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Advantages and disadvantages of case studies
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Case studies are used as a tool to facilitate learning on the part of the participants by the trainer in the session. Case studies portray real life situations involving decision making by participants on either a set of questions or through an open-ended discussion in the classroom.
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- 1. Anatomy of a Case Study Case studies are used as a tool to facilitate learning on the part of the participants by the trainer in the session. Case studies portray real life situations involving decision making by participants on either a set of questions or through an open-ended discussion in the classroom. Usually case studies are presented in a session by dividing the Participants into groups. This enables the Participants to have a thorough analysis and understanding of the case. Advantages The most important advantage of using a case study is that it simplifies complex concepts. Case studies expose the participants to real life situations which otherwise is difficult. It truly helps in adding value to the Participants through discussion on concrete subjects. It improves -analytical thinking, communication, developing tolerance for different views on the same subject, ability to defend one’s own point of view with logic and enhances team work of the participants making them efficient over time. The many solutions which come out of the case act as ready reference when participants face similar problems at work place. Disadvantages It might be difficult to find an appropriate case study to suit to all subjects. Case studies contain the study of observations and perception of one person. There are chances that the person presenting the case study may completely present it in one manner missing other aspects completely. Managing time is a criterion in a training program. Case studies generally consume more time when compared to other instruments. For shorter duration programs case studies may not be the best medium. Since there is no one right answer, the problem arises in validation of the solutions because there are more than one way to look at things. Its best suited to advanced training programs when compared to basic level training programs and a certain level of maturity of participants is required as they have to participate in the case discussion. The advantages far outweigh the disadvantages as the case study approach provides for experiential learning and is a great tool in stimulating learning in training programs.
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- 1. EDUCATION DEPARTMENT
- 2. Case Study Research
- 3. Submitted To: Dr. Najam-Ul-Kashif Submitted By: Farah Fida Roll No: 08 Degree: Ph.D (EDU) Batch: 2018-2021
- 4. Introduction Case study research, through reports of past studies, allows the exploration and understanding of complex issues. It can be considered a robust research method particularly when a holistic, in-depth investigation is required One of the reasons for the recognition of case study as a research method is that researchers were becoming more concerned about the limitations of quantitative methods in providing holistic and in-depth explanations of the social and behavioral problems in question Through case study methods, a researcher is able to go beyond the quantitative statistical results and understand the behavioral conditions through the actor’s perspective. By including both quantitative and qualitative data, case study helps explain both the process and outcome of a phenomenon through complete observation, reconstruction and analysis of the cases under investigation
- 5. What is case study ? Basically, a case study is an in depth study of a particular situation rather than a sweeping statistical survey. It is a method used to narrow down a very broad field of research into one easily researchable topic. Whilst it will not answer a question completely, it will give some indications and allow further elaboration and hypothesis creation on a subject. The case study research design is also useful for testing whether scientific theories and models actually work in the real world. You may come out with a great computer model for describing how the ecosystem of a rock pool works but it is only by trying it out on a real life pool that you can see if it is a realistic simulation.
- 6. Case study – A Valid Method For psychologists, anthropologists and social scientists they have been regarded as a valid method of research for many years. Scientists are sometimes guilty of becoming bogged down in the general picture and it is sometimes important to understand specific cases and ensure a more holistic approach to research. H.M.: An example of a study using the case study research design.
- 7. Definition of case study A process or record of research into the development of a particular person, group, or situation over a period of time. Case study method enables a researcher to closely examine the data within a specific context. In most cases, a case study method selects a small geographical area or a very limited number of individuals as the subjects of study. Case studies, in their true essence, explore and investigate contemporary real-life phenomenon through detailed contextual analysis of a limited number of events or conditions, and their relationships
- 8. Yins definition of case study Yin (1984:23) defines the case study research method “as 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.”
