This document provides an overview of case study methodology in social sciences. It defines a case study as an in-depth analysis of a specific case or phenomenon, aimed at providing a detailed understanding rather than generalizable predictions. The document discusses different types of cases, including those that are found, made, or conventions. It also addresses common misunderstandings about case studies, such as that they cannot generate theoretical knowledge or be generalized. Overall, the document argues that case studies provide valuable practical and contextual knowledge about complex social situations.
Qualitative research - type of data, analysis of qualitative data, software f...Dr.Preeti Tiwari
This document provides an overview of qualitative research methods, including:
- Qualitative research seeks to understand people's experiences and interpretations of the world through methods like interviews and observation.
- There are several types of qualitative research designs including case studies, grounded theory, phenomenology, and ethnography.
- Data collection methods include interviews, focus groups, participant observation, and analysis involves coding data into themes and concepts.
- Qualitative research aims to gather rich descriptive data rather than numerical data, and the researcher plays a role in data collection and interpretation.
1) Qualitative research aims to provide a holistic understanding of social settings through comprehensive descriptions of interlocking events in everyday life.
2) The process of qualitative research involves establishing a general problem, developing research questions, selecting a design and sampling strategy, collecting and analyzing data, and interpreting findings.
3) Common qualitative research designs include case studies, ethnography, grounded theory, phenomenology, and participatory research. Each design has distinct features regarding the researcher's role, data collection methods, and analytical approach.
Case study research involves an in-depth study of a real-world situation or phenomenon in its natural context. It is appropriate when a researcher wants to answer descriptive "what" questions or explanatory "how" and "why" questions. Case studies simplify complex concepts, expose participants to real-life situations, and improve analytical thinking. They can consume significant time. Case study research design involves defining the case, determining research questions, selecting samples, collecting data through techniques like interviews, and analyzing whether a single or multiple case study is needed. Case studies have particularistic, descriptive, and heuristic characteristics.
The document summarizes the case study research method. It defines a case study as an in-depth analysis of an individual or small group. Case studies aim to provide rich contextual descriptions rather than generalizable conclusions. There are different types of case studies including illustrative, exploratory, cumulative, and critical instance. Data collection methods can include interviews, observations, documents, and artifacts. Issues like validity, reliability, flexibility, and emphasis on context are discussed as strengths and weaknesses of the case study method.
Case study research involves an in-depth examination of a bounded system or multiple systems over time through detailed data collection from multiple sources. It provides an in-depth understanding of a case or comparison of several cases. Case studies can be single instrumental studies exploring a single issue, collective studies exploring an issue through multiple cases, or intrinsic studies analyzing a unique case itself. Data collection involves multiple sources like observations, interviews, documents and artifacts. Data is analyzed through holistic, embedded, thematic, cross-case or within-case analysis to interpret the meaning of the case(s).
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
Phenomenological research aims to describe the lived experiences of several individuals regarding a phenomenon. It seeks to illuminate specific phenomena through how they are perceived by those in a situation. The researcher identifies a shared experience among individuals and attempts to locate the universal essence and nature of that experience. The methodology involves bracketing researcher bias, collecting data through methods like interviews, reducing the data to identify themes, and describing the textures of what was experienced and structures of how it was experienced.
Qualitative research - type of data, analysis of qualitative data, software f...Dr.Preeti Tiwari
This document provides an overview of qualitative research methods, including:
- Qualitative research seeks to understand people's experiences and interpretations of the world through methods like interviews and observation.
- There are several types of qualitative research designs including case studies, grounded theory, phenomenology, and ethnography.
- Data collection methods include interviews, focus groups, participant observation, and analysis involves coding data into themes and concepts.
- Qualitative research aims to gather rich descriptive data rather than numerical data, and the researcher plays a role in data collection and interpretation.
1) Qualitative research aims to provide a holistic understanding of social settings through comprehensive descriptions of interlocking events in everyday life.
2) The process of qualitative research involves establishing a general problem, developing research questions, selecting a design and sampling strategy, collecting and analyzing data, and interpreting findings.
3) Common qualitative research designs include case studies, ethnography, grounded theory, phenomenology, and participatory research. Each design has distinct features regarding the researcher's role, data collection methods, and analytical approach.
Case study research involves an in-depth study of a real-world situation or phenomenon in its natural context. It is appropriate when a researcher wants to answer descriptive "what" questions or explanatory "how" and "why" questions. Case studies simplify complex concepts, expose participants to real-life situations, and improve analytical thinking. They can consume significant time. Case study research design involves defining the case, determining research questions, selecting samples, collecting data through techniques like interviews, and analyzing whether a single or multiple case study is needed. Case studies have particularistic, descriptive, and heuristic characteristics.
