Case study

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Case Study (engl. Casestudy ) mainly describes either a method of teaching or research method.

  • As a teaching method in a case study, the learner is presented with a "case" that describes a problematic situation (mostly fictional or historical). The task then is to work out a solution.
  • As a research method, case study means empirical research aimed at examining an object of investigation in its real environment. This is z. B. applied in social and medical research.

Case studies in research

Data analysis

In Yin (2013, p. 85 ff.), Six different types of usable and triangulated data sources are distinguished in the context of case studies:

  1. Documents
  2. Archive entries
  3. Interviews
  4. Direct observation
  5. Participating observation
  6. Artifacts

Types of case studies in research

If the case study approach is chosen as the research method, then, according to Ridder (2017) (in a similar way also by Welch et al., 2011), four types of case studies can be distinguished: The first approach, which is represented by Eisenhardt, assumes that a case study does not initially require any theory, so carrying out the case study is to a certain extent unencumbered (and unaffected) by previous knowledge. The second approach, which is advocated by Yin, is a case study about filling in omissions in existing theories, in a sense “filling the holes”. A third approach, represented u. a. von Stake, deals explicitly with the social construction of reality. The fourth approach, represented u. a. by Burawoy, aims to identify anomalies. It should be noted that the methodological sequence of these four methods is e.g. T. differs significantly from each other. The first two approaches mentioned are assigned to positivism and are increasingly viewed critically in economics and social sciences. Assumptions about ontology and epistemology ultimately determine the choice of one of these four methods. A distinction must be made between case studies as a teaching method.

Social sciences

In social research, the case study is used to research individuals or groups. Through the case study, the researcher tries to obtain exploratory and descriptive statements about the object of investigation.

The method of density description attempts to achieve a holistic understanding of the object of investigation, including as many variables recognized as relevant as possible. Case studies are associated with methods of ethnography , field study and participant observation .

Whether the knowledge gained is transferable or can be used to obtain representative data depends, among other things. a. depends on the relationship between the general and the particular. If the general is contrasted with the particular, then the importance of the case analysis lies in the procurement of hypotheses at the beginning of research that is based on generalization on the basis of statistical representativeness (hypothesis generation model). Conversely to this position, case analyzes can be found in which general statements are not made. Instead, the view is taken that the individual case is self-sufficient (social reporting model).

Case studies in teaching

history

The "Case Study Method", translated directly as the case study method, has its origins in the training of law students at Harvard Law School (cf. Schönfeld, Hanns-Martin in: The Leadership Training in Operational Functional Structure, 1967). According to a 2003 report in Harvard Magazine by Davis A. Garvin, the case study was introduced as early as 1870 by a new professor at the law school. He was convinced that there are laws in law that could be conveyed inductively through practical court situations using examples. He replaced the original lecture and drill method with a vocational, exemplary teaching method, the case study method. The lecturer also used the Socratic question-and-answer technique to ensure that class time was used efficiently (see Harvard Magazine, September / October 2003, p. 56).

Harvard Business School followed in 1920 with the first case studies. The deputy dean, a law school graduate, advocated the introduction of the case study method. After a professor was persuaded to start a first collection of cases, the collection was expanded with additional funds from the dean (ibid.). Today the collection of case studies at the Harvard Business School has more than 1000 tried and tested copies (cf. Kaiser, 1983, p. 12).

In 1985 the Harvard Medical School followed the case study tradition. Here, too, the conviction was that very typical and representative examples from practice are well suited to prepare students for practice.

Types of case studies in teaching

  • Problem finding case (case study method)
  • Case Method
  • Case Problem Method, Stated Problem Method
  • Information case (case incident method)
  • Investigation case (Stated Problem Method)

The case types differ in the following learning effects:

  • Information: The data relevant for the case solution can be complete, incomplete or not given at all.
  • Problem: The problem or problems underlying the case study can be explicitly named. In contrast to this, however, the learner can also be challenged to identify the problems independently and to weigh up their relevance.
  • Solution: The learner has to look for alternative solutions; he may be asked to choose one. The solution can also be anticipated and made a subject of discussion.

Case study for problem solving in teaching

A case study can be compared to a kind of drama with subsequent evaluation. There are roles for participants and a situation or a (problem) case is assumed in which the people work out a solution within the scope of their assigned skills and freedom of action. The aim is to find a solution to a problem that has not been or only insufficiently observed up to now.

Action and decision theory in teaching

Case studies are often used to enrich the teaching of both youth and adult education. The solution is usually left open, the learners should work out a plausible result themselves. There are also case studies that provide the solution and are intended to encourage the learners to discuss it and to search for alternatives. A case study ( case , case , case study ) is therefore a description of a situation and its influencing factors created for teaching purposes, which aims to actively deal with the content as well as concrete actions of the learner. Such a case study is therefore not synonymous with example.

