This document provides an overview of case study research. It defines case study research as an approach that facilitates in-depth exploration of a phenomenon within its real-world context using multiple data sources. Case studies can be explanatory, exploratory, or descriptive in nature. Key components of case study research include determining the research questions, unit of analysis, sources of evidence, and criteria for interpreting findings. The document also discusses techniques for analyzing case study evidence such as pattern matching, explanation building, time-series analysis, logic models, and cross-case synthesis.

1. CASE STUDY
RESEARCH
JOEL M. DURBAN, Ph.D.

2. ■ An approach to research that facilitates exploration of a phenomenon within its
context using a variety of data sources (Baxter andJack, 2008).
■ Refers to a broad array of approaches most often used for observing an individual
and reporting on their interactions with variables of interest (e.g., life events,
psychological intervention, and so on) (Nock, Michel and Photos, 2007).
■ A “systematic inquiry into an event or a set of related events which aims to describe
and explain the phenomenon of interest (Bromley, 1990 cited in Zucker, 2009).
■ A detailed intensive study of a unit, person or organization that stresses factors
contributing to its success or failure; an exemplary or cautionary model; an
instructive model.

3. Twofold definition of case study (Yin, 2014)
1. A case study is an empirical inquiry that
1. Investigates a contemporary phenomenon (the ‘case’) in depth and within its
real-world context, especially when
2. The boundaries between phenomenon and context may not be clearly evident.
2. A case study inquiry
1. Copes with the technically distinctive situation in which there will be many more
variables of interest than data points, and as a result
2. Relies on multiple sources of evidence, with data needing to converge in a triangulating
fashion, and as a result
3. Benefits from the prior development of theoretical propositions to guide data collection
and analysis.

4. Philosophical Underpinnings
■ Constructivist Paradigm (Miller and Crabtree, 1999 as cited by Baxter & Jack, 2008)
– Claims that truth is relative and that it is dependent on one’s
perspective.
– Recognizes the importance of the subjective human creation of
meaning, but doesn’t reject outright some notion of objectivity.
– Pluralism, not relativism, is stressed with focus on the circular
dynamic tension of subject and object

5. Components of Case Study (Yin, 2014)
■ The research question(s) - Case studies are most appropriate for
research questions that are of the “how” and “why” variety
■ The proposition – are statements that help direct attention to
something that should be examined in the case study. It tells the
researcher where to look for relevant evidence.
■ Some studies may not have propositions –this implies a topic of
“exploration”
■ Note: Even exploratory studies should have both clearly-stated purposes
and clearly-stated criteria for success

6. ■ The unit(s) of analysis
■ The unit of analysis defines what a “case” is in a case study. Example: a unit of
analysis (case) may be an individual, and the case study may be the life history of
that person
■ Other units of analysis include decisions, social programs, processes, changes
■ Note: It is important to clarify the definition of these cases as they may be
subjective, e.g. the beginning and end points of a process
■ What unit of analysis to use generally depends on the primary research
questions
■ Once defined, the unit of analysis can still be changed if desired, e.g. as a result
of discoveries based on data
■ To compare results with previous studies (or allow others to compare results
with yours), try to select a unit of analysis that is or can be used by others

7. Examples of Unit of Analysis
■ For the Study of the Level of ICT Integration among
SPED Schools
– Schools
■ Leadership and Management Styles Among School
Administrators
– Administrators; Principals; School Heads
■ MedicalCare of Successful Hospitals
– The process of medical care

8. ■ A determination of how the data are linked to the proposition
– Logic or reasoning to link data to propositions
– One of the least well developed components in case studies
– Many ways to perform this, but none as precisely defined as the treatment/subject
approach used in experiments
– One possibility is pattern matching
■ Describe several potential patterns, then compare the case study data to the patterns
and see which one is closer
■ Criteria to interpret the findings
– Need criteria for interpreting a study’s findings
– Also a relatively undeveloped component in case studies
– Statistical tests not possible when only single data points are captured (as is the case
with single-case studies)
■ Currently there is no precise way of setting the criteria for interpreting these types of
findings

9. When to use a Case Study approach?
■ The focus of the study is to answer “how” and “why”
questions;
■ You cannot manipulate the behavior of those involved in the
study;
■ You want to cover contextual conditions because you
believe they are relevant to the phenomenon under study;
or
■ The boundaries are not clear between the phenomenon and
context.