The document summarizes the case study research method. It defines a case study as an in-depth analysis of an individual or small group. Case studies aim to provide rich contextual descriptions rather than generalizable conclusions. There are different types of case studies including illustrative, exploratory, cumulative, and critical instance. Data collection methods can include interviews, observations, documents, and artifacts. Issues like validity, reliability, flexibility, and emphasis on context are discussed as strengths and weaknesses of the case study method.
Case study research involves an in-depth examination of a bounded system or multiple systems over time through detailed data collection from multiple sources. It provides an in-depth understanding of a case or comparison of several cases. Case studies can be single instrumental studies exploring a single issue, collective studies exploring an issue through multiple cases, or intrinsic studies analyzing a unique case itself. Data collection involves multiple sources like observations, interviews, documents and artifacts. Data is analyzed through holistic, embedded, thematic, cross-case or within-case analysis to interpret the meaning of the case(s).
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
Phenomenological research aims to describe the lived experiences of several individuals regarding a phenomenon. It seeks to illuminate specific phenomena through how they are perceived by those in a situation. The researcher identifies a shared experience among individuals and attempts to locate the universal essence and nature of that experience. The methodology involves bracketing researcher bias, collecting data through methods like interviews, reducing the data to identify themes, and describing the textures of what was experienced and structures of how it was experienced.
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
This document provides an overview of case study research. It defines case study research as a qualitative approach that uses various data sources to conduct an in-depth analysis of a case or cases. It explores the aims, definition, design, data collection, and analysis aspects of case study research. Examples of case studies are also provided. The document concludes with a group activity asking readers to consider how a case study approach could be applied to their own research areas and what units of analysis and design they may use.
This document outlines Jamal Anwar Taha's seminar on qualitative research methods. It defines qualitative research as focusing on how people interpret and make sense of their experiences. The seminar discusses main types of qualitative research like case studies, grounded theory, phenomenology, and ethnography. It also covers qualitative data collection techniques such as interviews and observation, and methods of analysis including the funnel approach and triangulation to enhance validity. The strengths and challenges of qualitative research are presented, with a conclusion that it aims to understand meanings in specific contexts through rich data collection and analysis.
This document is quoted from Academic Writing Skill, IFL, Cambodia. It's for students in year three not only at IFL but also other universities in Cambodia.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
The document discusses qualitative and quantitative research methods. It notes that qualitative research aims to develop an understanding of human systems through collecting in-depth data, while quantitative research focuses on gathering numerical data and statistical analysis. Some key differences highlighted include qualitative research seeking to understand why and how decisions are made, while quantitative research answers what, where, when questions and tests theories using variables and statistics. Both approaches are valid forms of scientific inquiry.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
The document provides an overview of a course on qualitative research methods. It discusses key topics that will be covered in the lectures, including what qualitative research is, different qualitative research strategies and how to implement them, methods for collecting data through observation and interviews, and analyzing qualitative data. The lectures will cover theory, qualitative research strategies and processes, data collection techniques, and critiques of qualitative research approaches.
This document provides an overview of mixed methods research. It discusses the three main types of research designs: qualitative, quantitative, and mixed methods. It explains the differences between qualitative and quantitative research in terms of purpose, group studied, variables, data collection/analysis, and results. The document also discusses pragmatism as the philosophy behind mixed methods research and reasons for combining methods. It outlines various ways that qualitative and quantitative methods can be mixed, such as through timing, weighting, and mixing of data. The document concludes by describing six main mixed methods designs and recommending further readings on the topic.
This document outlines an agenda for a case study research workshop. It discusses traditional prejudices against case study research, defines what a case study is, and covers how to design, conduct, analyze and report case studies. The document emphasizes that case study research requires rigorous procedures and benefits from theoretical propositions to guide the study. It provides examples of case study designs and discusses strategies for preparing to collect data, analyzing evidence, and addressing rival explanations in the analysis and reporting of case studies.
research Qualitative vs. quantitative researchgagan deep
This document provides an overview of quantitative and qualitative research methods. Quantitative research deals with numbers and statistics to test theories, while qualitative research deals with words and meanings to understand concepts. Common quantitative methods are experiments, surveys, and observations recorded numerically, while common qualitative methods are interviews, observations described in words, and literature reviews. Both approaches are useful for research but answer different types of questions and require different analysis methods.
Phenomenological research seeks to understand and describe the universal essence of lived experiences. It involves suspending judgments and focusing on descriptions of phenomena as directly experienced. The key characteristics are being descriptive, uncovering meanings of experiences, and setting aside prejudices. Common data collection methods include interviews and observations. Analysis involves identifying meaning units and synthesizing them into descriptions of the core structures and textures of experiences. Limitations include potential researcher bias and difficulties establishing validity, maintaining bracketing, and presenting qualitative findings.
