagine how you would ask for support from Queen Isabella to do your For case studies, fIve components of a research design are especially important: exploratory study?

Unit of anlliysis. This third component is related to the fundamental. For instance, m the ClasSiC case study, a 3. Jennifer Platt a, b has. In each situation, an individual person is the case bemg studIed, study questions. This ftrst component has already been described in Chap- and the individual is the primary unit of analysis.

Information about each ter I. Although the substance of your questions will vary, Chapter I sug- gested that the form of the question-in terms of "who," "what," "where," relevant individual would be collected, and several SUC? The book, also a best-seller, is about the development of a new his "exploration" of the New World, he had to have some reasons for asking minicomputer produced by Data General Corporation, intended to compete for three ships Why not one?

Why not five? Why not south and then east? He also had This easy-to-read book describes how Data General s engmeenng team some mistaken criteria for recognizing the Indies when he actuallyencoun- invented and developed the new computer. The book begins with the initial tered them. In short, his exploration began with some rationale and direction conceptualization of the computer and ends when the engineering team relin- even if his initial assumptions might later have been proved wrong Wilford: quishes control of the machine to Data General's marketing staff.

However, the book also exploratory case study. Is the case study about the minicomputer, or. Without such propositions, an investigator might he tempted to dynamics topiC. Because the book is not an acadenuc study. For example, the proposi- to, nor does it. The more a study contains specific propoSItions, the more it will stay within feasible limits. Case studies have been done about decisions, research design and data collection strategy. Beware of these types over another, your questions are probably either too vague or too numerous-- of topIcs-none IS easIly defined in tenns of the heginning or end points of and you may have trouble conducting your case study.

Any case study of such a program would therefore have case studies of small groups for another example, confusIDg an IDnovauon to confront these conditions in delineating the unit of analysis. OIY Smgapore,Is 10 fact a case study of Singapore's critical li' th The fourth and fifth components have been the least well developed in case make the cO,?

Linking data to propositions can be done any number of ways, but none These two cases show how the definition of the main and embedded. The main unit of analysis is likely at the level being addressed by the main study questions. One promising approach for case studies is the idea of "pattern-matching" described by Donald Campbell , whereby several pieces of information from the same case may be related to some theoretical proposition.

To reduce the confusion, one good practice is to discuss the state law limiting the speed to 55 miles per hour. If the two potential patterns are outsIde It the context for the case study Similarly I'fth. All of these types of questions need to be This article also illustrates the problems in dealing with the fifth compo- nent, the criteriafor interpreting a study'sfindings.

Campbell's data matched I 1 "-. This role of theory deVelopment, prior to the conduct of any actual obse Uons, data collection, is one point of difference between case studies and related Campbell, As a result, students - II "- IJ. Figure 2. An Example of Pattern-Matching Theory development. Using a case study on the implementation of a new management information system MIS as an example Markus, , the one pattern much better than they matched the other. But how close does a simplest ingredient of a theory is a statement such as the following: match have.

Note that Campbell did not do any statistical test to make the comparison. Nor would a statistical test The case study will show why implemeniation only succeeded when the organi- have been possible, because each data point in the pattern was a single zation was able to re-structure itself, and not just overlay the new MIS on the number-the number of fatalities for that year-for which one could not old organizational structure. Currently, there IS no precise way of setting the criteria for interpreting these types of findings,.

The statement presents the nutshell of a theory of MIS implementation- One hopes that the different patterns are sufficiently contrasting that as in that is, that organizational restructuring is needed to make MIS implementa- Campbell's case the findings can be interpreted in terms of comparing at tion work. Using the same case, an additional ingredient might be the following statement: Summary. A research design should include five components. Although the current state of the art does not provide detailed guidance on the last The case study will also show why the simple replacement of key persons was two, the complete research design should not only indicate what data are not sufficient for successful implementation.

Using a Metaphor to You can see that, as these two initial ingredients are elaborated, the stated Develop Deseriptive Theory ideas will increasingly cover the questions, propositions, units of analysis, logic connecting data to propositions, and criteria for interpreting the find- Whether four countries-the American colonies, Russia, England, and ings-that is, the five components of the needed research design.