Case studies in personnel selection processes

A case study can be part of a personnel selection process, e.g. B. in the assessment center . The applicant is presented with one or more subject-related and job-related cases, which he should solve within a short period of time. A distinction is made between so-called short cases and longer case studies. In the short cases, the candidate receives several shorter problems that are to be dealt with one after the other. In the case of a longer case study, the applicant receives comprehensive information material on a complex problem that is intended to help find a solution. With this method, the stress resistance, problem-solving skills and the professional qualifications of the applicant are to be checked in practical application.

Business administration

Business case studies enable the reader to grasp individual business functions (e.g. purchasing, production, sales, financing, human resources management, etc.) using case descriptions that are as realistic as possible (usually for a fictitious company) in an overall context. Business case studies can be used as a supplement to lessons or lectures.

Case studies in reference marketing

Case studies are used in a slightly modified form in reference marketing. Here a project of a reference customer is presented with the description of the initial situation, the solution approaches and the implemented solution. Usually only the reference customer has a say. Here the promotion of a service or a product is in the foreground, less the neutral investigation of the problem case.

literature

  • Andreas Liening, Carsten Paprotny: Case study work in economic education. In: Liening, Andreas (Ed.): Dortmunder Contributions to Economic Education ( Discussion Article No. 8 ). University of Dortmund, Dortmund 2008, ISSN  1613-6381 , ( PDF online ).
  • Andreas Borchardt and Stephan E. Göthlich: Gaining knowledge through case studies . In: Sönke Albers, Daniel Klapper, Udo Konradt, Achim Walter and Joachim Wolf (eds.): Methodology of empirical research . 2nd, revised and expanded edition, Gabler, Wiesbaden 2007, pp. 33–48, ISBN 978-3-8349-0469-0 .
  • Thomas Brüsemeister: Qualitative Research: An Overview . West German Publishing House, Wiesbaden 2000.
  • Kathleen M. Eisenhardt : Building Theories from Case Study Research . In: Academy of Management Review . Volume 14, 1989, No. 4, pp. 532-550.
  • John Gerring: Single-Outcome Studies . In: International Sociology . 2006, issue 5, pp. 707-734.
  • Regula Kyburz-Graber: Does case-study methodology lack rigor? The need for quality criteria for sound case-study research, as illustrated by a recent case in secondary and higher education . In: Environmental Education Research . Volume 10, No. 1, 2004, pp. 53-65.
  • Roland W. Scholz and Olaf Tietje: Embedded Case Study Methods. Integrating Quantitative and Qualitative Knowledge . Sage, Thousand Oaks [et al.] 2002: ISBN 0761919465 .
  • Robert E. Stake: The Art of Case Study Research . Sage, Thousand Oaks [et al.] 1995, ISBN 0803957661 .
  • Robert K. Yin: Case Study Research. Design and Methods (Applied Social Research Methods Series, Volume 5). 2013, 5th edition, SAGE, ISBN 978-1452242569 .
  • Martin Tradt: Business case study: Fiffi-Fix & Cut AG: Mobile dog groomer . BoD, Norderstedt 2014, ISBN 978-3-7322-1368-9 .

Case studies in class

  • Franz-Josef Kaiser: Basics of case study didactics - historical development - theoretical basics - teaching practice . In: Franz-Josef Kaiser (Ed.): The case study - theory and practice of case study didactics . Volume 6, Bad Heilbrunn, 1983, pp. 9-34
  • Franz-Josef Kaiser and H. Kaminski: Methodology of economics lessons. Basics of an action-oriented learning concept . Bad Heilbrunn 1999
  • Davis A. Garvin: Making The Case . In: Harvard Magazine . Issue 106, 2003, p. 56 ff.
  • Peter Heimerl and Oliver Loisel: Learning with case studies in organizational and personnel development. Applications, cases and solution tips . Linde, Vienna 2005.
  • Michael Bannach: Self-determined learning . Baltmannsweiler 2002, pp. 141ff.
  • RW Scholz, DJ Lang, A. Wiek, AI Walter and M. Stauffacher: Transdisciplinary Case Studies as a Means of Sustainability Learning. Historical Framework and Theory . In: International Journal of Sustainability in Higher Education . Volume 7, No. 3, 2006, pp. 226-251.

Web links

Wiktionary: case study  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ^ Hans-Gerd Ridder: The theory contribution of case study research designs. In: Business Research. 10, 2017, p. 281, doi : 10.1007 / s40685-017-0045-z .
  2. ↑ Welch et al .: Theorising from case studies: Towards a pluralist future for international business research . In: Journal of International Business Studies. 42, 2011, pp. 740-762. doi : 10.1057 / jibs.2010.55
  3. ↑ Martin Tradt: Business case study: Fiffi-Fix & Cut AG: Mobile dog hairdresser . BoD, Norderstedt 2014, p. 7.