Qualitative and quantitative research methods are described. Qualitative research uses words, images and subjective approaches to gather an in-depth understanding of human behavior through smaller focused samples. It is useful for exploratory research and answering "why" and "how" questions. Quantitative research uses numbers, logic and objective approaches through larger samples and is useful for validating facts and relationships through descriptive and causal studies. Examples of qualitative techniques include in-depth interviews, focus groups, and projective techniques, while surveys and experimentation are provided as quantitative methods.
The document discusses scientific method and research. It defines scientific method as integrating deductive and inductive reasoning to systematically study problems through hypothesis formulation, evidence collection, and hypothesis testing. Research is defined as the objective analysis and recording of controlled observations that can lead to generalizations, principles, or theories. The key aspects of research discussed include formulating problems, developing hypotheses, collecting evidence, analyzing data, and reporting results. Both qualitative and quantitative research approaches are described.
This document discusses qualitative research methods. It defines qualitative research as exploring issues to understand phenomena through unstructured sources like interviews rather than statistics. Some key characteristics of qualitative research are that it seeks to understand people's perspectives in natural settings, is value-bound, and aims for a holistic picture through discovery rather than testing hypotheses. Case studies are described as an in-depth analysis of a single case to understand its complexity. Triangulation is introduced as using multiple research strategies or data sources to confirm findings and reduce errors.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
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This document outlines the 7 key steps in the research process: 1) identifying a problem, 2) reviewing literature, 3) setting objectives and hypotheses, 4) choosing a study design, 5) collecting data, 6) processing and analyzing data, and 7) writing a report. It provides details on each step, including how to identify a research problem versus a non-research problem, review existing literature, develop objectives and hypotheses, choose an appropriate design, collect and analyze data, and structure a research report. The overall process is meant to guide researchers in conducting thorough scientific studies.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
1. The document outlines the research process, beginning with defining research and the different types of research. It then discusses formulating a research problem, reviewing literature, identifying variables, and constructing hypotheses.
2. The steps of the research process discussed include creating a research design, developing instruments for data collection, selecting a sample, writing a research proposal, collecting data, analyzing and presenting findings.
3. An example of formulating a research problem, objectives, variables, and hypotheses for a study on factors influencing student absenteeism is provided to illustrate applying the concepts.
In this slideshare I briefly review the topic of ergodicity and WEIRDness in Qualitative Research. Disclaimer: Past performance is not indicative of future results.
Narrative research inquiry relies on individuals' spoken or written words to tell their stories and describe their lived experiences. This qualitative approach emphasizes learning about people's lives through their stories and the meanings they derive from experiences. Narrative research uses methods like interviews, journals, autobiographies, and other documents to collect stories and develop an understanding of individuals' perspectives. Analysis considers both the content of the narratives and how meaning is constructed through language.
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
This document provides an overview of case study research. It defines case study research as a qualitative approach that uses various data sources to conduct an in-depth analysis of a case or cases. It explores the aims, definition, design, data collection, and analysis aspects of case study research. Examples of case studies are also provided. The document concludes with a group activity asking readers to consider how a case study approach could be applied to their own research areas and what units of analysis and design they may use.
This document outlines Jamal Anwar Taha's seminar on qualitative research methods. It defines qualitative research as focusing on how people interpret and make sense of their experiences. The seminar discusses main types of qualitative research like case studies, grounded theory, phenomenology, and ethnography. It also covers qualitative data collection techniques such as interviews and observation, and methods of analysis including the funnel approach and triangulation to enhance validity. The strengths and challenges of qualitative research are presented, with a conclusion that it aims to understand meanings in specific contexts through rich data collection and analysis.
This document is quoted from Academic Writing Skill, IFL, Cambodia. It's for students in year three not only at IFL but also other universities in Cambodia.
This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.
The document discusses qualitative and quantitative research methods. It notes that qualitative research aims to develop an understanding of human systems through collecting in-depth data, while quantitative research focuses on gathering numerical data and statistical analysis. Some key differences highlighted include qualitative research seeking to understand why and how decisions are made, while quantitative research answers what, where, when questions and tests theories using variables and statistics. Both approaches are valid forms of scientific inquiry.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
The document provides an overview of a course on qualitative research methods. It discusses key topics that will be covered in the lectures, including what qualitative research is, different qualitative research strategies and how to implement them, methods for collecting data through observation and interviews, and analyzing qualitative data. The lectures will cover theory, qualitative research strategies and processes, data collection techniques, and critiques of qualitative research approaches.
This document provides an overview of mixed methods research. It discusses the three main types of research designs: qualitative, quantitative, and mixed methods. It explains the differences between qualitative and quantitative research in terms of purpose, group studied, variables, data collection/analysis, and results. The document also discusses pragmatism as the philosophy behind mixed methods research and reasons for combining methods. It outlines various ways that qualitative and quantitative methods can be mixed, such as through timing, weighting, and mixing of data. The document concludes by describing six main mixed methods designs and recommending further readings on the topic.