In this sense, France-all underwent similar courses of events during their major political the complete research design embodies a "theory" of what is being studied. Tracing and analyzing these events IS don. The author If you are interested in international followed by a false tranquility, to describe the ebb and flow of events m the economic development, for instance, Peter Drucker's ''The Changed World four revolutions.

Economy" is an exceptional source of theories and hypotheses. Drucker claims that the world economy has changed significantly from the past. Nevertheless, as noted earher financial markets and the real economy of goods and services. Each different study would likely call for a successful. Drucker's theoretical framework would provide gUidance for designing these studies and even for collecting relevant data. Illustrative types of theories. In general, to overcome the barriers to the- In other situations, the appropriate theory may be a descriptive theory see ory development, you should try tu prepare for your case study by?

Ideas WIth col- realistic range of topics that might be considered a "complete" description of leagues or teachers; and asking yourself challengmg quesl10ns about what what is to be studied, and c the likely topic s that will be the essence of the you are studying, why you are proposing to do the study, and what you hope description.

Good answers to these questions, including the rationales under- to learn as a result of the study. For instance, n? Other types of theories for you to consider note. Such a knowledge base does not lend itself to the development of good include the foIlowing:! I behavIOr. As another example, a common topic of Figure 2.

In this situation, the development of a theory of how a program is supposed to work is essential to the design of the evaluation but has been commonly underemphasized in the past Bickman, According is commonly recognized because research investigators have ready access to to Bickrnan, analysts have frequently confused the theory of the program formulas for determining the confidence with which generalizations can be e.

Wberepolicymak- universe and sample. Moreover, this is the most common way of generalizmg ers want to know the desired substantive steps e. This mismatch can be avoided by giving closer A fatal flaw in doing case studies is to conceive of statistical generalization attention to the substantive theory. This is because cases are not "sampling units" and should not be chosen for this reason. Generalizing from case study to theory. Theory development does not individual case srudies are to be selected as a laboratory investigator selects the topic of a new experiment.

Multiple cases, in this sense, should be only facilitate the data collection phase of the ensuing case study. The ap- considered like multiple experiments or multiple surveys. Under these propriately developed theory also is the level at which the generalization of circumstances, the method of generalization is "analytic generalization," in the case study results will occur. This role of theory has been characterized which a previously developed theory is used as a template with which to throughout this book as "analytic generalization" and has been contrasted compare the empirical results of the case study.

Iftwo or more cas,:". The empmcal results tion. In statistical generalization, an inference is made about a population Analytic generalization can be used whether your case study involves one or universe on the basis of empirical data collected about a sample.

This is or several cases, which shall be later referenced as single-case or multiple-case shown as a Level One ['lference in Figure 2. The main point at this juncture is that you should try to aim toward analytic generalization in doing case studies, and you should avoid thinking in such confusing terms as "the sample of cases" or the "small sample size of cases," as if a single case study were like a single In other words, draft caM Because of the imPOrtance of this distinction between the two ways of generalizing, you will find repeated examples and discussion throughout the Rather than resisting such a requirement, a good case study investigator should make the effort to develop this theoretical framework, no matter rellabUflJr The use of theory, in doing case studies, not only is an immense aid in defining the Figure 2.

Concepts that have been offered for these tests include trust- worthiness, Credibility, conf1flDability, and data dependability U. For case studies, an Important revelallon. IS that the several tactics to be used in dealing with these tests should be applIed throughout the i.

In this is to have the draft case study report reviewed by key informants a procedure sense, "design work" actually continues beyond the initial design plans. Construct Validity Internal Validity This fIrst test is especially problematic in case study research. Me an example such bell, Numerous "threats" to validity have been identifIed, maInly as studying "neighborhood change"-a common case stody topic. However, because so many textbooks already Over the years, concerns have arisen over how certain urban neighborhoods cover this topic, only two points need to be made here.

However, without any prior speci- studies, in which an investigator is trying to determine whether event x led fIcation ofthe slgmfIcant, operational events that constitute "change," areader to event y. If the investigator incorrectly concludes that there IS a causal cannot tell whether the rec.

