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Report Format in case study Approach: Kindly incorporate changes in the chapters

wherever required as follows:

Chapter 1 SAME AS EARLER

Chapter ! SAME AS EARLER

Chapter "# "$1Purpose and rationale for case study

"$% Research questions

Chapter &$1 Design based on the unit of analysis and research purpose

&$! Data collection and management techniques

&$!$1'ield (ethods

&$!$!)ranscri*ed notes and interviews

&$!$" Mapping of (a+or concepts&$!$& ,uilding typologies

&$!$% Me(*er chec-ing

Chapter %#%$1 Describe the full case

%$! Focus the analysis built on themes linked to purpose and unit of analysis

%$" Analyze findings based on the purpose, rationale, and research questions

%$"$1 Case perspective

%$"$! .isciplinary perspective

%$"$"Cross#case co(parison

%$"$& /rite up the case fro( an acade(ic perspective

%$"$% ,iography0 auto*iography0 narratives

Chapter SAME AS EARLER

Sample

Another i(portant co(ponent in teaching case study (ethod is to e(phasi2e unit of analysisand description of the sa(ple$ /hen the unit of analysis is an individual0 for e3a(ple0 life

history$ )his contrasts to (ultiple 4co(parative5 case studies$

Some nformation about !ase Study "ethod:# 6Syste(atic inquiry into an event or a set

of related events which ai(s to descri*e and e3plain the pheno(enon of interest7$ )he unit of

analysis can vary fro( an individual to a corporation$

Purpose of !ase Studies

Researchers can use case study (ethodology for (any purposes:

1$ to explore new areas and issues where little theory is availa*le or (easure(ent is unclear8

!$ to describe a process or the effects of an event or an intervention0 especially when such

events affect (any different parties8 and

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"$ to explain a co(ple3 pheno(enon$

n analysis of case studies0 there are inevita*ly (ore varia*les than cases0 or data points0 so

traditional statistical analyses cannot *e applied$ )herefore0 different techniques need to *e

used to organi2e and syste(atically review large a(ounts of infor(ation$

Case study (ethodology focuses on conte(porary events and therefore involves an in#depth0

longitudinal 4over a long period of ti(e5 e3a(ination of a single instance or event: a case$

)hey provide a syste(atic way of loo-ing at events0 collecting data0 analy2ing infor(ation0

and reporting the results$ As a result the researcher (ay gain a sharpened understanding of

why the instance happened as it did0 and what (ight *eco(e i(portant to loo- at (ore

e3tensively in future research$ Case studies lend the(selves to *oth generating and testing

hypotheses$

Case study research can (ean single and (ultiple case studies

A distinction has to *e (ade *etween the sub#ect and the ob#ectof the case study$ )he

su*+ect is the 6practical0 historical unity7 through which the theoretical focus of the study is*eing viewed$ )he o*+ect is that theoretical focus 9 the analytical fra(e$ )hus0 for e3a(ple0 if

a researcher were interested in S resistance to co((unist e3pansion as a theoretical focus0

then the Korean /ar (ight *e ta-en to *e the sub#ect0 the lens0 the case study through which

the theoretical focus0 the ob#ect0 could *e viewed and e3plicated$

A case selection that is *ased on representativeness will seldo( *e a*le to produce these

-inds of insights$ /hen selecting a su*+ect for a case study0 researchers will therefore use

infor(ation#oriented sa(pling0 as opposed to rando( sa(pling$