Three Principles of Data Collection in Case Study Method

The benefits from these six sources of evidence can be maximized if you fol­low three principles. These principles are relevant to all six sources and, when used properly, can help to deal with the problems of establishing the construct validity and reliability of the case study evidence. The three are as follows. 1. Principle

An Analytic Strategy in Case Study Research: More Than Familiarity with Analytic Tools

1. Need for an Analytic Strategy Introduction. The analysis of case study evidence is one of the least developed and most difficult aspects of doing case studies. Too many times, investigators start case studies without having the foggiest notion about how the evidence is to be analyzed (despite Chapter 3’s recommendation that the analytic

Five Analytic Techniques in Case Study Research

None of the analytic techniques should be considered easy to use, and all will need much practice to be used powerfully. Your objective should be to start modestly, work thoroughly and introspectively, and build your own analytic repertoire over time. The reward will eventually emerge in the form of com­pelling case study analyses and,

Pressing for a High-Quality Analysis in Case Study Research

No matter what specific analytic strategy or techniques have been chosen, you must do everything to make sure that your analysis is of the highest quality. At least four principles underlie all good social science research (Yin, 1994a, 1994b, 1997, 1999) and require your attention. First, your analysis should show that you attended to

Targeting Case Study Reports

Giving some initial thought to your likely or preferred audience and reporting formats serves as a good starting point for composing your case study. It can have a more diverse set of potential audiences than most other types of research, including (a) academic colleagues; (b) policy makers, practitioners, community leaders, and other professionals who

Case Study Reports as Part of Larger, Mixed Methods Studies

Your completed case study may include data from other methods (e.g., surveys or quantitative analysis of archival data such as health status indicators). In particular, Chapter 2 pointed to the possibility that within a single case might exist embedded units of analysis, which might have been the subject of data collection through these other

Illustrative Structures for Case Study Compositions

The chapters, sections, subtopics, and other components of a report must be organized in some way, and this constitutes your case study report’s composi­tional structure. Attending to such structure has been a topic of attention with other methodologies. For instance, L. Kidder and Judd (1986, pp. 430-431) write of the “hourglass” shape of a

Procedures in Doing a Case Study Report

Every investigator should have a well-developed set of procedures for analyz­ing social science data and for composing an empirical report. Numerous texts offer good advice on how you can develop your own customized procedures, including the benefits and pitfalls of using word-processing software (Becker, 1986, p. 160). One common warning is that writing means

What Makes an Exemplary Case Study?

In all of case study research, one of the most challenging tasks is to define an exemplary case study. Although no direct evidence is available, some specula­tions seem an appropriate way of concluding this book.3 The exemplary case study goes beyond the methodological procedures already highlighted throughout this book. Even if you, as a

Action Research Defined

Action research is social research carried out by a team that encompasses a professional action researcher and the members of an organization, commu- nity, or network (“stakeholders”) who are seeking to improve the participants’ situation. AR promotes broad participation in the research process and sup-ports action leading to a more just, sustainable, or satisfying

General Overviews of Action Research Are Hard to Find

We decided to write a general overview of AR because of our experience with university students and practitioners encountering the subject for the first time. In our experience, students and novice practitioners generally lack access to a sufficiently comprehensive and balanced way to learn about the diverse origins, theories, methods, motives, and problems associated

Action Research, Applied Research, and Qualitative Versus Quantitative Research

Action research refers to the conjunction of three elements: action, research, and participation. Unless all three elements are present, the process may be useful but it is not AR. Put another way, AR is a research strategy that gener­ates knowledge claims for the express purpose of taking action to promote social analysis and democratic

Action, Research, and Participation

Despite the significant differences among AR practitioners and their life situa­tions, we believe that several important commitments link most of us. AR is composed of a balance of three elements. If any one of the three is absent, then the process is not AR. This is not to say that al non-AR processes are

Action Research, the Disciplines, and Coverage

As noted earlier, AR is not a discipline. It involves practitioners from anthro­pology, development studies, education, engineering, gender studies, human services, psychology, human services, social work, sociology, planning, civil engineering, and many other fields, including many forms of nonacademic practice. Consequently, students will not find AR presented in introductory disciplinary courses in most departments.

Our Take on AR: Pragmatic Action Research

Our experience is predominantly, though not exclusively, in industrial, com­munity, and higher education settings in Europe and the United States. Davydd Greenwood is an anthropologist and Morten Levin is a sociolo­gist with a background in engineering. Greenwood, a professor at Cornell University, a large combined state and private institution, has served as an academic

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A History of Action Research

History can be written in many ways, and no one ever writes the history. Our intention in this chapter is to present a genealogy of action research (AR) that centers on the way we have learned to understand it during our own years in the field. We do not believe that it is possible

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Action Research Cases of Stongfjorden: Village Development in Western Norway

Sailing south along the Norwegian coast and passing the westernmost reach of the mainland, one sees a narrow, short fjord reaching 3 miles inland. Stongfjorden is surrounded by low mountains cascading straight down to the water. At the shoreline, some scattered houses can be seen, along with an indus­trial building, a small school, a

Action Research Cases of Mondragon: Organizational Problems in Industrial Cooperatives

The Mondrag6n Cooperatives in Spain are one of the most successful examples of industrial democracy anywhere and are the subject of worldwide attention and debate. As a group oflabor-managed businesses, the cooperatives have been at the center of a great deal of debate focusing on the ability of democratic orga­nizations to compete successfully in

Action Research Cases of Cornell University’s School of Industrial and Labor Relations: Research and Extension

During one period in its history, Programs for Employment and Workplace Systems (PEWS) in the Extension Division of the School of Industrial and Labor Relations at Cornell University sought to enhance its connections and reputation among the resident faculty in the academic departments. It was having limited success because of deeply held beliefs among

Defining Scientific Research

To anchor our discussion, we define scientific research as investigative activity capable of discovering that the world is or is not organized as our preconceptions lead us to expect and suggesting grounded ways of understanding and acting on it. Scientific research documents both the investigative processes and conclu­sions arising from them in sufficient detail

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