1. Pointers in Doing and Writing Up Case Research Daniel Robey Georgia State University ICIS 1997 December 16, 1997

2. Agenda Deciding between positivism and interpretivism
Implications of the choice
Prospects for integrating positivism and interpretivism
Pointers in writing up case research

3. Deciding between Positivism and Interpretivism
You have a choice.
Your personal identity is not at stake.
Your epistemological assumptions should be part of a coherent strategy of research.

4. Five Difficult Questions Jennifer Mason, Qualitative Researching, Sage 1996.
1. What is the nature of the social reality I wish to investigate? (ontology)
“realist” ontology
actors
social structures (groups, organizations)
“interpretive” ontology
discourse
social constructions (e.g., culture)
Students need rules and structure. Accommodating special requests may seem to make you more “responsive” to the students, but the silent majority will find your actions disturbing and even unfair. Make the rules clear and stick with them.
Experiential exercises were popular in the 1970s in OB courses. They belong in many courses where students can role play in the class.
Boundaries are essential parts of a relationship with students. This is a world where boundaries are rapidly disappearing: work and home, for example.
Often students will identify closely with you and wish to be considered a friend. This may be truest where you and the student are of the same ethnic group. This is OK, but it should never compromise your responsibility to be fair and helpful to everyone. The best advice I have is to discuss the need for boundaries in relationships with the students.

5. Five Difficult Questions Jennifer Mason, Qualitative Researching, Sage 1996.
2. What counts as evidence? (epistemology)
positivist epistemology
direct observation
event histories
interpretive epistemology
stories and other symbols of culture
researcher’s interpretations

6. Five Difficult Questions Jennifer Mason, Qualitative Researching, Sage 1996.
3. What topic is the research concerned with?
4. What are my research questions?
5. What is the purpose of my research?

7. Implications of the Choice between Positivism and Interpretivism
Extreme Positions Untenable
cannot be completely objective
cannot be completely subjective
Methodology as an Approximation
Positivist must “pretend” objectivity
Interpretivist must “pretend” subjectivity

8. Drastically Different Methods
Positivist seeks objective indicators to produce an accurate, rich account of reality
triangulation among multiple sources of data
fact-finding interviews
Interpretivist seeks subjective experience to produce a convincing account of multiple realities
low profile: “fly on the wall”
open ended interviews
self-evaluation
reliability a prerequisite to validity

9. Prospects for Integrating Positivism and Interpretivism: Integration across Studies
Positivist can stimulate interpretive
Gaps in knowledge left by positivist studies
Representation of multiple voices
Interpretive can serve positivist
Exploratory “front end”
Rich, detailed accounts of constructs

10. Prospects for Integrating Positivism and Interpretivism: Integration within Studies
High risk strategy
Examples
Gable (1994)
Kaplan and Duchon (1988)
NOT simply integrating quantitative and qualitative methods

11. Pointers in Writing Up Qualitative Case Research Rhetorical Strategy
Identify relevant gaps in knowledge.
Identify interesting “intellectual puzzles.”
Identify significant practical issues.
Do not “bash” the opposing epistemological camp.
Do not assert the superiority of your assumptions.

12. Pointers in Writing Up Qualitative Case Research Answering Difficult Questions
1. State your research questions.
2. State and justify your ontological and epistemological assumptions.
3. Present your method as a coherent strategy for answering your research questions.
4. Produce the “chain of evidence.”
5. Show how your findings fulfill the purpose of your research.