Definitions of case study, categories of case study, types of case study and advantages or disadvantages of case study

1. QUALITATIVE
RESEARCH
PRESENTED BY: ROOHA SHAHID

2. TOPIC
CASE STUDY IN
QUALITATIVE
RESEARCH

3. DEFINITIONS OF CASE AND CASE STUDY
● Yin (2002) defines case as “a contemporary phenomenon within its real life context, especially
when the boundaries between a phenomenon and context are not clear and the researcher has
little control over the phenomenon and context”
● Sagadin (1991) states that a “Case study is used when we analyze and describe, for example
each person individually (his or her activity, special needs, life situation, life history, etc.), a
group of people (a school department, a group of students with special needs, teaching staff,
etc.), individual institutions or a problem (or several problems), process, phenomenon or event in
a particular institution, etc. in detail.
● According to Stake (1995), ‘’ Case study research is an investigation and analysis of a single or
collective case, intended to capture the complexity of the object of study.’’
● Simons (2009) created that : “Case study is an in-depth exploration from multiple perspectives of
the complexity and uniqueness of a particular project, policy, institution, program or system in a
‘real life’.’’

4. VARIOUS CLASSIFICATION: CASE STUDY TYPE
AND CATEGORIES
Sagadin has made comprehensive contribution regarding classification of case studies.
CLASSIFICATION ACCORDING TO TIME DIMENSION
Retrospective case study : The simplest type of study; it involves the collection of data
relating to a past phenomenon of any kind.
Diachronic studies: Change over time and are similar to longitudinal studies.
Snapshot studies: The case is being examined in one particular period of time, such as
a current event, a day in the life of a person, a diary, etc
Parallel studies: The cases are all happening and being studied concurrently.
Sequential studies: The cases happen consecutively, and there is an assumption that
what has happened at one time point or in an intervening period will in some way affect
the next incident.
Nested studies: Involve the comparison of elements within one case (nested elements).
With nested studies, the breakdown is within the principal unit of analysis.

5. VARIOUS CLASSIFICATION: CASE STUDY TYPE
AND CATEGORIES
CLASSIFICATION ACCORDING TO THEORY FORMATION
George and Bennett(2005) present six types of case studies classified according to theory
formation.
 A theoretical/configurative idiographic case studies: Illustrative case studies that do not
accumulate or contribute directly to theory.
 Disciplined configurative case studies: Use established theories to explain the case.
 Heuristic case studies: Identify new, unexpected paths; for such studies,
marginal, deviant, or outlier cases may be particularly useful.
 Theory-testing case studies: Studies that assess the validity and scope conditions of single or
competing theories.
 Plausibility probes: Preliminary studies used to determine whether further
examination is warranted.
 “Building Block” studies: Studies of particular types or subtypes of a phenomenon, that, when
put together, contribute to a more comprehensive theory

6. TYPES OF CASE STUDY
Yin (1993) has identified some specific types of case studies, which are given below:
1.Explanatory - This type of case study would be used if you were seeking to answer a question that sought to
explain the presumed causal links in real-life interventions that are too complex for the survey or experimental
strategies. Example: Joia (2002). Analysing a web-based e-commerce learning community: A case study in
Brazil. Internet Research, 12, 305-317.
2.Exploratory – It is a type of case study that is used to explore those situations in which the intervention being
evaluated has no clear, single set of outcomes. Example: Lotzkar & Bottorff (2001). An observational study of
the development of a nurse-patient relationship. Clinical Nursing Research, 10, 275-294
3.Descriptive - This type of case study is used to describe an intervention or phenomenon and the real-life
context in which it occurred. Example: Tolson, Fleming, & Schartau (2002). Coping with menstruation:
Understanding the needs of women with Parkinson’s disease. Journal of Advanced Nursing, 40, 513- 521.
4.Multiple Case Study - It enables the researcher to explore differences within and between cases. Example:
Campbell & Ahrens (1998). Innovative community services for rape victims: An application of multiple case
study methodology. American Journal of Community Psychology, 26, 537-571.

7. TYPES OF CASE STUDY
5.Intrinsic - The term ‘intrinsic’ suggests that researchers who have a genuine interest in the case should
use this approach when the intent is to better understand the case. It is not undertaken primarily because the
case represents other cases or because it illustrates a particular trait or problem, but because in all its
particularity and ordinariness, the case itself is of interest. Example: Hellström, Nolan, & Lundh (2005).
“We do things together” A case study of “couplehood” in dementia. Dementia, 4 (1), 7-22.
6.Instrumental – It is used to accomplish something other than understanding a particular situation. It
provides insight into an issue or helps to refine a theory. Example: Luck, Jackson, & Usher (2007).
STAMP: Components of observable behaviour that indicate potential for patient violence in emergency
departments. Journal of Advanced Nursing, 59, 11-19.
7.Collective – It is similar in nature and description to multiple case studies. Example: Scheib (2003). Role
stress in the professional life of the school music teacher: A collective case study. Journal of Research in
Music Education, 51 ,124-136

8. METHODS OF CASE STUDY
According to Yin(1994), the methods of case study are given below;
Methods Description
1. Pattern match Conduct comparison of the discovery and
collected evidence to the research proposition to
amend or validation the hypothesis.
2. Explanation building Use information from the narrative form, in man
cases, through dynamic comparison, to establish
explanation by a series of interactive events.
3. Time-series Analysis Compare patterns of events on the time series.