Note that this logic is inapplicable to descriptive or Neighborhood change can indeed cover a wide variety of phenomena: exploratory studies whether the studies are case studies, surveys, or experi- racial turnover, housing deterioration and abandonment, changes in the pat- ments , which are not concerned with making causal statements.

Basically, a case study borhoods. To meet the test of construct validity, an investigator must be sure involves an inference every time an event cannot be directly observed. Thus to cover two steps: an investigator will "infer" that a particular event resulted from some earlier occurrence, based on interview and documentary evidence collected as part I. Select the specific types of changes that are to be studied in relation to the of the case study. Is the inference correct? Have all the rival explanations and original objectives of the study and possibilities been considered?

D,:,"s it appear to 2. Demonstrate that the selected measures of these changes do indeed reflect the be airtight? A research design that has anticipated these questions has begun specific types of change that have been selected. The second step now demands that you I tify. This is especially true in doing case studies.

As one set of suggestions, also justify why you might be using police-reported crime which happens Figure 2. Perhaps this is not a valid measure, given that large validity. As Figure 2. The fIrst is the use of multiple sources ofevidence, In a manner encouraging convergent lines of inquiry, and this tactic is relevant External Validity during data collection see Chapter 4. A second tactic is to establish a chain of evidence, also relevant during data collection Chapter 4.

The third tactic The third test deals with the problem of knowing whether a study's findings are generalizable beyond the immediate case study. The external validity problem BOX 7 has been amajor barrier in doing Case studies.

Critics typically state that single How Case Studies cases offer a poor basis for generalizing. However, such critics are implicitly Can Be Generalized to Theory contrasting the situation to survey research, in which a "sample" if selected correctly readily generalizes to a larger universe.

Thus analysts fall into the trap of try10g to select a survey research relies on statistical generalization, whereas Case studies as "representative" case or set of cases. In analytical generaliza-. If a study had focused on "gentrifica- tion" see Auger, , the procedure for selecting a neighborhood for study De! In principle, theories about changes in all of these.

A theory must be tested b "Jdi of a theory of urban planrung. Once such Partial result, new empm. This replication logic is the Same that underlies the use of experiments and allows scientists to generalize from one experiment to another and, as shown in Figure 2.

Note that the emphasis is on doing the same case over again, not on "replicating" the results of one case by doing another Case study. In accoun ng as If someoneone and bookkeeping. In thIS r ability check and must be able to One prerequisite for allOWing this other investigator to repeat an earlier Case study is the need to document the procedures follOwed in the earlier Case. Four tests may be considered relevant in judging the quality of a research design.

In designing and doing case studies, various tactics are designs designs available to deal with these tests, though not all of the tactics occur at the formal stage of designing a case study.

Some of the tactics occur during the data collection, data analysis, or compositional phases of the research and are therefore described in greater detail in subsequent chapters of this book. Four types of designs will be discussed, based on a 2 x 2 matrix see Figure 2. The matrix assumes that single- and multiple-case studies reflect different design situations and that, within these two types, there also can be a unitary or multiple units of embedded analysis.

Thus, for the case study strategy, the four types of designs are a TYPE 2 TYPE 4 multiple units single-case holistic designs, b single-case embedded designs, c multi- ple-case holistic designs, and d multiple-case embedded designs. The of analysis rationale for these four types of designs is as follows. This means the need for a decision, prior to any data collection, on whether a single-case study or multiple cases are going to be used to address the research questions.

Such a study can even help to refocus future investigations The single-case study is an appropriate design under several circumstances. See BOX 8 for another example, in the field of organiza- First, recall that a single-case study is analogous to a single experiment, and tional innovation.

One rationale for a single case is when it represents the extreme or unique case. The theory has specified a clear set of propositions single case is worth doculI enting and analyzIng. To confirm, challenge, or extend the theory, there may exist a single case, meeting all of the conditions for testing the theory.