This document outlines an agenda for a case study research workshop. It discusses traditional prejudices against case study research, defines what a case study is, and covers how to design, conduct, analyze and report case studies. The document emphasizes that case study research requires rigorous procedures and benefits from theoretical propositions to guide the study. It provides examples of case study designs and discusses strategies for preparing to collect data, analyzing evidence, and addressing rival explanations in the analysis and reporting of case studies.
research Qualitative vs. quantitative researchgagan deep
This document provides an overview of quantitative and qualitative research methods. Quantitative research deals with numbers and statistics to test theories, while qualitative research deals with words and meanings to understand concepts. Common quantitative methods are experiments, surveys, and observations recorded numerically, while common qualitative methods are interviews, observations described in words, and literature reviews. Both approaches are useful for research but answer different types of questions and require different analysis methods.
Phenomenological research seeks to understand and describe the universal essence of lived experiences. It involves suspending judgments and focusing on descriptions of phenomena as directly experienced. The key characteristics are being descriptive, uncovering meanings of experiences, and setting aside prejudices. Common data collection methods include interviews and observations. Analysis involves identifying meaning units and synthesizing them into descriptions of the core structures and textures of experiences. Limitations include potential researcher bias and difficulties establishing validity, maintaining bracketing, and presenting qualitative findings.
Qualitative and quantitative research methods are described. Qualitative research uses words, images and subjective approaches to gather an in-depth understanding of human behavior through smaller focused samples. It is useful for exploratory research and answering "why" and "how" questions. Quantitative research uses numbers, logic and objective approaches through larger samples and is useful for validating facts and relationships through descriptive and causal studies. Examples of qualitative techniques include in-depth interviews, focus groups, and projective techniques, while surveys and experimentation are provided as quantitative methods.
The document discusses scientific method and research. It defines scientific method as integrating deductive and inductive reasoning to systematically study problems through hypothesis formulation, evidence collection, and hypothesis testing. Research is defined as the objective analysis and recording of controlled observations that can lead to generalizations, principles, or theories. The key aspects of research discussed include formulating problems, developing hypotheses, collecting evidence, analyzing data, and reporting results. Both qualitative and quantitative research approaches are described.
This document discusses qualitative research methods. It defines qualitative research as exploring issues to understand phenomena through unstructured sources like interviews rather than statistics. Some key characteristics of qualitative research are that it seeks to understand people's perspectives in natural settings, is value-bound, and aims for a holistic picture through discovery rather than testing hypotheses. Case studies are described as an in-depth analysis of a single case to understand its complexity. Triangulation is introduced as using multiple research strategies or data sources to confirm findings and reduce errors.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
Follow Me:
Linkedin: arguni_hasnain
Instagram : arguni.hasnain
Facebook: arguni.hasnain
This document outlines the 7 key steps in the research process: 1) identifying a problem, 2) reviewing literature, 3) setting objectives and hypotheses, 4) choosing a study design, 5) collecting data, 6) processing and analyzing data, and 7) writing a report. It provides details on each step, including how to identify a research problem versus a non-research problem, review existing literature, develop objectives and hypotheses, choose an appropriate design, collect and analyze data, and structure a research report. The overall process is meant to guide researchers in conducting thorough scientific studies.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
1. The document outlines the research process, beginning with defining research and the different types of research. It then discusses formulating a research problem, reviewing literature, identifying variables, and constructing hypotheses.
2. The steps of the research process discussed include creating a research design, developing instruments for data collection, selecting a sample, writing a research proposal, collecting data, analyzing and presenting findings.
3. An example of formulating a research problem, objectives, variables, and hypotheses for a study on factors influencing student absenteeism is provided to illustrate applying the concepts.
In this slideshare I briefly review the topic of ergodicity and WEIRDness in Qualitative Research. Disclaimer: Past performance is not indicative of future results.
This document discusses research and the research process. It defines research as a systematic process of collecting, analyzing, and interpreting data to increase understanding of a phenomenon. The research cycle involves 7 steps: identifying a problem, stating the research goal, dividing the problem into subproblems, developing hypotheses and assumptions, planning the research design, collecting and analyzing data, and interpreting the results. The document also discusses 6 common tools used in research: the library and its resources, computer technology, measurement, statistics, language, and the human mind. It provides examples of how each tool can be used at different stages of the research process.