10. STEPS IN CONDUCTING A CASE
STUDY
(TEACHING AND LEARNING UNIT, UNIVERSITY OF MELBOURNE, 2010)

11. step 1: Establish the broad case to investigate
■ Before embarking on a case study, ask yourself:
– Can I gain access of the data?
– Is there enough literature on the chosen subject?
– Is too much information already available?
– Will you be able to conduct the study in your available time?

12. Step 2: Determine and Define the Research Question(s)
■ Once the case has been identified or the focus of the study has
been identified, you form questions about the situation or problem
to be studied and determine the purpose of the study.
■ Most research question begin with: how, why, what or can, and
they are clearly formulated, narrow and researchable.
■ A research statement can be used to guide your investigation.
■ If the research question has been identified, you need to do an
extensive literature review to find what others have done in this
area.

14. Step 3: Select the precise case(s) to be used
■ Choose a precise case (or cases) to study.
■ A single case might be the operation of a certain library. A
multiple case might involve looking at several different
university libraries.
■ When using multiple cases, you need to treat each case as a
single case. Devote a chapter or section of your study to each
case.
■ The conclusions from each case can then be used as information
to the whole study, but each case should remain separate in your
treatment.

15. ■ It is useful to select cases that:
– Represent a variety of geographic regions
– Represent a variety of size parameters (i.e., big and small libraries)
– Represent different libraries (using parameters such as number of
borrowed books in a particular period; number of users in a certain
period).

16. Step 4: Determine Data Gathering and AnalysisTechniques
■ Good case studies use a number of different research
tools to increase validity.
■ Use both qualitative and quantitative approaches and
different data collection instruments (surveys,
interviews, documentation review, artifacts).
■ Triangulate your research instruments or techniques so
they provide different views of the case.

17. Step 5: Prepare to Collect the Data
■ You need a method of coding, categorizing and sorting
your data.
■ It is no good conducting your study and then finding that
all good and relevant data was not recorded properly or
that you missed opportunities.

18. ■ Consider establishing any or all of the following:
– Databases designed to codify data
– Protocols for interviews and survey
– Pilot studies that capture the concepts and data needed
– Format for narrative reporting
– Field notes
– Procedures for tape or video recordings

19. ■ When carrying out the study, be flexible in real-life situations
and have contingency plans for things that may go wrong.
Specifically:
– Anticipate key events and problems
– Have a plan for unexpected changes, delayed disappointments,
unavailability of respondents, etc.
– Be open to contrary findings and unexpected events or interview
responses.
– Approach people who feel threatened or unsure about the case
study in a delicate manner.
– Be prepared to revise the research design.

20. Step 6: Collect the Data
■ Things to consider when collecting data:
– Evidence must be collected systematically. While the case study
methodology is very flexible, it must be clear how the data from
various sources contribute to the overall aims of the study.
– Do not collect the data randomly. There needs to be a purpose for
collecting certain data. Refine your research question/statement if
necessary.
– Data must be stored in formats that can be referenced so that the
patterns of information are clear.

21. ■ Researchers should be able to see causal factors associated with
the information collected (How is X related toY?)/
■ If changes need to be made to the data collection procedure,
these changes need to be recorded and documented.
■ You need to be able to record anecdotes, comments and
illustrations/examples easily-these might turn out to be vital
pieces of qualitative information.
■ Notes should be kept recording the thoughts you have about the
evolving case study.

22. Step 7: Analyze the Data
■ Aim to seek data that answers the research objective.
■ Good researcher cross-check the facts and discrepancies of their
data. They also tabulate information so that it can be checked
easily.
■ Focus interviews may be needed to re-confirm existing data.
■ Flow charts or other displays, and tabulating frequency of events
are a good way of recording and analyzing information.

