Objective 4.1 Evaluate the use of case studies in research.

Case studies  Case Study is defined as an intensive study of a single unit for the purpose of understanding a larger class of (similar) units.

Case studies What is a case study?  The case study is the most flexible of all research designs, allowing the researcher to retain the holistic characteristics of real-life events while investigating empirical events.  In general, a case study is an empirical inquiry which investigates a contemporary phenomenon within its real-life context when the boundaries between phenomenon and context are not clearly evident.

Case studies To refer to a work as a case study might mean (a) that its method is qualitative and small in size (Yin 1994); (b) that the research is ethnographic, clinical, participant-observation, or otherwise “in the field” (c) that the research is characterized by process- tracing (George and Bennett 2004 (d) that the research investigates the properties of a single case (Campbell and Stanley 1963, 7; Eckstein [1975]1992) (e) that the research investigates a single phenomenon, instance, or example (the most common usage).

Strengths of Case studies  Anchored in real-life situations, the case study results in a rich and holistic account of a phenomenon.  It offers insights and illuminates meanings that expand its readers' experiences.  These insights can be construed as tentative hypotheses that help structure future research; hence, case study plays an important role in advancing a field's knowledge base.

Strengths of Case studies  Another advantage of the case study is that they present opportunities that researchers could not otherwise have.  It would be unethical to take a volunteer and damage his or her hippocampus just for the purpose of studying memory effects.  However, if a person undergoes surgery or some other event for another purpose, psychologists can study the outcomes.  Much of what we know about the human brain came from case studies of people who have had surgeries or accidents.

Evaluation of Case studies  The colorful description in a case study can create an image: "a vivid portrait of excellent teaching, for example--can become a prototype that can be used in the education of teachers or for the appraisal of teaching" (Eisner, 1991).  Eisner would argue that a single can “paint a picture” for future cases or similar cases.

Evaluation of Case studies  The special features of case study research that provide the rationale for its selection also present certain limitations in it usage.  Although rich, thick description and analysis of a phenomenon may be desired, a researcher may not have the time or money to devote to such an undertaking.  And assuming time is available to produce a worthy case study, the product may be too lengthy, too detailed, or too involved for busy policy makers and practitioners to read and use.

Limitations of Case studies  Many of the criticisms of the case study method relate to the highly labor intensive nature of this research strategy.  Miles (1979) suggests that the added degree of energy required is responsible for generating more researcher stress than any other method (considering that it is often a combination of several methods).

Case studies  The analysis and presentation of case study is subject to more risk of researcher bias than other research strategies.  How can it be more at risk for researcher bias?

Case studies  A case study research design is inherently more time consuming at each stage of the study and is likely to be more skill-intensive than other forms of research.  Researchers for this type of study are likely to require more training and ability than those controlling other forms of research, a condition demanded by the requisite flexibility of the method.

Evaluation of Case studies  Perhaps because a case study focuses on a single unit, a single instance, the issue of generalizability looms larger here than with other types of qualitative research.  However, much can be learned from a particular case. Readers can learn vicariously from an encounter with the case through the researcher's narrative description. (Stake, 2005).