The single case can ones, friends, pictures of famous people, or in some cases. This syndrome appears to be due to some phYSIcal Injury to the whether some alternative set of explanations might be more relevant. In this brain. In such CIrcumstances, the functioning and the Cuban missile crisis described in Chapter I, BOX 2 , single-case study is an appropriate research design whenever a new person the single case can represent a significant contribution to knowledge and with this syndrome-known as prnsopagnosia--is encountered.

Neal Another rationale for selecting a single--case rather than a multiple--case Gross et al. The case study is therefore worth conducting because The school was selected because it had a prior history of innovation and the descriptive information alone will be revelatory.

The book is about a single group of black men, living in a poor, innovations failed. Gross et al. Implementation about their lifestyles, their coping behavior, and 10 particular therr sensItivIty processes, rather than barriers, appeared to account for the outcomes. The book provides! Prior to the study, analysts had focused on the been only obscurely understood.

The single case showed how mvestigations identification of barriers; since the study, the literature has been much more of such topics could be done, stimulating much further research and eventually dominated by studies of the implementation process. A third rationale for a single case study is the revelatory case.

A outset. Liebow had the opportunity to meet the ,I mize the access needed to collect the case study evidence. His observations of and insights into the problems ofunemployment I covered. Holistic versus embedded case studies. The same case study may involve were common across the country as distinguished from the rare or unique I more than one unit of analysis.

This occurs when, within a single. When other investigators have similar types of opportunities and can tention also is given to a subunit or subunits see BO.

These three rationales serve as the major reasons for conducting a single-! However the units are selected, the resuI'nng d ' eslgn i. The case study is about the inside politics of the International'! Ii would be called an embedded case study design see Figure 2. E 0 j:Q Another typical problem with the holistic design is that the entire case study may be conducted at an abstract level, lacking any clear i.

Although some people have claimed J;. A major one occurs Multiple- versus single-case designs. In some fields, multiple-case studies when the case study focuses only on the subunit level and fails to return to have been considered a different "methodology" than single-case studies. A program evaluation that includes project char- For example, both anthropology and political science have developed one acteristics as a subunit of analysis, for instance, becomes a project study if set of rationales for doing single-case studies and a second set for doing no investigating is done at the larger unit-that is, the "program.

From the perspective of this book, however, subunit of study. However, if the data focus only on individual employees, the choice between single- and multiple-case designs remains within the the study will in fact become an employment and not an organizational study. The choice is considered one of research design, with both being in- cluded under the case study strategy.

Single cases are a common design for doing case studies, and Multiple-case designs have distinct advantages and disadvantages in com- two types have been described: those using holistic designs and those using parison with single-case designs.

The evidence from multiple cases is often embedded units of analysis. At the same time, the ration- of existing theory, where the case is a rare or unique event, or where the ale for single-case designs usually cannot be satisfied by multiple cases.

The case serves a revelatory purpose. Moreover, the conduct of a multi- of analysis or the case itself. An operational definition is needed and some ple-case study can require extensive resources and time beyond the means of precaution must be taken--before a total commitment to the whole case study a single student or independent research investigator.

Every case should serve a specific purpose within the overall scope Within the single case may still be incorporated subunits of analyses, so of inquirY. The subunits can consider multiple experiments-that is, to follow a ''replication'' logic. This often add significant opportunities for extensive analysis, enhancing the is far different from a mistaken analogy in the past, which incorrectly con- insights into the single case.

This pling" logic. The methodological differences between these two views are shift might in fact be justifiable, but it should not come as a surprise to the revealed by the different rationales underlying the replication as opposed to investigator. Replication, not sampling logic, for multiple-case studies. Thus, if one has access only to three cases of a rare, chmcal The same study may contain more than a single case. When this occurs, syndrome in psychology or medical science, the appropriate research design I the study has to use a mUltiple-case design, and such designs have increased is one in which the same results are predicted for each of the three cases, in frequency in recent years.

A common example is a study of school inno- thereby producing evidence that the three cases did indeed involve the same vations such as open classrooms, teacher aides, or new technology in which syndrome. If similar results are obtained from all three cases, replication is independent innovations OCCur at different sites. Thus each site might be the said to have taken place. This replication logic is the same whether one subject of an individual case study, and the study as a whole would have used a multiple-case design.

