QUALITATIVE METHOD –

CASE STUDY
 Introductio
To
unfamiliar n case study methodology, there is
graduate students and researchers
with
often misunderstanding about what a case study is
and how it, as a form of qualitative research.

Case study is a form of qualitative descriptive

research that is used to look at individuals, a small
group of participants, or a group as a whole. This
qualitative method of study emphasizes detailed
contextual analysis of a limited number of events or
conditions and their relationships. Researchers have
used the case study research method for many years
across a variety of disciplines.
 Case Study -
• Defined
It is a systematic inquiry into an event or a set of
related events which aims to describe and explain
the phenomenon of interest.
• It refers to the collection and presentation of
detailed information about a particular participant
or small group, frequently including the accounts
of subjects themselves.
• It is an in depth study of a particular situation
rather than a sweeping statistical survey.
When is a case study appropriate?
According to Yin (2003), a case study can
be considered when:
a. the focus of the study is to answer “how”
and “why” questions
b. you cannot manipulate the behavior of those
involved in the study
c. you want to cover contextual conditions
because you believe they are relevant to the
phenomenon under study
d. the boundaries are not clear between the
phenomenon and context
What may be revealed?
• Through case study, a researcher can closely
examine the data within a specific context.
• Through case study, a researcher can examine
contemporary real-life situations and provide the
basis for the application of ideas and extension of
methods.
• Through case study, a researcher can test
theoretical models by using them in real world
situations.
• A case study may not answer a question
completely, but it will give some indications and
allow further elaboration and hypothesis creation
on a subject.
Why use a case study?
• Case studies are a great way to improve a
learning experience, because they get the
learner involved, and encourage immediate use
of newly acquired skills.
• They differ from lectures or assigned readings,
because they require participation and
deliberate application of a broad range of skills.
• Case studies help researchers make the
difference between knowing what to do. and
knowing how, when, and why to do it.
Case Study Applications
• Utilization of the case study as a teaching method.
• Practical application and testing of scholarly
knowledge.
• Provides an approximation of various professional
environments (i.e. classroom, board room,
courtroom, or hospital).
• Incorporates the idea that students can learn from
one another "by engaging with each other and with
each other's ideas, by asserting something and
then having it questioned, challenged and thrown
back at them so that they can reflect on what they
hear, and then refine what they say“. (Boehrer
1990)
Designs of Case Study
To obtain as complete a picture of the participant as
possible, case study researchers can employ a variety of
a variety of case study designs. Some common designs
include single-case and multiple-case design.

❑ Single-case design – It is where events are limited to

a single occurrence. However, the drawback of this
design is its inability to provide a generalizing
conclusion, in particular when the events are rare.
❑ Multiple-case design - It can be adopted with real-life
events that show numerous sources of evidence
through replication rather than sampling logic.
Types of Case Study
1.Explanatory - This type of case study would be used if you
were seeking to answer a question that sought to explain the
presumed causal links in real-life interventions that are too
complex for the survey or experimental strategies.
Example: Joia (2002). Analysing a web-based e-commerce
learning community: A case study in Brazil. Internet Research,
12, 305-317.

2.Exploratory – It is a type of case study that is used to explore

those situations in which the intervention being evaluated has
no clear, single set of outcomes.
Example: Lotzkar & Bottorff (2001). An observational study of
the development of a nurse-patient relationship. Clinical
Nursing Research, 10, 275-294
Types of Case Study
3.Descriptive - This type of case study is used to describe an
intervention or phenomenon and the real-life context in
which it occurred.
Example: Tolson, Fleming, & Schartau (2002). Coping with
menstruation: Understanding the needs of women with
Parkinson’s disease. Journal of Advanced Nursing, 40, 513-
521.

4.Multiple Case Study - It enables the researcher to explore

differences within and between cases.
Example: Campbell & Ahrens (1998). Innovative community
services for rape victims: An application of multiple case
study methodology. American Journal of Community
Psychology, 26, 537-571.
Types of Case Study
5.Intrinsic - The term ‘intrinsic’ suggests that researchers who
have a genuine interest in the case should use this approach
when the intent is to better understand the case. It is not
undertaken primarily because the case represents other cases
or because it illustrates a particular trait or problem, but
because in all its particularity and ordinariness, the case itself
is of interest.
Example: Hellström, Nolan, & Lundh (2005). “We do things
together” A case study of “couplehood” in dementia.
Dementia, 4 (1), 7-22.