- 9. Longitudinal examination of a single case Systematic way of longitudinal examination 1. Observing the events 2. Collecting data 3. Analyzing information 4. Reporting the results
- 10. Foundational Concepts While over time the contributions of researchers from varied disciplines have helped to develop and strengthen case study research, the variety of disciplinary backgrounds has also added complexity, particularly around how case study research is defined, described, and applied in practice
- 11. Common Characteristics of Case Study Research
- 12. Element Description The case Object of the case study identified as the entity of interest or unit of analysis Program, individual, group, social situation, organization, event, phenomena, or process A bounded system Bounded by time, space, and activity Encompasses a system of connections Bounding applies frames to manage contextual variables Boundaries between the case and context can be blurred Studied in context Studied in its real life setting or natural environment Context is significant to understanding the case Contextual variables include political, economic, social, cultural, historical, and/or organizational factors In-depth study Chosen for intensive analysis of an issue Fieldwork is intrinsic to the process of the inquiry Subjectivity a consistent thread—varies in depth and engagement depending on the philosophical orientation of the research, purpose, and methods Reflexive techniques pivotal to credibility and research process Selecting the case Based on the purpose and conditions of the study Involves decisions about people, settings, events, phenomena, social processes Scope: single, within case and multiple case sampling Broad: capture ordinary, unique, varied and/or accessible aspects
- 13. Multiple sources of evidence Multiple sources of evidence for comprehensive depth and breadth of inquiry Methods of data collection: interviews, observations, focus groups, artifact and document review, questionnaires and/or surveys Methods of analysis: vary and depend on data collection methods and cases; need to be systematic and rigorous Triangulation highly valued and commonly employed Case study design Descriptive, exploratory, explanatory, illustrative, evaluative Single or multiple cases Embedded or holistic (YIN, 2014) Particularistic, heuristic, descriptive (MERRIAM, 1998, 2009) Intrinsic, instrumental, and collective (STAKE, 1995, 2006)
- 14. Case study as a research method
- 15. Design of case study
- 16. Single case design In cases where there are no other cases available for replication, the researcher can adopt the single-case design. For instance, a social study on the effects of the collapse of Highland Towers in Kuala Lumpur in the 1990s, or the effects of tsunami in Ache in 2004 can be conducted using a single-case design, where events are limited to a single occurrence. However, the drawback of a single-case design is its inability to provide a generalizing conclusion, in particular when the events are rare. One way of overcoming this is by triangulating the study with other methods in order to confirm the validity of the process.
- 17. Multiple case design The multiple-case design, on the other hand, can be adopted with real-life events that show numerous sources of evidence through replication rather than sampling logic. According to Yin (1994), generalization of results from case studies, from either single or multiple designs, stems on theory rather than on populations. By replicating the case through pattern-matching, a technique linking several pieces of information from the same case to some theoretical proposition (Campbell, 1975), multiple-case design enhances and supports the previous results. This helps raise the level of confidence in the robustness of the method. For instance, research on dyslexic children with reading problems requires a number of replication that can be linked to a theory before conclusive results are generalized. Careful design of a case study is therefore very important
- 18. Category of case study 1. Exploratory case study 2. Descriptive case study 3. Explanatory case study
- 19. Exploratory case study Exploratory case studies set to explore any phenomenon in the data which serves as a point of interest to the researcher. For instance, a researcher conducting an exploratory case study on individual’s reading process may ask general questions, such as, “Does a student use any strategies when he reads a text?” and “if so, how often?”. These general questions are meant to open up the door for further examination of the phenomenon observed. In this case study also, prior fieldwork and smalls cale data collection may be conducted before the research questions and hypotheses are proposed. As a prelude, this initial work helps prepare a framework of the study. A pilot study is considered an example of an exploratory case study (Yin, 1984; McDonough and McDonough, 1997) and is crucial in determining the protocol that will be used.
- 20. Descriptive case study Descriptive case studies set to describe the natural phenomena which occur within the data in question, for instance, what different strategies are used by a reader and how the reader use them. The goal set by the researcher is to describe the data as they occur. McDonough and McDonough (1997) suggest that descriptive case studies may be in a narrative form. An example of a descriptive case study is the journalistic description of the Watergate scandal by two reporters (Yin, 1984). The challenge of a descriptive case study is that the researcher must begin with a descriptive theory to support the description of the phenomenon or story. If this fails there is the possibility that the description lacks rigor and that problems may occur during the project. An example of a descriptive case study using pattern-matching procedure is the one conducted by Pyecha (1988) on special education children. Through replication, data elicited from several states in the United States of America were compared and hypotheses were formulated. In this case, descriptive theory was used to examine the depth and scope of the case under study.
