4.3. Research method
4.3.2. Case study method
Case study research is sometimes considered a strategy rather than a methodology in the sense that its processes often employ a holistic approach in order to preserve and understand the wholeness and unity of the case in question (Robson, 1993:147). Consequently, selecting a case study as a research design is appropriate for particular kinds of research questions specifically of an exploratory or explanatory nature. This helps the researcher in understanding processes and the complexity of the case and the methods to be adopted (Putney, 2010: 116).
Methodological approaches in case study research are selected carefully in order to avoid error.
Multiple methods of data collection can be employed as they allow for little quantification or generalisations and are considered valid forms of inquiry for descriptive and evaluative studies (Sarantakos, 1993: 260; De Vaus, 2001: 219). Case studies are conceptualised as relating more to qualitative studies, particularly participant observation and structured interviews. These
techniques facilitate a rigorous penetration of situations that are not well known which in turn challenge the researcher to recognise the importance of new inputs, generate pertinent questions and make deeper inquiries to the case (Mabry, 2008: 218). The applicability of qualitative methods to a given context in case study research lies in their ability to serve as building blocks for data collection and analysis (Burton, 2000: 215). In quantitative research however, large scale quantitative methods depend largely on careful adherence to a prescriptive research design, consequently, the search for a broad applicability of findings compels the use of large populations and data collection methods using standardised procedures (Mabry, 2008: 216).
Case studies vary in the mixtures of methods they employ and the scope of each study is also influenced by its analytical focus and the research resources available. Nevertheless, a good case study research design must utilise a set of research methods that will be able to satisfy the key requirement of effective contextualisation (Elger, 2010: 232). Case study research is applicable to mixed methods in terms of the research design, analysis and interpretations (Kitchenham, 2010: 561; Putney, 2010: 118). In undertaking this research study, the case study method was employed using a mixed method approach discussed in section 4.2.3 and 4.2.4 of this chapter.
The application of mixed methods for the study is informed by the consideration that research questions in case studies are often qualitative in nature and may ignore other quantitative
questions that are relevant to the study. Consequently, the use of mixed research methods for the study enabled the researcher to compile rich empirical data in order to achieve meaningful results from the findings of the study. Kitchenham (2010: 562-563) also observed that because
inductive and deductive reasoning are applied in mixed method research, the results are far more robust particularly in case study research which requires the use of empirical data gathered through varied data collection techniques. Similarly, the contextual nature of this study emphasised the need for an in-depth examination of the nature of legal information literacy in Nigeria, for which the case study method as a research design, was most appropriate. This is because it provided flexible ways for the researcher to investigate complex issues related to the
use and application of legal information in the workplace in Nigeria. Timmons and Cairns (2010:
99-100), argued that case studies in educational research, help create knowledge and
understanding by encouraging the development and implementation of policy on any particular subject in order to improve the standard of learning. Hence, the application of the case study method to this study provides a practical way to monitor the current implementation of the revised curriculum of the Nigerian Law School for the purpose of assessing its impact on legal education and practice in Nigeria. Findings of the study will also serve as a basis for making recommendations in refining future efforts towards policy implementation in legal education in Nigeria (Grimes, 2009: The future and lessons).
The use of case study research implies the kind of data that is to be collected and how such data are to be analysed (Gomm, Hammersley & Foster, 2000: 3). The amount of data to be processed in case study research makes its analytical strategies a challenge as it requires the development of clear conceptual categories for explaining patterns of phenomena and the context in which they appear. Generalisability from this process can be shown by drawing similarities between findings and previous knowledge thus increasing the potential for developing theoretical
propositions (Babbie and Mouton, 2001: 281). However, there are no strict guidelines or routines in analysing case study research; analysis in case study can take a variety of forms. The analytic role of the researcher in case study research is to provide a detailed description of the case and of the setting which will help in organising the data (Putney, 2010: 118-119). Nevertheless, it is important that the procedures are carefully outlined to reflect the steps taken (Yin, 2009: 255;
Babbie & Mouton, 2001: 288, 300). Modes of case study analysis include:
Pattern-matching - that is, patterns emerging from the data are matched with patterns in theory or in alternative predictions. This helps to enhance the internal validity of the study.
Explanation building - the idea here is to generate the explanations about your case.
Case study research has great potential for the development of theory. According to Amaratunga and others (2002: 26), case studies are tailor-made for exploring new processes or behaviours which are yet to be explored. In this sense, they function to generate hypotheses and the development of theory. The development of theory in case study research (if any) is usually
inductive and may emerge through constant comparative method and dialogue cycle of data collection and interpretation (Mabry, 2008: 224).
Issues of representativeness have always been questioned with case study methods especially with regard to the extent to which findings can be generalised beyond the particular study in question (Bryman, 1988: 88; Flyvberg, 2004: 421; Timmons & Cairns, 2010: 100). The contextual nature of case study research necessitates that the researcher is able to provide a representative insight into the nature of complexity of the case (Mabry, 2008: 220). However, as contended by Punch (1998: 155), generalisable results depend on the purpose of the case through its conceptualisation and process of data analysis by which findings from a case can be put forward as being potentially applicable to other cases. In this way, the development of abstract concepts and propositions from the study raises the analysis above simple descriptions and helps contribute potentially generalisable findings. Gomm, Hammersley, and Foster (2000: 3) and Outhwaite and Turner (2007: 114) also argued that case studies should be used to capture cases and their uniqueness rather than as a basis for wider generalisations or for theoretical inferences.
Hence, even though a case study may be lacking in external validity in terms of generalisability, internal validity can be achieved by providing a profound understanding of the specific case from which inferences can be made to other related cases.
Stake (2005: 443), asserts that the case study method is not a methodological choice but a choice of what is to be studied. The ability of this method to facilitate an understanding of contextual issues through ways of inquiry has helped foster development in various organisational and educational research. Through its ability to reflect actual human experience, case study methods present a disciplined force for influencing public policy within a given context (Stake, 2005:
460; Timmons & Cairns, 2010: 99-100). Similarly, in research, Yin (2003: 7-8) argues that the leverage provided by techniques in case study research enables the adoption of a triangulated approach to data collection which predisposes the researcher to pursue a particular strategy in the course of investigation regardless of the nature of the research question.
The choice of a case study method in conducting this study is based on the consideration that it is found to be more appropriate to the research objectives and the contextual nature of the study.
Considerations for its preference are also based on the fact that despite the effectiveness of other
methods in dealing with such studies, limitations can be experienced in thoroughly investigating contextual issues (Yin, 2003: 13). This view is also supported by Kumar (2005: 113) when he observed that by providing the opportunity for an in-depth analysis of a research topic, case study methods are highly specific by which data generated from the methods can provide a basis for further inquiry to the findings of the study. Consequently, the application of a case study method in conducting this study has helped in providing a better insight into the context of IL in the legal workplace in Nigeria.