6.Instrumental – It is used to accomplish something other

than understanding a particular situation. It provides insight
into an issue or helps to refine a theory.
Example: Luck, Jackson, & Usher (2007). STAMP: Components
of observable behaviour that indicate potential for patient
violence in emergency departments. Journal of Advanced
Nursing, 59, 11-19.
Types of Case Study
7. Collective – It is similar in nature and description
to multiple case studies.
Example: Scheib (2003). Role stress in the
professional life of the school music teacher: A
collective case study. Journal of Research in Music
Education, 51 ,124-136
Advantages and Limitations of Case Study
❑ The primary advantage of case study is that it provides
much more detailed information than what is available
through other methods, such as surveys. Case studies
also allow one to present data collected from multiple
methods.
❑ Can be lengthy - Because they provide detailed
information about the case in narrative form, it may be
difficult to hold a reader’s interest if too lengthy.
❑ Concern that case studies lack rigor - Case studies have
been viewed in the evaluation and research fields as less
rigorous than surveys or other methods. Reasons for this
include the fact that qualitative research in general is still
considered unscientific by some and in many cases, case
study researchers have not been systematic in their data
collection or have allowed bias in their findings.
Advantages and Limitations of Case Study

❑Not generalizable - A common complaint about

case studies is that it is difficult to generalize from
one case to another. But case studies have also
been prone to overgeneralization, which comes
from selecting a few examples and assuming
without evidence that they are typical or
representative of the population.
Steps Involved in a Case Study
The steps involved in a case study are as follows:
1. Plan
• Identify stakeholders who will be involved.
•Brainstorm a case study topic, considering types of cases
and why they are unique or of interest.
• Identify what information is needed and from whom
• Identify any documents needed for review.
•List stakeholders to be interviewed or surveyed (national,
facility, and beneficiary levels) and determine sample if
necessary.
•Ensure research will follow international and national
ethical research standards, including review by ethical
research committees.
Steps Involved in a Case Study
2. Develop Instruments
•Develop interview/survey protocols — the rules that
guide the administration and implementation of the
interview/survey. Put simply, these are the instructions
that are followed to ensure consistency across
interviews/surveys, and thus increase the
reliability of the findings.
•Develop an interview guide/survey that lists the
questions or issues to be explored and includes an
informed consent form. Please note that you will likely
need interview
guides/surveys for each group of stakeholders, as
questions may differ.
•Where necessary, translate guides into local languages
and test translation.
Steps Involved in a Case Study
3. Train Data Collectors
• Identify and train data collectors (if necessary).

4. Collect Data
• Gather all relevant documents.
• Set up interviews/surveys with stakeholders.
•Seek informed consent of each respondent (written or
documented oral).
•If the respondent has consented, conduct the
interview/survey.
Steps Involved in a Case Study

 5. Analyze Data
 Review all relevant documents.
 Review all interview/survey data.

 6. Disseminate Findings
 Write report.
 Solicit feedback.
 Revise
 Disseminate.
What are the potential sources of
information?
Case studies typically rely on multiple sources of
information and methods to provide as complete a picture as
possible. Information sources could include:
• Project documents
• Project reports, including quarterly reports, midterm reviews
• Monitoring visits
• Mystery client reports
• Facility assessment reports
• Interviews
• Questionnaire/survey results
• Evaluation reports
• Observation
• Others
 Elements of a Case Study
A case study do not have set elements that
are needed to be included. These elements will vary
depending on the case or story chosen, the data
collected, and the However, case studies typically
describe a program or intervention put in place to
address a particular problem.
Elements of a Case Study
Here are some elements that you could draw out from in order
to conduct your case study:

1. Problem. (It is essential to identify what the problem was. )

i. Identify your problem
ii. Explain why the problem is important
iii. How was the problem identified?
iv. Was the problem for identifying the problem effective?
2.Steps taken to address the problem. (What was done
(activities/ interventions/inputs), where, by whom, for whom?)
3.Results. (What were the results of your intervention,
particularly the significant or unique results?)
Elements of a Case Study
4.Challenges and how they were met. (This focuses on what
challenges or difficulties you encountered and what you did
to overcome them.)
5.Beyond Results. (Are the results mentioned above
sustainable? Why or why not?)
6.Lessons learned. (What lessons were learned:
programmatic, technical, financial, process, etc.?)
How are Case Studies Presented?
Case studies are flexible in that they can be
presented in a number of ways — there is no specific format
to follow. Here is a suggested report outline that could be
use in presenting a case study:

I. Introduction and Justification

II. Methodology
a.How was the process carried out? (Describe the process of
selecting the case and
data collection sources, as well as how data was collected.)
b. What assumptions are there (if any)?
c. Are there any limitations with this method?
How are Case Studies Presented?
d.What instruments were used to collect data? (You may
want to include some
or all in the appendix.)
e. What sample(s) is/are being used?
f. Over which period of time was this data collected?
III. The Problem
IV. The Steps Taken to Address the Problem
V. The Results
VI. The Challenges and How They were Met
VII. Beyond Results
VIII. Lessons Learned
IX. Conclusion
X. Appendices
Note:
Someof the material on these slides is
derived from the Centers for Disease Control

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 De@initions
❑❑ Evaluation research, sometimes called program
evaluation, refers to a research purpose rather than a
specific method.
❑❑ This purpose is to evaluate the impact of social
interventions such as new treatment methods,
innovations in services, and a host of others.
❑❑ Evaluation research is a form of applied research—it is
intended to have some real-‐world effect.
❑❑ Many methods, like surveys and experiments can be
used in evaluation research.
❑❑ In recent years, the 5ield of evaluation research has
become an increasingly popular and active research
specialty, as re5lected in textbooks, courses, and projects.
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 Research vs. Evaluation
Systematic
Research Evaluation
Methods

Production of generalizable Knowledge intended for use

knowledge Program-‐ or funder-‐derived
Researcher-derived questions questions
Paradigm stance Judgmental quality
More controlled setting Action setting
Clearer role Role con5licts more likely
Often published Often not published
Clearer allegiance Multiple allegiances
“Research seeks to prove,
evaluation seeks to improve…”

M.Q.Patton

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 Surveillance & Monitoring vs.
ProgramEvaluation

Surveillance -‐tracks diseases, problems, or

risky behaviors

Monitoring -‐tracks changes in program

outcomes over time

Evaluation -‐seeks to understand

speci5ically why these changes occur

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Topics Appropriate to Evaluation Research
◆◆Evaluation research is appropriate whenever some social
intervention occurs or is planned.

◆◆Social intervention is an action taken within a social context for

the purpose of producing some intended result.

◆◆In its simplest sense, evaluation research is the process of

determining whether a social intervention has produced the
intended result.

◆◆The topics appropriate for evaluation research are limitless.

◆◆The questions appropriate for evaluation research are of great

practical signi5icance: jobs, programs, and investments as well as
values and beliefs.
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 What CanbeEvaluated?

• Direct service interventions • Client Assessments

 Community mobilization
efforts Communication systems

 Research initiatives
Infrastructure-building
Surveillance &
monitoring systems
Training and educational
Policy development activities services & staff qualifications
Problem/crisis investigations
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Administrative systems
 When to Conduct Evaluation?

Planning a Assessing a Assessing a Assessing a Program

NEW program DEVELOPING program STABLE/MATURE Program that has ENDED

Conception Completion

The stage of program development influences the

reason for program evaluation.

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 WhyEvaluate Programs?

