Scientific Steps For

Making CASE STUDY

byUnder the supervision of Miss : Rasha atallah

Mohammed abu nahlaTariq zimmoRaed al najjar

University of Palestine University of Palestine Business and Finance collegeBusiness and Finance college

History of the case studyHistory of the case study

As a distinct approach to research, use of the case study As a distinct approach to research, use of the case study originated only in the early 20th century originated only in the early 20th century

The use of case studies for the creation of new theory in The use of case studies for the creation of new theory in social sciences has been further developed by the social sciences has been further developed by the sociologists Barney Glaser and Anselm Strauss who sociologists Barney Glaser and Anselm Strauss who presented their research method, Grounded theory, in presented their research method, Grounded theory, in

19671967.. Case studies have also been used as a teaching method Case studies have also been used as a teaching method

and as part of professional development, especially in and as part of professional development, especially in

business and legal educationbusiness and legal education . .

Definitions of case studyDefinitions of case study

A case study is one of several ways of doing research A case study is one of several ways of doing research whether it is social science related or even socially related. whether it is social science related or even socially related. It is an in-depth investigation/study of a single individual, It is an in-depth investigation/study of a single individual, group, incident, or community.Other ways include group, incident, or community.Other ways include experiments, surveys, or analysis of archival information.experiments, surveys, or analysis of archival information.

Case Study RequirnmentsCase Study Requirnments

Case selectionCase selection:: Yin (2005) suggested that researchers should decide whether Yin (2005) suggested that researchers should decide whether

to do single-case or multiple-case studies and chose to keep to do single-case or multiple-case studies and chose to keep the case holistic or have embedded sub-cases. This two-by-two the case holistic or have embedded sub-cases. This two-by-two

combination can produce four basic designs for case studiescombination can produce four basic designs for case studies Three types of information-oriented cases may be distinguished:Three types of information-oriented cases may be distinguished:

1.Extreme or deviant cases 1.Extreme or deviant cases

2.Critical cases 2.Critical cases

3.Paradigmatic cases3.Paradigmatic cases

Critical case Critical case

A critical case can be defined as having strategic A critical case can be defined as having strategic importance in relation to the general problem. For importance in relation to the general problem. For example, an occupational medicine clinic wanted to example, an occupational medicine clinic wanted to investigate whether people working with organic solvents investigate whether people working with organic solvents suffered brain damage. Instead of choosing a suffered brain damage. Instead of choosing a representative sample among all those enterprises in the representative sample among all those enterprises in the clinic’s area that used organic solvents, the clinic clinic’s area that used organic solvents, the clinic strategically located , ‘If it is valid for this case, it is valid strategically located , ‘If it is valid for this case, it is valid for all (or many) cases.’ In its negative form, the for all (or many) cases.’ In its negative form, the generalization would be, ‘If it is not valid for this case, generalization would be, ‘If it is not valid for this case,

then it is not valid for any (or only few) cases.then it is not valid for any (or only few) cases.

Generalizing from case studiesGeneralizing from case studies

• The case study is effective for generalizing using the The case study is effective for generalizing using the type of test that Karl Popper called falsification, type of test that Karl Popper called falsification, which forms part of critical reflexivitywhich forms part of critical reflexivity

• was based on a case study selected by information-was based on a case study selected by information-

• oriented sampling and not random sampling.oriented sampling and not random sampling.

AssumptionsAssumptions

1)1) Cases selected based on dimensions of a theory (pattern-Cases selected based on dimensions of a theory (pattern-

matching) or on diversity on a dependent phenomenon matching) or on diversity on a dependent phenomenon (explanation-building).(explanation-building).

2)2) No generalization to a population beyond cases similar to No generalization to a population beyond cases similar to those studied.those studied.

3)3) Conclusions should be phrased in terms of model elimination, Conclusions should be phrased in terms of model elimination, not model validation. Numerous alternative theories may be not model validation. Numerous alternative theories may be consistent with data gathered from a case study.consistent with data gathered from a case study.

4)4) Case study approaches have difficulty in terms of evaluation Case study approaches have difficulty in terms of evaluation of low-probability causal paths in a model as any given case of low-probability causal paths in a model as any given case selected for study may fail to display such a path, even when selected for study may fail to display such a path, even when

it exists in the larger population of potential casesit exists in the larger population of potential cases..

The case study approach is a law-related education teaching The case study approach is a law-related education teaching strategy which uses real and hypothetical legal cases to help strategy which uses real and hypothetical legal cases to help students develop critical thinking skills. In its complete form, it students develop critical thinking skills. In its complete form, it includes the following elements:includes the following elements:

1)1) Identifying the facts of the case;Identifying the facts of the case;

2)2) Defining the legal and/or constitutional question;Defining the legal and/or constitutional question;

3)3) Formulating arguments for both sides of the question;Formulating arguments for both sides of the question;

4)4) Explaining the court's decision and the reasons of the majority and Explaining the court's decision and the reasons of the majority and the dissent; andthe dissent; and

5)5) Evaluating the court's decision and predicting the impact of the Evaluating the court's decision and predicting the impact of the court's decision.court's decision.

