This research uses qualitative case studies of three vocational education institutions offering automotive mechanics specialization to students in Swaziland in order to determine which pedagogies are used to specialize students into automotive mechanics.
Case study allows one to examine a phenomenon by identifying it, then observing and documenting an exemplary instance of it – which could involve a specific context or a specific practice (O'Toole & Beckett, 2010). According to Yin (2003), qualitative case study allows the investigation of individuals or organizations through complex interventions, relationships, communities, or programs, thereby supporting a deconstruction and subsequent reconstruction of various phenomena. It provides the flexibility and rigour to explore and describe a phenomenon within its context using a variety of data sources (Baxter & Jack, 2008), thus providing for a composite – rather than single – lens through which a phenomenon is viewed and understood. The deconstruction allows the situation to be revealed through its facets and relationships, while a reconstruction may, within it, carry meanings that may not have been arrived at by other means (ibid). Hancock and Algozzine (2001) indicate that qualitative case study is different from other types of qualitative research study in that it provides intensive analysis and description of a single unit or system that is bounded by space and time, providing an in-depth understanding of a situation and its meanings for those involved (Hancock & Algozzine, 2001). As a research strategy, Eisenhardt (1989) says case study brings out understanding of the dynamics present within a setting. Voss et al (2002)
62
indicate that because case research is without the rigid limits of questionnaires and models, it may lead to new and creative insights, including the development of new theory. They further state that it has high validity for the practitioner or ultimate user of the research, enriching not only theory but the researchers themselves by allowing the researcher to be exposed to the real problems and insights of the people and the varied contexts of the cases themselves.
While a single qualitative case study could provide more depth of observation for a phenomenon under study, Barratt et al (2011) indicates, however, that multiple case studies have the potential to augment external validity and help guard against observer bias. The value this brings in relation to theory building is that it provides for more thorough and robust testable theory than would be provided by a single case study (Yin, 1994).
Within the context of this research – lecturer pedagogy in automotive mechanics in Swaziland – I initially considered looking at automotive mechanics specialization within the context of just one institution, which would have constituted a single case study.
However, since automotive mechanics training in Swaziland is conducted at three institutions, it provided greater context for the study to include all three institutions. Using multiple case studies could facilitate a broader understanding of the pedagogy used by lecturers in specializing students into automotive mechanics in the Swaziland situation, while approaching each case as a single unit and deconstructing and reconstructing the data that is collected would enable what Hancock and Algozzine (2001) refer to as in- depth understanding of situations and meanings for those involved. The resulting picture would be both more defined and wider, in terms of both the similarities and differences found.
Within the context of Swaziland, specialization of students into automotive mechanics takes place at the Swaziland College of Technology, at Gwamile VOCTIM, and at the Swazi Skills Centres. The skills centres are managed centrally with the three small centres, which are spread across the country, following the same training regime: Manzini Industrial Training Centre (MITC), Siteki Industrial Training Centre and Nhlangano Industrial Training Centre. For purposes of this research only the Manzini Industrial
63
Training Centre was used. This is the main centre from which the other centres are run, and thus provides a feel for what transpires at the other two skills centres. Thus the research was carried out at the Swaziland College of Technology (SCOT), Gwamile VOCTIM and Manzini Industrial Training Centre.
Within the descriptive and interpretive research paradigm, the study uses a combination of both inductive and deductive methodology. Inductive reasoning allows the data to generate interesting themes and discussions, while deductive reasoning works with the data through a theoretical lens.
In order to guide the research process in a qualitative case study, underpinning conceptual frameworks should play an anchoring role, giving direction to the study so as to limit the scope of the research (Yin 2003; Stake 1995). Yin (2003) calls these ‘propositions’ and says the specific propositions are helpful in keeping the case study within feasible limits;
they can be derived from various sources such as literature, personal/professional experience and theory. According to Baxter and Jack (2008), each proposition must have a distinct focus and purpose, as its role is to focus the data collection and to determine the direction and scope of the study. These propositions together contribute to the formation of a foundation for a conceptual structure or framework (Miles & Huberman 1994; Stake, 1995, in Baxter and Jack (2008). Stakes (1995) calls these propositions ‘issues’, and it is issues that may tie in with social, historical, political or personal contexts that may lead to the development of a conceptual framework that guides the research. Baxter and Jack (2008) caution, however, that it is possible that a conceptual framework may place limitations on the inductive approach that are too restrictive when exploring a phenomena and advise that to avoid becoming too deductive, researchers should journal their thoughts and discuss these with other researchers. In the inductive approach, Gasson (2004) refers to open coding where data is classified into themes or categories and then commonalities, associations or implied causalities are searched for, starting with a vague understanding of what might be relevant. She refers to the works of Glaser and Strauss (1967) and Glaser (1978) who even suggest that researchers avoid the literature closest to the area of research, lest they be sensitized to looking for concepts related to existing theory, thus limiting innovation. In any event, both the deductive and the inductive should be allowed to have their roles, if only to increase epistemology. Walsham (1995) also sounds a
64
warning that although theory may benefit the research by providing a valuable initial guide, the researcher should avoid seeing only that which theory suggests or use theory so rigidly that potential avenues of explorations are suppressed. Instead, the researcher should note that it is desirable for interpretive studies to maintain a degree of openness to allow emerging data from the field to raise its own issues, modifying initial assumptions and theories. Doing so results in an iterative process involving data collection and analysis which may lead to expansion of theory, its modification or even its abandonment altogether.