 ◆◆To gain insight about a program

and its operations – to see where we
are going and where we are coming
from, and to 5ind out what works
and what doesn’t
 ◆◆To improve practice – to
modify or adapt practice to
enhance the success of
activities
 ◆◆To assess effects – to see how well
we are meeting objectives and goals,
how the program bene5its the 33
community, and to provide evidence
 Steps in ProgramEvaluation
Step 1: Engage the Stakeholders
Step 2: Describe the Program
Step 3: Focus the Evaluation Design
Step 4: Gather Credible Evidence Step
5: Justify Conclusions

Step 6: Ensure Use & Share Lessons Learned

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 Identifying Stakeholders

Who are the stakeholders?

✓✓Persons involved in program operations
✓✓Persons served or affected by the program
✓✓Intended users of evaluation 5indings

What is their interest in the program?

✓✓Dothey support the program?
✓✓Are they skeptical about or antagonistic
toward the program?

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 Identifying Stakeholders
❖❖Persons Involved in Program Operations
➢➢Staffand Partners
❖❖Persons affected or served by the program
➢➢Clients, their families and social networks,
providers and community groups
❖❖Intended users of the evaluation 5indings
➢➢Policy makers, managers, administrators,
advocates, funders, and others
❖❖BeSure to Include both Supporters and Skeptics!

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 Engaging Stakeholders
Stakeholders should be involved in…
✓✓Describing program activities, context, and
priorities
✓✓De5ining problems
✓✓Selecting evaluation questions and methods
✓✓Serving as data sources
✓✓De5ining what constitutes the“proof”of success
✓✓Interpreting 5indings
✓✓Disseminating information
✓✓Implementing results
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 Working withStakeholders
Identify stakeholders for your program
✓✓Those involved in program operations
✓✓Persons served or affected by the program
✓✓Intended users of evaluation 5indings
Think about which ones you need most for…
✓✓Credibility
✓✓Implementation
✓✓Advocacy
✓✓Funding
List ways to keep them engaged
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 Formulating the Problem: Issues of
Measurement
◆◆Problem: What is the purpose of the intervention to be
evaluated?
◆◆This question often produces vague results.
◆◆A common problem is measuring the
“unmeasurable.”
◆◆Evaluation research is a matter of 5inding out whether
something is there or not there, whether something
happened or did not happen.
◆◆To conduct evaluation research, we must be able to
operationalize, observe, and measure.
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 What is the outcome, or the
response variable?
❑❑If a social program is intended to accomplish
something, we must be able to measure that
something.
❑❑It is essential to achieve agreements on
de5initions in advance.
❑❑In some cases you may 5ind that the de5initions of a
problem and a suf5icient solution are de5ined by
law or by agency regulations; if so you must be
aware of such speci5ications and accommodate
them.
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Operationalizing Success/Failure

 ◆◆Potentially one of the most taxing

aspects of evaluation research is determining
whether the program under review
succeeded or failed.

 ◆◆De5initions o f “ s u c c e s s ” a n d “ f a i l u r e ”
can be
rather dif5icult, and these are usually not binary, but on
a scale.

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 Cost-‐Bene@itAnalysis
How much does the program cost in relation to
what it returns in bene5its?
✓✓If the bene5its outweigh the cost, keep the program
going.
✓✓If the reverse, change it or‘junk i t ’ .
✓✓Unfortunately this is not an appropriate analysis to
make if thinking only in terms of money.
Ultimately, the criteria of success and failure are
often a matter of agreement.
The people responsible for the program may commit
themselves in advance to a particular outcome that
will be regarded as an indication of success.
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Measurement inEvaluation
❖❖Researchers must take measurement quite
seriously in evaluation research, carefully
determining all the variables to be measured and
getting appropriate measures for each.
❖❖Such decisions are often not purely scienti5ic
ones.
❖❖Evaluation researchers often must work out their
measurement strategy with the people
responsible for the program being evaluated.
❖❖There is also a signi5icant political aspect.

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 Additional Issues andImplications
The Social Context
✓✓Evaluation research has a special propensity for
running into problems.
✓✓Logistical problems
✓✓Ethical problems
Three important reasons whythe implications of the
evaluation research results are not always put into
practice.
✓✓Theimplications may not always be presented in a way that
the non-‐researchers can understand.
✓✓Evaluation results sometimes contradict deeply held
beliefs
✓✓Vestedinterests in the programs assert their in5luence
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