..

1)1) Identifying the Facts of the CaseIdentifying the Facts of the Case

Students begin by reading, listening to, or Students begin by reading, listening to, or viewing a description of the facts of the case. viewing a description of the facts of the case. One useful and efficient method for ensuring One useful and efficient method for ensuring that students understand the facts is to put that students understand the facts is to put them in pairs. Then ask one student in each them in pairs. Then ask one student in each pair to summarize the facts. pair to summarize the facts.

Another technique involves having students work in Another technique involves having students work in groups on the following questionsgroups on the following questions::

What happened in this case?What happened in this case?

Who are the people/organizations/companies involved?Who are the people/organizations/companies involved?

What motives could explain why the people involved acted What motives could explain why the people involved acted as they did?as they did?

Which facts are important?Which facts are important?

What facts don't you have that you would like?What facts don't you have that you would like?

2)2) Defining the Constitutional and/or Legal Defining the Constitutional and/or Legal QuestionQuestion

It is important for students to understand what It is important for students to understand what constitutional and/or legal question the court must constitutional and/or legal question the court must address in the case, or it will be difficult for them address in the case, or it will be difficult for them to understand the implications of the court's to understand the implications of the court's decision. Defining constitutional and/or legal decision. Defining constitutional and/or legal questions is often very difficult. In many instances, questions is often very difficult. In many instances, you may decide simply to give your students the you may decide simply to give your students the question.question.

However, if you want students to define the issue However, if you want students to define the issue themselves, the following four questions is most useful themselves, the following four questions is most useful for constitutional cases that involve state action:for constitutional cases that involve state action:

Who was the actor? (Who did something?)Who was the actor? (Who did something?) Who was the recipient of the action? (To whom was it Who was the recipient of the action? (To whom was it

done?)done?) What was the action that caused the controversy? (What What was the action that caused the controversy? (What

was done?)was done?) What specific part of the Constitution/statute is involved?What specific part of the Constitution/statute is involved?

Once the students have answered these questions, they Once the students have answered these questions, they

should develop a question the court must addressshould develop a question the court must address . .

3) 3) Formulating Arguments for Both Sides of the Formulating Arguments for Both Sides of the

QuestionQuestion One way to begin this step is to have the students One way to begin this step is to have the students

identify the values and goals of each side. Rarely is a identify the values and goals of each side. Rarely is a case strictly about good versus bad. More often, legal case strictly about good versus bad. More often, legal cases involve significant conflicts between competing cases involve significant conflicts between competing positive values, such as private property rights versus positive values, such as private property rights versus

equalityequality Before students learn about how the court Before students learn about how the court

decided and its reasons, ask them to decided and its reasons, ask them to predict what they think the court will do predict what they think the court will do and whyand why..

4) 4) Explaining Court's Decision and Reasons Explaining Court's Decision and Reasons The first thing to focus on at this step is the court's The first thing to focus on at this step is the court's

answer to the constitutional/legal question's. For answer to the constitutional/legal question's. For example, in example, in TinkerTinker, the Supreme Court ruled that the , the Supreme Court ruled that the students' constitutional rights had been violated by the students' constitutional rights had been violated by the Board of Education. It is also important to discuss what Board of Education. It is also important to discuss what geographical areas will be affected by the decision. If the geographical areas will be affected by the decision. If the case was decided by the United Sates Supreme Court, case was decided by the United Sates Supreme Court, then it will apply to the entire nation. However, few cases then it will apply to the entire nation. However, few cases are heard by the Supreme Court and most decisions will are heard by the Supreme Court and most decisions will

affect a smaller areaaffect a smaller area.. By identifying and evaluating the court's reasons for its decision, By identifying and evaluating the court's reasons for its decision,

students will be able to compare and contrast those reasons with students will be able to compare and contrast those reasons with

their owntheir own..

5) Evaluating a Decision and Predicting Its 5) Evaluating a Decision and Predicting Its ImpactImpact

The final step in the case study approach involves reacting, The final step in the case study approach involves reacting, often on a very personal level, to the decision of the often on a very personal level, to the decision of the court. Especially in cases that are significant and court. Especially in cases that are significant and controversial, students both want and need the controversial, students both want and need the opportunity to discuss what they think about the court’s opportunity to discuss what they think about the court’s decision. How does/will the decision affect them and decision. How does/will the decision affect them and others? Additionally, asking students to predict the others? Additionally, asking students to predict the impact of court decisions often leads to discussion of impact of court decisions often leads to discussion of actions by other branches of government. Many court actions by other branches of government. Many court cases can be effectively overturned by a change in a cases can be effectively overturned by a change in a statute or policy.statute or policy.

THANK YOU THANK YOU FOR FOR WATCHING…. WATCHING….