CEMP : Mark Readman (OCR Media Conference 2009)rikhudson
This document discusses the complex and contested nature of creativity. It provides various definitions of creativity from past research but also highlights contradictions in how creativity is defined. It questions whether creativity is an internal cognitive process or a social phenomenon. It also explores debates around whether creativity is a special ability or a common human capacity. The document advocates moving away from trying to precisely define creativity and instead analyzing how the concept is constructed through different discourses. It also raises issues around assessing creativity given its ambiguous nature.
"Collaboration in the Meltdown" is part of the MaRS CIBC Presents Entrepreneurship 101 lecture series.
Speaker: John Abele
January 7, 2009
More information including video podcast: http://www.marsdd.com/Events/Event-Calendar/Ent101/2009/lived-it-lecture-01072009.html
This document discusses qualitative case studies and defines three types of case studies: intrinsic, instrumental, and collective. An intrinsic case study aims to provide an in-depth understanding of a particular case due to its inherent interest. An instrumental case study examines a case primarily to provide insight into an issue or generalize a phenomenon; the case plays a supportive role. A collective case study extends instrumental study to multiple cases to investigate a phenomenon, population, or general condition. The document emphasizes designing case studies to optimize understanding of the individual case rather than generalizing beyond it.
Portfolios in Higher Education: Capitalizing on the Digital and Interactive dcambrid
The document discusses the use of digital portfolios in higher education. It provides examples of portfolio models used at various universities that capitalize on the capabilities of digital portfolios. These capabilities include easing portfolio management, offering rapid feedback, scaffolding the learning process, documenting lifelong learning, and enabling multimedia reflection. The models demonstrate how portfolios can be used for assessment, retention, student engagement, and developing student identity. The presentation calls on educators to reflect on how these digital portfolio approaches and concepts could be applied in their own teaching.
PPT Explaining the ToK Presentation.pptxssuser084412
The document discusses the TOK presentation assessment. It provides guidance on choosing a real-life situation to explore a knowledge question. A good situation stems from a local controversy, issues within an area of knowledge, or controversial personal/global issues. The situation should be narrow enough to explore fully within the time allowed. The presentation should extract a clear knowledge question from the situation and identify/analyze different perspectives on the question using examples and arguments. It should relate the analysis back to the situation and show relevance to other situations. The document also includes templates for preparing and assessing a presentation.
The document discusses data analysis and negative results in research. It defines data analysis as breaking down data into manageable units to identify patterns and relationships. It also distinguishes between qualitative and quantitative data and research. Negative results, which challenge assumptions or are inconclusive, represent the majority of research but are often not published. Publishing negative results could help direct research away from failed approaches and prevent wasted efforts replicating failures.
This document provides guidance on how to conduct research effectively. It discusses important considerations when starting a research project such as defining a clear research question, gathering relevant information through reading, and formulating testable hypotheses. The document also outlines key steps in the scientific process including designing experiments, collecting and analyzing data, and drawing conclusions. Additionally, it offers advice on how to approach challenges in research such as exposing assumptions, investigating anomalies, and developing necessary tools to make progress on solving research problems.
This document discusses data analysis and summarizing key aspects in 3 sentences or less:
The document discusses different types of data, qualitative vs quantitative data, and the process of data analysis which involves noticing patterns in the data, collecting and categorizing important pieces of information, and thinking critically about the meaning and implications. It also notes that negative results are often not published but can still provide valuable scientific insights, and sufficient statistics are important for others to evaluate and build upon the analysis. The document provides examples and outlines the various steps in the data analysis process.
This document summarizes various research methods covered in a lecture on research methods for CISC 897. It discusses case studies, experiments, surveys, and other empirical strategies used in computer science research. For case studies specifically, it provides examples of different types of case studies including observational studies, comparative studies, and pilot cases. It also summarizes literature surveys and how they can be used to identify open questions in a research area.
The document provides an overview of exploratory testing. It defines exploratory testing as simultaneous learning, test design, and test execution. Exploratory testing is a highly situational practice that is informed by factors like the product, tester skills, mission, and what is learned during testing. An effective exploratory tester is able to carefully observe, think critically, generate diverse test ideas, and apply rich resources and heuristics to testing. While the external process is straightforward, the inner thought process of the exploratory tester is what truly distinguishes excellent exploratory testing.
- The document discusses conducting literature reviews for graduate programs. It provides guidance on what a literature review is, what it is used for, where to start, and how to ensure a high quality review. It emphasizes reviewing recent, relevant, and empirical sources to support the ideas, hypotheses, discussion, and conclusions of a thesis or dissertation. It also provides examples of literature review evaluation criteria to help ensure a thorough, exhaustive, and well-organized review.
This document provides an overview of case study methodology. It defines a case study as an in-depth analysis of a specific person, group or event that is used to illustrate broader principles. The document discusses different types of case studies, data collection methods like observations and interviews, issues of reliability and validity, and strengths and weaknesses of the case study approach. It also provides an example case study on how working-class youth in the UK transition from school to factory jobs.