23. ■ Quantitative data can be used to corroborate and support the
qualitative data obtained and vice-versa.
■ Multiple investigators can assist in seeing the patterns in the
data.
■ You should also investigate across case studies (from one case to
another). Don’t just settle on one example from one case.

24. Step 8: Prepare the Report
■ Qualitative data: stories, anecdotes, quotations, interview transcripts,
artifacts, recordings, etc. are placed in the Result section along with
empirical data.
■ Where possible, empirical evaluation techniques are used. The standard
empirical report style is usually modified to make it clear how the data
from different sources answer and/or illuminate the research
question(s).
■ Generally, the writer refers back to research question (s) with
quotations or other qualitative/quantitative evidence collected.
■ The report also includes evidence from published literature that
confirms and disconfirms the data collected. This is generally placed in
the Discussion section, and analyzed carefully.

25. Determining the case/unit of analysis
■ When considering for a research question, one must also
consider what the case is.
■ The case is defined as, “a phenomenon of some sort
occurring in the bounded context.”
■ The case is, “in effect, the unit of analysis.”

26. Questions to consider in determining the
case/unit of analysis
■ Do I want to ‘analyze” the individual?
■ Do I want to “analyze” a program?
■ Do I want to “analyze” the process?
■ Do I want to “analyze” the difference between
organizations?

27. DEFINITIONS AND
EXAMPLES OF DIFFERENT
TYPES OF CASE STUDIES

28. Case Study
Type
Definition Published Study Example
Explanatory
(How or why
did something
happened?)
This type of case study would be used if
you were seeking to answer a question
that sought to explain the resumed
causal links in real-life interventions
that are too complex for the survey or
experimental strategies. In evaluation
language, the explanations would link
program implementation with
program effects (Yin, 2003).
Joia (2002) Analysing a
web-based e-commerce
learning community:A
case study in Brazil.
Internet Research, 12, 305-
317.

29. Case Study
Type
Definition Published Study Example
Exploratory
(What(ness),
How(ness) or
why(ness) did
something
happened?)
This type of case study is used to
explore those situations in which the
intervention being evaluated has no
clear, single set of outcomes (Yin,
2003)
Lotzkar & Bottorff (2001).An
observational study of the
development of a nurse-patient
relationship. Clinical Nursing Research,
10, 275-294.
Descriptive (
What is happening
or has happened?)
This type of case study is used to
describe an intervention or
phenomenon and the real-life
context in which it occurred (Yin,
2003).
Tolson, Fleming, & Schartau (2002).
Coping with menstruation:
Understanding the needs of women
with Parkinson’s disease. Journal of
Advanced Nursing, 40, 513-521.

30. Case Study
Type
Definitions Published Study Example
Multiple-case
studies
A multiple case study enables the
researcher to explore differences
within and between cases.The goal is
to replicate findings across cases.
Because comparisons will be drawn, it
is imperative that the cases are chosen
carefully so that the researcher can
predict similar results across cases, or
predict contrasting results based on
theory (Yin, 2003)
Campbell & Ahrens (1998).
Innovative community
services for rape victims: An
application of multiple case
study methodology.
AmericanJournal of
Community Psychology, 26,
537-571.

31. Case Study
Type
Definitions Published Study
Example
Intrinsic Stake (1995) uses the term intrinsic and 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
no interest. The purpose is NOT to come to
understand some abstract construct or generic
phenomenon.The purpose is NOT to build theory
(although that is an option; Stake, 1995).
Hellstrom, Nolan, &
Lundh (2005). “We do
things together” A case
study of “couplehood”
in dementia. Dementia,
4(1), 7-22.

32. Case Study
Type
Definition Published Study
Example
Instrumental Is used to accomplished something other
than understanding a particular situation. It
provides insight into an issue or helps to
refine a theory.The case is of secondary
interest; it plays a supportive role,
facilitating our understanding of something
else.The case is often looked at in depth, its
contexts scrutinized, its ordinary activities
detailed, and because it helps the
researcher pursue the external interest.The
case may or may not be seen as typical of
other cases (Stake, 1995).
Luck, Jackson, & Usher
(2007). STAMP:
Components of
observable behavior
that indicate potential
for patient violence in
emergency
departments. Journal
of Advanced Nursing,
59, 11-19.

