Suitability
Suitable questions
All research is undertaken to uncover patterns (Stake, 1995, p. 44) and describe and explain variance in the world. Research questions for a case study can be both quantitative and qualitative, as empirical units or theoretical constructs but often use terms that are conceptual. Quantitative researchers grasp phenomenon in terms of descriptive variables, measurements and calibrations (i.e., numbers). Conversely, “to sharpen the search for understanding, qualitative researchers perceive what is happening in terms of key variables or testimonies and represent happenings with their own direct interpretation and stories (i.e., narratives)” (Stake, 1995, p. 40).
Case study method has a distinct advantage when the researcher is looking at the ‘how’, about a contemporary set of events, over which the researcher has little or no control (Yin, 2004 p. 13). According to Flyvbjerg (2006), case studies are misjudged to be most useful for hypothesis generation rather than hypothesis testing and theory building. The misunderstanding is based on the misconception that generalisations cannot be made based on individual cases. Flyvbjerg (2006) believes that we can revise and correct the misunderstanding, and “case study is useful for both generating and testing of hypotheses but is not limited to these research activities alone” (p. 229).
"Good research questions are especially important for case studies because case and context are infinitely complex and the phenomena are fluid and elusive (Stake, 1995, p. 33). The best suited research questions for case study are “sharpened or evolved issue questions that will help structure the observation, interviews, and document review” (Stake, 1995, p. 20). Issues are abstruse; they are intricately weaved within historical, political, social and personal contexts. Issue questions may be statements such as cause and effect relationships (Stake, 1995, p. 18).
​
WARNING: This video may potentially trigger seizures for people with photosensitive epilepsy. Viewer discretion is advised.
Issues questions serve to provide a conceptual structure in the organisation of the case study. This case/narrative approach allows for the case to be fundamentally reconstructed (Becker & Ragin, 1992, p. 63). It is vital for researchers to be open to the development and evolution of their question as issues evolve and “emic issues emerge” (Stake, 1995, p. 20). An emic perspective serves to provide descriptive in-depth reports about how 'insiders’ understand their practices. “Qualitative research uses these narratives to optimize the opportunity of the reader to gain an experiential understanding of the case” (Stake, 1995, p. 40). The language of variables becomes less appropriate in the case/narrative approach. A case study has a story to tell.
Suitable Methods
‘Case study research allows challenging research questions to be addressed using multiple sources of data or evidence’ (Remenyi, 2004, p. 16).
Six (6) common sources of evidence in conducting case studies (Yin, 2014):
human actions or a physical environment)
Direct observations
open-ended conversations w/ key participants
Interviews
e.g., student records
Archival records
reports, newspaper articles and letters
Documents
e.g., being identified as a researcher but also filling
a real-life role in the scene being studied
Participant observations
computer print-out of employee work
Physical artifacts
Each source has strengths and weaknesses. More information in Benefits and Challenges.