This document provides guidance on conducting public relations (PR) research, including choosing a topic, framing questions, conducting a literature review, developing a statement, and outlining the structure of a research report. Key steps include narrowing your topic, locating background information, designing surveys to collect data, analyzing results, and interpreting findings in the context of existing theories. The goal is to address an issue that interests you while contributing new insights.
03 The scientific method in research.pptxssusere05ec21
The document discusses the scientific method in research. It states that the scientific method improves research by eliminating human biases and helping researchers develop systematic plans, raise accuracy, and properly analyze data. The scientific method consists of four major steps: observation, hypothesis, experimentation, and induction. Observation involves critically questioning phenomena while hypothesis is a proposed explanation that requires testing. Experimentation systematically tests hypotheses and induction generalizes results into theories. The scientific method has developed since the 18th century to become a core part of research methodology.
This document discusses research design and case study methodology. It begins by defining a case study as a research strategy that focuses on understanding the dynamics within a case. It then discusses key aspects of case study research including defining research questions, selecting cases, collecting data, analyzing data, comparing findings to existing literature, and developing hypotheses. The document provides examples of case study research and discusses the strengths of the approach, which include developing deep insights and understanding causal mechanisms. It outlines the typical process for conducting a case study and provides advice around combining data collection methods, using multiple investigators, and allowing flexibility in the research design.
1. The document discusses components of a good educational system, including providing access to resources anytime, empowering sharing of knowledge, and giving opportunities to present issues publicly.
2. It promotes open educational resources (OERs) which can be freely accessed, reused, revised and redistributed. However, challenges include lack of adoption and rewards for authors.
3. A taxonomy is presented categorizing social learning interactions from groups, to networks, to collectives using different tools. Formalizing the informal and informalizing the formal is advocated.
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9
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2. Outline
1. What is a case study?
2. What is a case?
3. Make a case
4. Problems with case studies
5. Exercise
6. A PhD case study experience
3. Various research types
• Eight main types of research:
– literature reviews, secondary analysis and
meta-analysis of existing data; qualitative
research; research based on administrative
records and documentary evidence; ad hoc
sample surveys; regular or continuous sample
surveys; case studies; longitudinal studies;
and experimental social research (Hakim,
1987)
4. Why the case studies?
• From the failures of:
– Quantitative evaluation studies in providing
findings that had strong explanatory power.
– Measures and indicators
• To provide:
– Clear findings, document success and failure
– To provide an understanding of process.
• Case-studies used to be looked down
upon, now we often just assume that’s
what social researchers ‘do’.
6. What is a Case Study?
• Case Studies, Case Histories, and Case
Records
• An approach to the production of knowledge
• NOT simply an example or an illustration
• It is a Methodology NOT a single Method
• It does not exclude or claim to replace other
methodologies
• It does have significant advantages for
social scientists
7. Rationale
• A ‘functioning specific’ with purposive
working parts within an integrated system
(Stake, 1994)
• Detailed and close examination of an
example or phenomena
• Aims to describe things as they are, not as
they might or could be
• Flexibility of addressing multiple
incidences
8. ‘Case study is not easily summarised as a single
coherent form of research. Rather it is an
“approach” to research which has been fed by
many different theoretical tributaries, some,
deriving from social science, stressing social
interaction and the social construction of
meaning in situ, others, deriving from medical or
even criminological models, giving far more
emphasis to the ‘objective’ observer, studying
‘the case’.’ (Stark and Torrance, 2004: 33)
10. What is a Case?
• A case is a container, a frame etc…
• Fundamentally about boundaries
• But boundaries can be: spatial, temporal,
processual or conceptual.
• But doesn’t necessarily say that
boundaries are the beginning, the process,
or the outcome!
• How do you systematise this apparent
infinite insanity?
• Can always reconsider your ‘casing’
11. Examples of ‘casing’
• Spatial – local- global
– e.g.: Saskia Sassen’s comparative study of the global
city status of New York, London and Tokyo
• Temporal – Emblematic moments
– e.g.: Peter Atkins on the removal of street barriers in
Victorian London.