In each of these situations, an individual case or subject is considered akin to a single BOX 11 experiment, and the analysis must follow cross-experiment rather than Multiple-Case Studies within-experiment design and logic.

Much of its strength was attributable to the role of centralized reasons a theoretical replication. The ability to conduct six or ten case planning and support by government agencies. Gregory Hooks s studies, arranged effectively within a multiple-case design, is analogous to excellent case study points to a counterexample, frequently ignored by the ability to conduct six to ten experiments on related topics; a few cases advocates: the role of the U.

If all the cases turn out as predicted, these six to ten cases, in the and the microelectronics industry. One industry was much more dependent aggregate, would have provided compelling support for the initial set of upon government than the other. However, in both cases, Hooks's evidence propositions.

If the cases are in some way contradictory, the initial proposi- shows how the defense department supported the development of these indus- tions must be revised and retested with another set of cases. An important step in all of these replication procedures is the development of a rich, theoretical framework.

The framework needs to state the conditions under which a particular phenomenon is likely to be found a literal replica- are present, with the same prediction of little increase in use,. The theoretical framework later becomes the vehicle for gener- If this entire pattern of results across these multiple cases is indeed found, the alizing to new cases, again similar to the role played in cross-experiment nine to twelve cases, in the aggregate, would provide substantial support for designs.

Furthermore, just as with experimental science, if some of the the initial proposition. See BOX 12 for another example of a multiple-case empirical cases do not work as predicted, modification must be made to the replication design, but from the field of urban studies. Remember, too, that theories can be practical, and not just academic. Three or four additional cases might be selected in which only administrative applications are present, with the prediction being f,, or impractical to survey the entire universe or pool.

Finally, three or or pool, with inferential statistics used to establish the confidence intervals four other cases would be selected in which only instructional applications for which this representation is actually accurate.

Peter Szanton's book. Not Wen Advised l98! I1 1 The book is an excellent example of a multiple-case. The eight cases are sufficient ''replications'' to convince c. Jesson, J. Doing your literature review: Traditional and Downloaded by [The University of Northampton] at 07 July systematic techniques. It is suggestions such as these that have seen the simple case study become recognised as more than merely a research method, but as a design in its own right Hartley, The first of these begins by addressing the often ignored definition of what a case is and concludes via a walkthrough of where and when a case study is appropriate.

Following this the text then explores the design of a case study identifying the crucial units of observations , collecting evidence, analysis and finally the reporting of findings. Each of the chapters begins with an abstract clearly illustrating the points covered in the following text. This allows for retention of key information at a glance and the selection of sections that can be bypassed if necessary. In response to the many cries that case study work fails to be sufficiently rigorous or generalisable, Yin offers four critical conditions: construct validity, internal validity, external validity and reliability, which if fulfilled provide rigorous data, that is, particularisable to a given context.

This is supported throughout the text as more than 50 exemplar case studies are used to illustrate the desired learning within each chapter. Whilst the case study is often seen as synonymous with the qualitative turn, this research design is one that targets no particular data collection method.

This is then again supported via expert case examples, highlighting the complementary nature of case studies to other research designs. The book has seen significant developments following previous reviews, one of which has seen the practical exercises updated with the growth of the field. That being said, the sheer number of examples given means that specific features if looked for can be found. What is most notable about this text is the manner in which it is communicated.

Downloaded by [The University of Northampton] at 07 July The highly structured and evidence-laden chapters are delivered in a style which feels more like conversation than scripture. In addition, the author includes personal insights within the research process, providing a window into his understanding of the topic and the development of the book from his perspective.

For this reason the text is highly recommendable to undergraduates or novice case study practitioners as well as academics well versed in the research process. References Creswell, J. Research design: Qualitative, quantitative, and mixed methods approaches 3rd ed. Hartley, J. Case study research. Symon Eds. The editor encourages a view of research as an iterative process and a journey into the field of education.

The book is structured according to the phases of a research project. The second phase deals with research methodology and research design and subsequently the. Weight maintenance: Self-regulatory factors underpinning success and failure By Nikos Ntoumanis. Material objects and psychological theory: A conceptual literature review By Helen Chatterjee.