- 21. Explanatory case study Explanatory case studies examine the data closely both at a surface and deep level in order to explain the phenomena in the data. For instance, a researcher may ask the reason as to why a student uses an inference strategy in reading (Zaidah, 2003). On the basis of the data, the researcher may then form a theory and set to test this theory (McDonough and McDonough, 1997). Furthermore, explanatory cases are also deployed for causal studies where pattern-matching can be used to investigate certain phenomena in very complex and multivariate cases. Yin and Moore (1987) note that these complex and multivariate cases can be explained by three rival theories: a knowledge-driven theory, a problem-solving theory, and a social-interaction theory. The knowledge-driven theory stipulates that eventual commercial products are the results of ideas and discoveries from basic research. Similar notions can be said for the problem-solving theory. However, in this theory, products are derived from external sources rather than from research. The social-interaction theory, on the other hand, suggests that overlapping professional network causes researchers and users to communicate frequently with each other.
- 22. Other researchers also mention about other categories of case study. For instance, according to McDonough and McDonough (1997) other categories include interpretive and evaluative case studies. Through interpretive case studies, the researcher aims to interpret the data by developing conceptual categories, supporting or challenging the assumptions made regarding them. In evaluative case studies, the researcher goes further by adding their judgment to the phenomena found in the data.
- 23. Case study as a research method Yin case study as research Yin (1984) cautions researchers against any attempt to separate these categories or to conceive them as a hierarchy. Yin (1984:15) postulates that: A common misconception is that the various research strategies should be arrayed hierarchically. Thus, we were once taught to believe that case studies were appropriate for the exploratory phase of an investigation that surveys and histories were appropriate for the descriptive phase, and that experiments were the only way of doing exploratory or causal inquiries. The hierarchical view, however, is incorrect. Experiments with an exploratory motive have certainly always existed. In addition, the development of causal explanations has long been a serious concern of historians, reflected by the subfield known as historiography. Finally, case studies are far from being only an exploratory strategy.
- 24. Stake case study as research method In defining case studies, Stake (1995) distinguishes three types, the intrinsic, the instrumental and the collective. In an intrinsic case study, a researcher examines the case for its own sake. For instance, why does student A, age eight, fail to read when most children at that age can already read? In an instrumental case study, the researcher selects a small group of subjects in order to examine a certain pattern of behavior, for instance, to see how tertiary level students study for examination. In a collective case study, the researcher coordinates data from several different sources, such as schools or individuals. Unlike intrinsic case studies which set to solve the specific problems of an individual case, instrumental and collective case studies may allow for the generalization of findings to a bigger population.
- 25. Advantages of case study First, the examination of the data is most often conducted within the context of its use (Yin, 1984), that is, within the situation in which the activity takes place. A case study might be interested, for example, in the process by which a subject comprehends an authentic text. To explore the strategies the reader uses, the researcher must observe the subject within her environment, such as reading in classroom or reading for leisure. This would contrast with experiment, for instance, which deliberately isolates a phenomenon from its context, focusing on a limited number of variables (Zaidah, 2003). Second, variations in terms of intrinsic, instrumental and collective approaches to case studies allow for both quantitative and qualitative analyses of the data. Some longitudinal studies of individual subjects, for instance, rely on qualitative data from journal writings which give descriptive accounts of behavior. On the other hand, there are also a number of case studies which seek evidence from both numerical and categorical responses of individual subjects (such as Block, 1986; Hosenfeld, 1984). While Yin (1984:25) cautions researchers not to confuse case studies with qualitative research, he also notes that “case studies can be based … entirely on quantitative evidence”.