• Processual →
– development and success or failure of a technology or
project)
• Conceptual
– e.g.: David Lyon on ‘the surveillance society’→
But it’s not that simple
12. A Conceptual Map of Cases
Conceptual Map for answers to ‘What is a
Case?’ (from Ragin and Becker, p.9)
13. 1. Cases are Found
• Cases are empirically real and bounded
• Cases are specific
• Empirical boundary-making essential to
research
• Discovered as part of process
e.g.: ‘community’; ‘rural development
network’ →
14. 2. Cases are Objects
• Cases are empirically real and bounded
• Cases are general and conventional
• Boundary-making is not important process
in research
• Use existing boundaries
e.g.: ‘nation-state’; ‘call-centre’
15. 3. Cases are Made
• Cases are theoretical constructs
• Emerge during specific research process
• Gradually imposed on data
• Theoretical significance precedes
empirical limits
• No necessary outcome or success
e.g.: ‘terrorism’; ‘tyranny’→
16. 4. Cases are Conventions
• Cases are theoretical constructs
• Products of collective or general
scholarship
• External to specific study
• Ways of organising social science
• Affected by academic fashion
e.g.: ‘industrial societies’; ‘global cities’→
18. Overlaps and Changes
• 4 types of Case are not incompatible
• Can combine them
• Can move from one to another during
research
• Can use one or more approaches in
parallel
• And of course, you might not have such a
choice in practice (sponsors etc.)…
19. Multiple Problems
• Little consistency in practice
• Little effort to link theoretical and empirical cases
amongst real researchers
• How can you compare different cases within
research or from different studies?
• Are variable-oriented investigations able to
address complexities?
• Can you make narrative approaches more
systematic?
• How do case-studies relate to their conventions?
• Problems of establishing causality from small-N
cases?
21. Flyvberg’s “5 Misunderstandings
about Case-Studies”
1. Theoretical knowledge is more valuable than
practical knowledge;
2. You cannot generalise from a single case,
therefore case-studies cannot contribute to
scientific development;
3. Case-studies are best for generating
hypotheses not for testing hypotheses or
building theory;
4. Case-studies are biased towards verification;
5. Case-studies are difficult to summarise.
22. 1. Theoretical and Practical
• Theoretical knowledge = context-
independent
• Practical knowledge = context-
dependent
• Two main points:
a. Learning as movement from rule-
discovery to expertise
b. Prediction and Social Inquiry
23. 1a. Developing Expertise
• Old idea of development of human knowledge =
discovery of rules (analytical rationality)
• BUT: discovery of rules is only a beginning
• Important thing is development of virtuosity →
(embodied skill) or expertise (recognised skill)
• Expertise can only develop through experience
of cases
• Important to understanding complex reality of
social worlds and researcher’s own skills
24. 1b. Prediction and Social Inquiry
• Social sciences used to try to imitate
natural sciences in producing
generalisable, predictable theory
• Have not succeeded, probably cannot? (At
least we don’t know the form of any such
theory)
• Can produce dense, context-dependent
knowledge
• Aim is learning not proof (heuristic).
25. So…
• Practical, contextual knowledge creates
virtuosity / expertise and is all we can
expect from social inquiry.
• Case Studies provide this.
26. 2. Generalisation and Science
• BUT: haven’t I just proved the second
misunderstanding to be correct after all?
• Well, you can see recurring patterns in
analysing multiple case-studies…
• However generalisation is possible from a
single case – even in science in practice.
• And can generalise about what is NOT
true (Karl Popper’s idea of falsifiability).
27. So…
• Formal generalisation is overestimated as
a means to scientific advance →
• ‘Force of example’ is underestimated
• Case-studies are ideal for falsifiability
28. 3. Hypotheses and Purpose
• Cases are useful at all stages of
research
• Falsifiability can be the concluding stage
of even conventional methodology
• What is vital is how a case is chosen and
why (it’s the casing, again…).
• 4 types of cases:
a. Extreme / deviant cases
b. Maximum variation cases
c. Critical cases
d. Paradigmatic Cases
29. a. Extreme / Deviant Cases
• A dramatic example, which can help
make a point
• e.g.: many of Freud’s case histories
• Indicate tendencies, boundaries,
falsifiability etc. →
30. b. Maximum Variation Cases
• To obtain information about particular
circumstances in case process and
outcomes
• Several similar cases with large variation
in one characteristic
• Have to be careful that don’t assume
these are like experiments – other
variations always exist (although
experiments are never quite what they
seem either…)
31. c. Critical Cases
• Cases which have a strategic importance to a
general problem
• Can conclude that if something is true in this
case, it is more likely to be true in others
• e.g.: Whyte’s late 1930s to early 1940s study
of ‘street corner’ society.
• Would expect social disorganisation, in fact
found a lot. If social organisation is present
even here, then more likely to be universal?
• Location of these cases requires experience /
expertise.
32. d. Paradigmatic Cases
• Highlight more general tendencies in society at
large
• e.g.: Foucault’s use of Bentham’s ‘Panopticon’
The Panopticon provides a key example of the
tendency to conceive of the person in a
particular way (as malleable individual) at a
particular time (the modern period) →
• How to choose? You can’t always…
• A paradigmatic case is often paradigmatic
because it becomes so.
• Needs to be widely agreed or accepted (or
even widely rejected!).
33. 4. Verification Bias
• Do case studies just tend to confirm researchers’
preconceived notions?
