Created by: Thomas Chaput, Laurie Dodson, & Erin Keith

GRADED 9724A Section 651: Leadership Abilities in Education Page 1

Case Study Methodologies in Education Research Real People in Real Situations
Group 2: Thomas Chaput, Laurie Dodson, Erin Keith

Qualitative case study research is supported by the pragmatic approach of Merriam, informed by the rigour
of Yin, and enriched by the creative interpretation described by Stake (Brown, 2008).

The defining feature of qualitative case study methodology is analytical eclecticism, permitting
researchers to explore phenomenon in temporal, geographic, organizational, and
institutional contexts (Cohen, Manion & Morrison, 2007; Thomas, 2011).

* For your consideration: Is a good description better than a bad
explanation?

Case studies:
o draw together naturalistic, holistic, ethnographic, phenomenological, and biographic research methods in a
bricoleur design, or a palette of methods (Stake, 1995, p. xi-xii).

o interrogate specific aspects of practice and experience, as they relate to a developing, contemporary
phenomenon within a natural context (Riveros, 2014).

o are immersions into one real-life scenario (Tashakkori & Teddlie, 2010).

o permit interpretations in context of an individual, program, situation or process (Merriam, 2009).

o connect to core values and intentions, and can be particularistic, descriptive and heuristic (Merriam, 2009).

Case studies allow researchers to:
o develop a theory that can help others to understand similar cases, phenomena, and situations (Cohen et al.,
2007).
o examine a single entity (case), and illuminate the interaction between significant features characterizing that
phenomenon, using a range of research design options (Merriam, 1998).
o become integrally involved in a case (Cohen et al., 2007), and to access various outcome possibilities
(exploration, explanatory, descriptive).
o focus on the perceptions of individual actors or groups of actors in particular situations (Cohen et al.,
2007).
o understand participants lived experiences related to real-life events (Cohen et al., 2007).
o establish cause and effect linkages, while recognizing that context is a key determinant of both (Cohen et al.,
2007).
o interpret, discover and gain insights, rather than test hypotheses (Merriam, 1998).
o investigate and report the complex dynamic and unfolding interactions of events, human relationships, and
other factors in a unique instance (Cohen et al., 2007, p. 253)
o apply theories into practice, generate hypotheses, provide illustrative examples, and formulate new theories
(Cohen et al., 2007).
o clearly delineate the boundaries of the case (bind) in relation to time, space, activity and/or context (Riveros,
2014).
o make their findings more robust (corroborate, validate, triangulate) through the use of multiple data
collection alternatives (Riveros, 2014).


Created by: Thomas Chaput, Laurie Dodson, & Erin Keith
GRADED 9724A Section 651: Leadership Abilities in Education Page 2


Comparative Summary: Case Study Methodologies


Advantages of Case Study Methodologies

Disadvantages of Case Study Methodologies


- Flexible and broad, ranging from brief descriptions
to long, detailed accounts (Huberman & Miles, 2002)
- Data are much richer and contain greater depth
than other experimental designs (Merriam, 1988).
- Can be qualitative or quantitative in nature (Yin,
2003).


- A story telling approach (narrative) allows
researchers to generate new ideas, explore what has
happened and why, explore project dynamics and
complexities with fewer constraints (Yin, 2009).





- Exploratory (create knowledge), constructive (solve
problem), confirmatory (test hypothesis) alternatives
(Yin, 2003).
- Multiple sources of data facilitate examination and
construction of new ideas and theories (Yin, 2009)
- Can explore, describe and explain complexities in
real-life settings, which may not be fully captured
through experimental or survey research (Howard,
Lothen-Kline & Boekeloo, 2003)


- Provide context-dependent (practical) knowledge
versus context-independent (theoretical) knowledge
(Flyvbierg, 2006)
- Preferred strategy for how and why questions,
when the investigator has little control over events,
and the focus is on a contemporary phenomenon
within an authentic situation (Yin, 1994).


- Provides a qualitative leap in the learning process
(second to practical experience) (Flyvbierg, 2006)
- Emphasis on learning versus proof (Flyvbierg,
2006)

- Too lengthy and difficult to conduct; produces a
large quantity of data (Yin, 1984)
- The researcher does not have control over all
variables and contextual features (Yin, 1984).




- Possible biases in data collection, interpretation
and results (single researcher); and issues related to
external versus internal validity (George & Bennett,
2004).
- Investigators can be sloppy (Yin, 1984).
- There is no universal method for interpreting the
data (Baxter & Jack, 2008).


- Data are often unique to the studied event or
process (George & Bennett, 2004).
- Case study methodology viewed as microscopic
because of the limited sampling cases (Yin, 1993)
- Difficulty in establishing reliability (George &
Bennett, 2004)
- Case selection bias (Flyvbierg, 2006)
- There is a danger that data are not managed and
organized systematically (Yin, 1984)


- Researchers can rely too much on interpretation to
guide findings/recommendations (Flyvbierg, 2006).
- Conclusions are subjective (usually not predictive)
- Difficult to draw cause-effect conclusions (Lincoln
& Guba, 2000; Tellis, 1997; Yin, 1984)
- Case studies provide little basis for scientific
generalization (Lincoln & Guba, 2000; Tellis, 1997;
Yin, 1984).




Created by: Thomas Chaput, Laurie Dodson, & Erin Keith
GRADED 9724A Section 651: Leadership Abilities in Education Page 3


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Created by: Thomas Chaput, Laurie Dodson, & Erin Keith
GRADED 9724A Section 651: Leadership Abilities in Education Page 4


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Created by: Thomas Chaput, Laurie Dodson, & Erin Keith
GRADED 9724A Section 651: Leadership Abilities in Education Page 5



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