9. Three Approaches To Case Study In Education:
Yin, Merriam, And Stake
ROBERT YIN’S CASE STUDY RESEARCH: DESIGN AND METHODS
Epistemologically commitment Posititivism.
Definition of case A Real life phenomena in which boundaries between phenomena and context not clear.
Definition of case study Empirical inquiry that investigates the questions of How and Why in phenomena of
interest.
Design of case study The logical sequence of study connect ion between initial research questions and
ultimately, to its conclusions. Four types of case study design include single holistic design,
single embedded design, multiple holistic design, and multiple embedded design.
Components A study’s questions; its propositions, if any; its unit(s) of analysis; the logic linking the data
to the propositions; and the criteria for interpreting the findings.

10. Data Gathering According to Yin’s: In data gathering of case study investigator’s skills, training for a specific case
study, the development of a protocol for the investigation, the screening of the case study nominations
(making the final decision regarding the selection of the case), and the conduct of a pilot study is
important. Case study researchers make use of six data gathering tools: documentation, archival
records, interviews, direct observations, participant observation and physical artifacts.
Data Analysis In Yin’s point of view five dominant techniques for data analysis are pattern matching, explanation
building, time-series analysis, program logic models, and cross-case synthesis interest.
ROBERT STAKE’S THE ART OF CASE STUDY RESEARCH
Epistemologically commitment Constructivism and existentialism
Definition of case An integrated system which “has a boundary and working parts” and purposive
Definition of case study Study of the particularity and complexity of a single case, coming to understand its
activity within important circumstances.
Design of case study Flexible design which allows researchers to make major changes even after they
proceed from design to research. Researchers need a set of two or three sharpened
issue questions that will “help structure the observation, interviews, and document
review .

11. Data Gathering Being a qualitative case study researcher requires “Knowing what leads to significant
understanding, recognizing good sources of data, and consciously and unconsciously testing out
the veracity of their eyes and robustness of their interpretations. Qualitative case study
researchers exploit observation, interview and document review as data gathering tools.
Data Analysis Simultaneity of data collection and analysis. Two strategic ways to analyze data: Categorical
Aggregation and Direct Interpretation. Each researcher needs, through experience and
reflection, to find the forms of analysis that work for him or her.
SHARAN MERRIAM’S QUALITATIVE RESEARCH AND CASE STUDY
Epistemologically commitment Constructivism
Definition of case A single entity, a unit around which there are boundaries and it can be a person,
a program, a group, a specific policy and so on.
Definition of case study An intensive, holistic description and analysis of a bounded phenomenon such as a
program, an institution, a person, a process, or a social unit.

12. Design of case study According to Merriam’s five steps of research design are conducting literature review,
constructing a theoretical framework, identifying a research problem, crafting and sharpening
research questions, and selecting the sample.
Data Gathering In Merriam’s point of view qualitative case study researchers utilize three data collection
techniques conducting interviews, observing, and analyzing documents.
Data Analysis Simultaneity of data collection and analysis six analytic strategies explain by Merriam’s
ethnographic analysis, narrative analysis, phenomenological analysis, constant comparative
method, content analysis, and analytic induction.

13. ADVANTAGES OF CASE STUDY
●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.
●Case study method is responsible for intensive study of a unit. It is the investigation and
exploration of an event thoroughly and deeply
● It studies a social unit in its entire perspectives. It means there is no sampling in case study method.

14. ADVANTAGES OF CASE STUDY
●It compares different type of facts about the study of a unity.
●Through case study method we can formulate and develop a questionnaire
and schedule.
●Case study method provides grounds for generalization of data for illustrating
statistical findings.

15. DISADVANTAGES OF CASE STUDY
●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.

16. DISADVANTAGES OF CASE STUDY
●It is a subjective method rather than objective.
●This method is very difficult and no layman can conduct this method.
●This method is depend on situation and have no fixed limits of investigation of the
researcher.
●This method is very costly and time consuming as compared to the other method of data
collection.
● Case study method may have the errors of memory and judgment.
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.

17. REFERENCES
● RESEARCH ON MNC'S SUPPLY CHAIN IMPLEMENTATION IN CHINA— CONTENTS, PROBLEMS AND
RECOMMENDATIONS - Scientific Figure on ResearchGate. Available from:
https://www.researchgate.net/figure/4-Methods-for-case-study-data-analysis_tbl3_268174469 [accessed 29
Mar, 2020]