• They can…but so can any research
• Because of depth and closeness to real life,
case-studies are frequently more likely to
overturn preconceived notions (many examples
of this from field researchers)
• Case studies often do not have simple outcomes
• Case studies allow ‘objects’ of research to ‘talk
back’
• Produces more complex forms of understanding
because recognises research as learning
34. So…
• Case studies are no more subject to
verification bias than other methodologies
• Case studies in practice show a greater
sign of propensity of falsification of
preconceived ideas
• Case studies allow others to speak
35. 5. Summarising Case Studies
• Case studies are often strongly narrative-based
• But thick description is an advantage and demonstrates
ambiguities and problems that are real
• Summarising can destroy everything that is important
about a case study
• So use this as an advantage! Try to:
– Avoid god-like narrator tone and let actants speak
– Avoid closing down the possible implications by being too tied to
one theory or discipline
– make the reader think ‘what is this a case of?’ NEVER ‘so what?’
• The case is the result
• Understanding cases creates virtuosity / expertise
• e.g.: Wittgenstein on London – to understand the city
you travel in different ways, you don’t just use a map.
36. Ludwig Wittgenstein used the following metaphor describing his
use of the case-study approach in philosophy:
“In teaching you philosophy I’m like a guide showing you how
to find your way round London. I have to take you through the
city from north to south, from east to west, from Euston to the
embankment and from Piccadilly to the Marble Arch. After I
have taken you many journeys through the city, in all sorts of
directions, we shall have passed through any given street a
number of times— each time traversing the street as part of a
different journey. At the end of this you will know London; you
will be able to find your way about like a born Londoner. Of
course, a good guide will take you through the more important
streets more often than he takes you down side streets; a bad
guide will do the opposite.
In philosophy I’m a rather bad guide.” (Gasking and Jackson,
1967)
37. So…
• Case processes are often difficult to
summarise
• Case outcomes may or may not be
• Problems of summary are because of the
nature of reality not case-study
methodology
• Summary may not be desirable
• Good case studies should be read as
narratives in their entirety
38. How do you Compare Case Studies?
• Research Questions
– should think of them together
– case is a problematization of a question
• Controlling variables
– But remember: NOT a classical experiment
– Choosing cases which have similar
characteristic is all you are doing
• Avoiding assumptions
– Have to be open to change
39. Case study process
• Methods
– Qualitative, Quantitative, Mixed methods
• Obstacles
– social, financial, bureaucratic, and logistical
obstacles to be encountered before, during
and after the fieldwork
• Ethics
– Principles procedures vs. protocols
– Confidentiality on data/sources
• New technologies
46. Final Thoughts on Case-studies and
Method
• Case Studies to the generation of
virtuosity / expertise NOT specialism
• Case Studies are about choice not
sampling
• Because the boundaries are not fixed they
can change at any time
• Because Case Studies are about ‘doing’,
understanding and learning, the only way
of improving is to do more
47. References: Case Study LIterature
• Flyvberg, B. (2006) Five Misunderstandings about Case-Study
Research, Qualitative Inquiry 12(2): 219-245.
• Hakim, C. (1987) Research design: Strategies and choices in the
design of social research. London: Allen & Unwin
• Ragin, C.C. and Becker, H.S. (1992) What is a Case? Exploring the
Foundations of Social Inquiry. Cambridge: CUP.
• Stake, R.E. (1995) The Art of Case-Study Research. Thousand
Oaks CA: Sage.
• Stark, S. and Torrance, H. (2004) ‘Case Study’, in B. Somekh &
Cathy Lewin eds Research Methods in the Social Sciences, London:
Sage. Chap. 3, pp33-40
• Yin (2003) Case Study Research. 3rd Edition. Thousand Oaks CA:
Sage.
• Yin, (2004) Case Study Research: An Anthology, Thousand Oaks
CA: Sage.
48. References: Specific Studies
• Atkins, P.J. (1993) ‘How the West End was won: the struggle to
remove street barriers in Victorian London’, Journal of Historical
Geography 19(3): 265-277.
• Foucault, M. (1977) Discipline and Punish: The Birth of the Prison.
London: Allen Lane.
• Freud, S. (1900) The Interpretation of Dreams. Multiple editions.
• Lyon, D. (1994) The Electronic Eye: The Rise of the Surveillance
Society. Cambridge: Polity Press.
• Mehmood, A. (2008) Analysing Socioeconomic Development on
Small Islands from an Evolutionary Perspective. Unpublished PhD
Thesis. Newcastle University.
• Sassen, S. (1991) The Global City: London, New York, Tokyo.
Princeton: Princeton University Press.
• Whyte, W.F. (1943) Street Corner Society: The Social Structure of
an Italian Slum. Chicago: University of Chicago Press.