- 26. Third, the detailed qualitative accounts often produced in case studies not only help to explore or describe the data in real-life environment, but also help to explain the complexities of reallife situations which may not be captured through experimental or survey research. A case study of reading strategies used by an individual subject, for instance, can give access to not only the numerical information concerning the strategies used, but also the reasons for strategy use, and how the strategies are used in relation to other strategies. As reading behaviours
- 27. Disadvantages of case studies Despite these advantages, case studies have received criticisms. Yin (1984) discusses three types of arguments against case study research. First, case studies are often accused of lack of rigour. Yin (1984:21) notes that “too many times, the case study investigator has been sloppy, and has allowed equivocal evidence or biased views to influence the direction of the findings and conclusions”. Second, case studies provide very little basis for scientific generalization since they use a small number of subjects, some conducted with only one subject. The question commonly raised is “How can you generalize from a single case?” (Yin, 1984:21). Third, case studies are often labeled as being too long, difficult to conduct and producing a massive amount of documentation (Yin, 1984). In particular, case studies of ethnographic or longitudinal nature can elicit a great deal of data over a period of time. The danger comes when the data are not managed and organised systematically. A common criticism of case study method is its dependency on a single case exploration making it difficult to reach a generalizing conclusion (Tellis, 1997). Yin (1993) considered case methodology ‘microscopic’ because of the limited sampling cases. To Hamel et al. (1993) and Yin (1994), however, parameter establishment and objective setting of the research are far more important in case study method than a big sample size.
- 28. Conclusion In summary, we provide some discussion of case studies in terms of the different types of case studies found in the literature. Case studies are considered useful in research as they enable researchers to examine data at the micro level. As an alternative to quantitative or qualitative research, case studies can be a practical solution when a big sample population is difficult to obtain. Although case studies have various advantages, in that they present data of real-life situations and they provide better insights into the detailed behaviors of the subjects of interest, they are also criticized for their inability to generalize their results. Case study method has always been criticized for its lack of rigor and the tendency for a researcher to have a biased interpretation of the data. Grounds for establishing reliability and generality are also subjected to skepticism when a small sampling is deployed. Often time, case study research is dismissed as useful only as an exploratory tool. Despite these criticisms, researchers continue to deploy the case study method particularly in studies of real-life situations governing social issues and problems. Case studies from various disciplines and domains are widely reported in the literature.
- 29. References: Hamel, J., Dufour, S. and Fortin, D., (1993). Case Study Methods. Newbury Park, CA: Sage Publications. Hosenfeld, C., (1984). Case studies of ninth grade readers. In J.C. Alderson and A.H. Urquhart (Eds.), Reading in a Foreign Language. London: Longman. McDonough, J. and McDonough, S., (1997). Research Methods for English Language Teachers. London: Arnold. Pyecha, J., (1988). A Case Study of the Application of Noncategorical Special Education in Two States Chapel …Hill, NC: Research Triangle Institute. Stake, R.E. (1995). The Art of Case Study Research: Perspective in Practice. London: Sage. Creswell, John W.; Hanson, William E.; Plano Clark, Vicki L. & Morales, Alejandro (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236-264. doi: 10.1177/0011000006287390 Merriam, Sharan B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey- Bass Tellis, Winston, (1997). Introduction to Case Study. The Qualitative Report, Volume 3, Number 2, July. (http://www.nova.edu/ssss/QR/QR3-2/tellis1.html). Yin, R., (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing. Zaidah Zainal, (2003). An Investigation into the effects of Discipline-Specific Knowledge, Proficiency and Genre on Reading Comprehension and Strategies of Malaysia ESP
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IMAGES
VIDEO
COMMENTS
Advantages The most important advantage of using a case study is that it simplifies complex concepts. Case studies expose the participants to real life
The advantages far outweigh the disadvantages as the case study approach provides for experiential learning and is a great tool in stimulating learning in
Case Study: Meaning Definitions, Objectives, Characteristics, Steps, Types, Sources, Advantages, Disadvantages.
DISADVANTAGES 1. 2. 3. 4. 5. Lack of generalization Lack of ... Preliminary theory & blueprint of the study ⇋ Initial theory & understanding of what is. •
Advantages of Case Study Method <ul><li>Advantages are millions.. Advantages <ul><li>-Develops coherence in the thought processes </.
13. Advantages and Limitations of Case Study The primary advantage of case study is that it provides much more detailed information than what
Case study method may have the errors of memory and judgment. The advantages far outweigh the disadvantages as the case study approach provides
MERITS • To answer questions how and why • Extent of control over behavioural events-. DEMERITS • Lack of systematic handling of data • Rigor of case study
33. DISADVANTAGES Written case study provides no opportunity to branch out and incorporate new ideas once the study is completed. 34. • Written
It is a method used to narrow down a very broad field of research into one easily researchable topic. Whilst it will not answer a question