33. Case Study Example Definition Published Study
Example
Collective Collective case
studies are similar in
nature and
description to
multiple case studies
(Yin, 2003)
Scheib (2003). Role
stress in the
professional life of
the music teacher: A
collective case study.
Journal of Research in
Music Education, 51,
124-136.

34. ANALYZING
CASE STUDY
EVIDENCE

35. ■ The analysis of case study evidence is one of
the least developed aspects of doing case
studies.
■ Some researchers start case studies without
having the notion about how the evidence is
to be analyzed.

36. Five analytic techniques
■ Pattern Matching
■ Explanation Building
■ Time-SeriesAnalysis
■ Logic Models
■ Cross-Case Synthesis

37. Pattern matching
■ Pattern matching compares an empirically based pattern with a
predicted one if the patterns coincide, the results can strengthen
the internal validity of the case study
Types of pattern matching:
1. Nonequivalent dependent variables as a pattern
2. Rival explanations as patterns
3. Simpler patterns

38. Explanation building
■ Analyzes the case study data by building an explanation about the
case
■ Stipulates a presumed set of causal links, which are similar to the
independent variables in the use of rival explanations
■ Has mostly occurred in narrative form
■ May lead to starting a cross-case analysis, not just an analysis of
each individual case
■ Disadvantage: may drift away from original focus

39. Time-series analysis
■ The objective of time series analysis is to examine relevant “how” and
“why” questions about the relationship of events over time
■ Time series analysis can follow intricate patterns
■ The more intricate the pattern, the firmer the foundation for
conclusions of the case study
■ SimpleTime Series
■ Three types ofTime Series Analyses:
■ ComplexTime Series
■ Chronologies

40. Logic Models
■ Stipulate a complex chain of events over time
■ Events are staged in repeated cause-effect-cause-effect patterns
■ Match empirically observed events to theoretically predicted events
Four types of logic models:
■ Individual-Level Logic Model
■ Firm or Organizational-Level Logic Model
■ An alternative configuration for an Organizational-Level Logic
Model
■ Program-Level Logic Model

41. Cross-Case Synthesis
■ Case study consists of at least 2 cases
■ Using multiple case studies will
■ Treat each individual case study as a separate study
■ Have to create word tables that display data from individual cases
according to some uniform framework
■ Examine word tables for cross-case patterns
■ Rely strongly on argumentative interpretation, not numeric
properties
■ Be directly analogous to cross-experiment interpretations

42. STRATEGIES USEDTO GENERATE MEANING
(MILES & HUBERMAN, 1994 CITED BY ZUCKER, 2009)

43. What Goes withWhat?
Noting Patterns
Clustering
Seeing Plausibility
Integrate Among diverse Pieces of Data
Making Metaphors
What’sThere?
Counting
Sharpen our Understanding
Making Comparisons
Partitioning Variables
SeeThings andTheir Relationships More
Abstractly
Subsuming Particular Into the General
Factoring
Noting Relations BetweenVariables
Finding InterveningVariables
Assemble a Coherent Understanding of
the Data
Building a Logical Chain of Evidence
Making Conceptual/Theoretical
Coherence

44. Significant
Statement
Concept Construct Theme

45. Transcript Concept Construct Theme
Pamangkin ko sya doc…anak sya ng kapatid ko na nasaTaiwan ngayon. (Maria)
Apo ko.(Paul)
Pamangkin ko sya dahil kapatid ko yung Mama nya. (Yuan)
Kc nga isa lang naman ang anak naming… lalaki yun…at nag aaral sa FEU ng Fine Arts, kaso nag ka girl friend mula
sa San Sebastian College…ayaw nga naming nun…pero yung babae na rin yung habol ng habol kaya
nabuntis…ayun. (Cheers)
Apo ko po sya(Daryl)
Informing the relationship Relational
factors
Torn
betwe
en
caring
and
aband
onmen
t
Kasi doc yung Mama nya nag hanap na ng trabaho kc yung Papa nya patay na. Kaya yung Mama nya na kapatid ko
naghanap ng trabaho para mabuhay sya.(Maria)
Mother having work Circumsta
ntial
events
Namatay sa stroke doc…kaya nag apply yung Mama nya saTaiwan bilang factory worker at kaya napunta sa akin si
Maria kc ako ang nag aalaga. (Maria)
Sudden death so the mother has to work
Yung isa kung kapatid doc, pero ewan ko bigla na lang hinatid sa bahay ko at ako na daw mag aalaga.(Maria)
Basta inaalagaan ko sya, kasi nga iniwan ng mga magulang nya sa akin. Nasa Bicol pa kasi kami nun tapos pumunta
kami rito sa Manila. (Paul)
Sudden arrival of the child at home
Pareho nasa ibang bansa yung Mama at Papa nya… pero nandito ngayon yung Mama nya kasi nag babakasyon.
(Yuan)
Parents working abroad
Pareho nasa Dubai po nagtatrabaho ang mga magulang nya…hindi ko lang alam kung ano ang work nila dun.
(Yuan)
Pareho nagtatrabaho yung Mama at Papa nya. …Yung Mama nya namamasukan bilang katulong at yung Papa nya
sa contrsuction….Umuuwi naman kaso bihira lang.Yung Mama nya umuuwi minsan sa isang buwan pero isang araw
lang, tapos balik ulit sa pinapasukan nya…. Umuuwi rin, siguro minsan sa isang buwan din pero ngayon
magtatatlong buwan na. …Nasa construction sa probinsya kasi at kahit umuwi yung Papa nga hindi rin sila nag ba
bonding. (Daryl)
Describing the circumstances of parents
Opo, kasi maliit pa ang dalawang bata at hindi nila pwede ipagkatiwala sa ibang tao. (Paul) Acceptance of care Contextua
l factorsKasi dalawang buwan pa lang sya nung inalagaan ko, kaya ako na ang halos kinagisnan nya. (Paul)
Yun na nga ayaw magpakita sa anak nya…matagal na sila hindi nagkikita. (Cheers)
Acknowledging the circumstantial events of
the child
Meron kasi mild autism at mild mental retardation sya…(Yuan) Informing of the child’s disabilities
Ayaw dalhin ng Mama nya…kasi nga abnormal daw and bata. (Cheers) Non acceptance of the child due to his
disabilities
Nag asawa na rin sir…kaya naiwan na yung bata sa amin.(Cheers) Parent marrying again

46. Mga tatlo o apat na ton na doc (anim na taon na doc). (Maria)
Halos mga pitong taon na. (Paul)
Halos mga pitong taon na rin. (Yuan)
Period of care Length of
caring
Being
accustomed
through time
Mga tatlong taon na pero non pa ako na nag aalaga kayYuan kahit
nandito pa mga magulang nya…kasi me mga trabaho rin nung panahon
na yun. (Yuan)
Mga tatlong taon sya nung dinala sya sa amin.(Cheers)
Magpipitong taon ko na rin inaalagaan sya, kaya malapit na rin sya sa
akin. (Daryl)
Time started caring the
child
Oo, pareho din sila me trabaho, kaya mga dalawang buwan pa lang yun
iniwan na sa akin ng kapatid ko kasi babalik na sya sa trabaho nya.
(Yuan)
Kami na talaga nag aalaga sa kanya.(Paul)
Informing the length of
care
Dalawang taon pa lang sya iniwan na sya sa amin ng mga magulang nya.
(Paul)
Maliit pa sya halos ako na ang nag alaga sa kanya . (Yuan)
Caring the child at a very
young age
Time of care

47. Siguro yung pinaka una doc yung merong naka pagsabi sa akin na pwede pala mag aral dito si Maria. (Maria)
Kasi doc nung una hindi ko alam na meron dito SPED school, tapos nung nakita ng kapitbahay ko na nanjan ang pamngkin
ko sa akin at medyo napansin nya na me deperensya ba…sinabi nya sa akin na dalhin dito para mag aral. (Maria)
Availability of information Providing
educational
support
Home
and
school
involve
ment of
caregive
r
Kasi doc nung dinala ko sya sa school para mag aral yung teacher na ang nagrecommend na dalhin sya sa doctor. (Maria) Yielding to professional opinion
regarding education
Yung pangalawang anak ko na high school ang nag tututor sa kanya, gabi gabi yun. (Maria)
Oo, minsan tinutulungan ko sya sa mga leksyon nya sa bahay. (Yuan)
Educational support at home
Hinahatid ko sya araw araw sa school…tapos pag may oras, tinutulungan ko sya sa pag aaral nya. (Yuan)
Ayun, hinahatid ko sya araw araw dito sa school.(Daryl)
Bringing the child to school every
day and helping him with his studies
Pinag aral naming yun sir, dati nga pinag aral ko yan sa KUMON.(Cheers)
Mga tatlong taon din sya nag KUMON.(Cheers)
Nung mga 6 years old sya pinasok sya naming sa KUMON. (Cheers)
Enrolled in KUMON
Oo naman, bali P1800.00 a month ang bayad ko nun para lang matuto sya sa KUMON. (Cheers) Financially supporting the child
Wala naman, pero meron lang syang service para ihatid sya sa school at sunduin pagkatapos ng klase. (Cheers) Giving transportation services
Yung pag enroll nya rito. Mabuti na lang at me nakapagsabi sa akin na me SPED school dito kaya napasok ko sya rito sa Old
Balara Elementary School. (Daryl)
Involvement in the enrolment of the
child
Hindi pa. Nung una pinasok ko sya sa kinder nung mga six years old sya pero sabi ng teacher sped daw. (Daryl) Enrolled the child in a kindergarten
program but informed as special
child by the teacher
Wala man, bahala na ang school. (Paul)
Sa totoo lang hindi na naming sya tinuturuan sa bahay dito na lang kami umaasa na matoto sya sa school. (Paul)Wala. Kung
ano ang tinuturo sa kanya dito sa school yun na yun. (Paul)
Wala naman sya assignment, basta kung ano ang mga activities nya para sa school, yung teacher na ang bahala. (Paul)
Relying on school Passing on of
the educational
support
Kasi daw po hindi daw sya kumikilos at nagsasalitang mag isa, tapos natapos na ang buong taon na hindi pa rind aw
marunong sumulat.(Daryl)
Reasons for analyzing the child as
special education pupil
Concern for the
child’s school
performance
Yung sa pangalan nya ang alam nya lang isulat ay ang letrang D at letrang A yung sa apelyido nya E at tsaka C. (Daryl) The child can only write four letters
from his name

48. References
■ Baxter, P. and Jack, S. (2008) Qualitative Case Study Methodology: Study Design and
Implementation for Novice Researchers. The Qualitative Report. Vol 13 (4) 544-559.
■ Eisenhardt, K. and Graebner, M. (2007)Theory Building From Cases:Opportunities and Challenges.
Academy of ManagementJournal.Vol 50 (1) 25-32.
■ Nock, M., Michel, B., and Photos,V. (2007) Single-Case Research Designs. Retrieved from
www.sagepub.com/upm-data/19353_Chapter_22.pdf.
■ Rowley, Jennifer (2002) Using Case Studies in Research. Management Research News.Vol 25 (1)
16-27.
■ Starman,A. (2013)The Case study as aType of qualitative Research. Journal of Contemporary
Educational Studies (1) 28-43
■ Yin, Robert (2014) Case Study Research : Design and Methods (5th edition). Thousand Oaks,
California: SAGE Publications.

49. ■ Yazan, Bedrettin (2015)Three Approaches to Case Study Methods in Education:Yin, Merriam,
and Stake. The Qualitative Report.Vol 20 (2)134-152.
■ Zucker, Donna (2009) How to DoCase Study Research. School of Nursing Faculty Publication Series.
Retrieved from: http://scholarworks.umass.edu/nursing_faculty_pubs/2

50. SALAMAT PO!!!