THEORY NAME: Case Study Method of Instruction

THEORIST NAME:
University of Chicago and Columbia University (sociology); Harvard Business School (business); University of Virginia (CaseNEX; Education).

ASSOCIATED LEARNING THEORY / APPROACH

MODEL / DESCRIPTION
HISTORICAL CONTEXT
The history of case study research is marked by periods of intense use and periods of disuse. The earliest use of this form of research can be traced to Europe, predominantly to France.

The methodology in the United States was most closely associated with The University of Chicago Department of Sociology. From the early 1900's until 1935, The Chicago School was preeminent in the field and the source of a great deal of the literature. Issues of poverty, unemployment, and other conditions deriving from immigration were ideally suited to the case study methodology. Case study is done in a way that incorporates the views of the "actors" in the case under study.

The field of sociology is associated most strongly with case study research, and during the period leading up to 1935, several problems were raised by researchers in other fields. This coincided with a movement within sociology, to make it more scientific. This meant providing some quantitative measurements to the research design and analysis. Since The Chicago School was most identified with this methodology, there were serious attacks on their primacy. This resulted in the denigration of case study as a methodology. In 1935, there was a public dispute between Columbia University professors, who were championing the scientific method, and The Chicago School and its supporters. The outcome was a victory for Columbia University and the consequent decline in the use of case study as a research methodology.

Case studies have been increasingly used in education. While law and medical schools have been using the technique for an extended period, the technique is being applied in a variety of instructional situations. Schools of business have been most aggressive in the implementation of case based learning, or "active learning"

THEORY DESCRIPTION
Case studies is an instructional method (not a theory) that refers to assigned scenarios based on situations in which students observe, analyze, record, implement, conclude, summarize, or recommend. Case studies are created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law.

Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues.

Case studies can be either single or multiple-case designs. Single cases are used to confirm or challenge a theory, or to represent a unique or extreme case.

Single-case studies are also ideal for revelatory cases where an observer may have access to a phenomenon that was previously inaccessible. Single-case designs require careful investigation to avoid misrepresentation and to maximize the investigator's access to the evidence. These studies can be holistic or embedded, the latter occurring when the same case study involves more than one unit of analysis.

Multiple-case studies follow a replication logic. This is not to be confused with sampling logic where a selection is made out of a population, for inclusion in the study. This type of sample selection is improper in a case study.

Each individual case study consists of a "whole" study, in which facts are gathered from various sources and conclusions drawn on those facts.
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MODEL

THEORY SPECIFICATIONS
DESIRED GOAL / OUTCOME
Used as a teaching tool, case studies are tools for engaging students in research and reflective discussion. Higher order thinking is encouraged. Solutions to cases may be ambiguous and facilitate creative problem solving coupled with an application of previously acquired skills. They are effective devices for directing students to practically apply their skills and understandings.

Cases move "much of the responsibility for learning from the teacher on to the student, whose role, as a result, shifts away from passive absorption toward active construction"

PRINCIPLES
Send written case studies materials in advance so that the students can digest the facts and issues involved.
Direct students to solve the problem within a given time period.
Include oral case studies as a change of pace - keep them short (5-10 minutes) so that others in the group can assimilate the details.
Let the instructor moderate.
Get reports from each site.
Have students construct their own cases.
Help students weigh and test values and separate fact from opinion.

CONDITIONS OF LEARNING / APPLICATION

MEDIA DESCRIPTION

ROLE OF THE LEARNER
Students learn to identify delineate between critical and extraneous factors and develop realistic solutions to complex problems. They have the opportunity to learn from on another.

ROLE OF THE FACILITATOR
For teachers, it offers an opportunity to provide instruction while conducting formative evaluation.

INSTRUCTIONAL STRATEGIES

ASSESSMENT METHODS
The resolution to a case is only the last component in a process. Assessment should be based on the teacher's pre stated objectives. Aspects for observation and evaluation can include:

quality of research
grammatical/structural issues in written material
organization of arguments
the feasiblity of solutions presented
intra group dynamics
evidence of consideration of all case factors
Case studies may be resolved in more than one manner.

RESEARCH AND APPLICATION
RESEARCH PROBLEM

RESEARCH QUESTION

CONTEXT TESTED

RESEARCH METHODOLOGY

CONSTRUCTS / VARIABLES

RESEARCH DESCRIPTION

RESOURCES (APA Style Citation)
Feagin, J., Orum, A., & Sjoberg, G. (Eds.), (1991). A case for case study. Chapel Hill, NC: University of North Carolina Press.

Giddens, A. (1984). In R. Yin (1993). Applications of case study research. Beverly Hills, CA: Sage Publishing.

Hamel, J., Dufour, S., & Fortin, D. (1993). Case study methods. Newbury Park, CA: Sage Publications.

Stake, R. (1995). The art of case research. Thousand Oaks, CA: Sage Publications.
Yin, R. (1984). Case study research: Design and methods (1st ed.). Beverly Hills, CA: Sage Publishing.

Yin, R. (1989a). Case study research: Design and methods (Rev. ed.). Beverly Hills, CA: Sage Publishing.

Yin, R. (1993). Applications of case study research. Beverly Hills, CA: Sage Publishing.

Yin, R. (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing.