4. Research Design and Methodology
4.3. Logic of designing a case study
The approach used to conduct a case study is defined by literature. Furthermore, guidance is provided on how a case organisation should be evaluated and selected which was applied in the research. It was noted that case selection must be determined by the research purpose, questions, propositions and theoretical context, but there will also be other constraints that impact on case selection (Rowley, 2002). It was also borne in mind that a research design is the logic that links the data to be collected, and the conclusions drawn from the case study, given the initial question of a study (Yin, 2014). He clarifies that case study research design is a plan that guides the researcher
Chapter 4: Research Design and Methodology
in the process of collecting, analysing and interpreting observations thus becoming a logical model of proof that allows the researcher to draw inferences concerning causal relations among the variables under investigation. Yin (2014) and Rowley (2002) provide the following five components of a research design:
1. A study’s question: “the form of the question in terms of ‘who’, what’, ‘where’,
‘how’ and ‘why’, provides an important clue regarding the most relevant research strategy to be used”.
2. Its propositions (if any): “propositions are inferences that are made about a study and need to be validated to check the correctness of the defined relationship. Rowley (2002) says that descriptive and explanatory studies need propositions which are derived from the research question/s. Each proposition attracts attention to something that should be examined within the scope of the study. The proposition in addition reflects an important theoretical issue and also begins to tell one where to look for relevant evidence. The more a case study contains specific propositions, the more it will stay within feasible limits”.
3. Its unit(s) of analysis: “the definition of the unit of analysis, and therefore of the case, is related to the way the initial research questions have been defined.
Selection of the appropriate unit of analysis results from the accuracy with which the primary question is specified. If the question does not lead to the favouring of one unit of analysis over another, then the question is probably either too vague or numerous thus presenting a case that is difficult to investigate. All types of questions need to be considered and answered to define the unit of analysis and thereby to determine the limits of the data collection and analysis.
Previous literature could also become a guide for defining the case and unit of analysis”.
4. The logic linking the data to the propositions: “Linking data to propositions could be done in a number of ways. One promising approach for case studies is the idea of ‘pattern-matching’ where by several pieces of information from the same case may be related to some theoretical proposition”.
5. The criteria for interpreting the findings: “There is currently no precise way of setting the criteria for interpreting findings”.
It was noted from the review of the literature that case studies suffer from the lack of generalisation. Insight was obtained from the work that was done by experts in case study methodology in order to apply this concept fairly in the research. Yin (1994) clarifies that the research design also defines the domain of generalisability, that is, whether obtained interpretations can be generalised to a larger population or to different situations. He provides the following approach when designing a case study:
“The technical definition begins with the scope of a case study: a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident. One would use the case study method because
Chapter 4: Research Design and Methodology
they deliberately want to cover contextual conditions believing that they might be highly pertinent to the study of the phenomenon”.
“The phenomenon and context are not always distinguishable in real life situations, a whole set of other technical characteristics, including data collection and data analysis strategies”. Case study inquiries:
o “Cope with the technically distinctive situation in which there will be many more variables of interest than data points and as one result’.
o “Relies on multiple sources of evidence with the data needing to converge in a triangulating fashion and as another result”.
o “Benefits from the prior development of theoretical propositions to guide data collection and analysis”.
The data gathered from a case study could be analysed using a variety of qualitative data analysis techniques to provide insight. Case study as a research strategy comprises an all-encompassing method with the logic of design incorporating specific approaches to data collection and to data analysis (Yin, 2014). In case studies, theory development is essential in the design phase, whether the ensuing case study’s purpose is to develop or test theory (Yin, 2014). He further suggests that the researcher should incorporate rival theory (alternative or inverse of the expected outcome) in the design. He emphasises that the complete research design embodies a “theory” of what is being studied.
It has emerged from the review of the literature that there is a science behind case study research. Yin (1994) confirms that the complete design of the study will provide surprisingly strong guidance in determining what data needs to be collected and the strategies for analysing the data. He adds that for this reason, theory development prior to the collection of any case study data is an essential step in doing case studies.
Yin (1994) explains that an explanatory case study should be preceded by statements about:
“What is to be explored”,
“The purpose of the exploration”, and
“The criteria by which the exploration will be judged successful”.
Literature guides that the use of case studies could yield results that could be generalised to other settings provided the case study is designed properly. Yin (1994) cautions that the researcher should be aware of the full range of theories that might impact or be relevant to their study. He says that theory development does not only facilitate the data collection phase of the ensuing case study. He emphasises that the appropriately developed theory also is the level at which the generalisation of the case study results will occur. Case studies are not ‘sampling units’ and thus cannot be treated with statistical generalisation (Yin, 1994). He states that the method of generalisation is analytical generalisation in which a previously developed theory is used as a template with which to compare the empirical results of the case study. He adds that if two or more cases are shown to support the same theory, replication may
Chapter 4: Research Design and Methodology
be claimed. He emphasises that the empirical results may be considered yet more potent if two or more cases support the same theory but do not support an equally plausible rival theory. This ability to generalise case studies also presents an opportunity to infer certain behaviour in other case organisations thus enabling the research to compare the outcome from multiple case studies.
One of the challenges with qualitative research is the requirement for a skilled researcher. This requirement is central to the outcome of the research given the rigour applied by the researcher. However, literature provides guidelines on how to improve the quality of a qualitative study. Yin (1994) and Rowley (2002) point out that there are no firm procedures for the analysis of results obtained from case studies. Rowley (2002) suggests that good case study analysis adheres to the following principles:
“The analysis makes use of all of the relevant evidence”.
“The analysis considers all of the major rival interpretations and explores each of them in turn”.
“The analysis should address the most significant aspect of the case study”.
“The analysis should draw on the researcher’s prior expert knowledge in the area of the case study but in an unbiased and objective manner”.
The final stage in the case study is to write a report. Rowley (2002) points out that the wealth of information that is gathered during the case study makes this process difficult, however encourages the researcher to document pertinent issues and maintain other details in a research database. The effective analysis of the results will assist in providing a structure (Rowley, 2002). It is noted from the guidelines provided by contributors on case study methodology that a systematic and controlled approach to the research is critical to the outcome of the study. Mechanisms as pointed out by researchers were thus put in place to maintain control and to preserve the quality of the outcome of the research.