Module 04 - Home Page

Module Objectives

When you have completed this module, you should be able to:

1. Examine and explain how the case study method applies to a major study and the importance of clearly defining your problem and the case definition for the unit of analysis. (Case Assignment)

2. Discuss and assess how a sampling strategy is important in qualitative studies and how it defines the boundary of the study. (Case Assignment and Threaded Discussion)

3. Examine and explain the important differences between Within-Case analysis (Displays) and Cross-Case analysis (Displays) in qualitative research studies and evaluate the value of each within the context of a particular research setting.

      If they don’t depend on true evidence, scientists are no better than gossips.

Penelope Fitzgerald (b. 1916), British author. Herbert Flowerdew to Fred Fairly, in The Gate of Angels, ch. 3 (1990).

What are Within-Case Displays?

In qualitative research, series of displays are used for drawing and verifying study conclusions about the phenomena that made up the bounded "case."  In fact, you are actually comparing your data against the theory you are using.  

There are single case displays, called "Within-Case Displays" and multiple case displays called "Cross-Case Displays."  

Displays are defined as a "visual format that presents information systematically, so that the user can draw valid conclusions and, if necessary, take appropriate action. (Miles and Huberman)

Why are They Valuable in Qualitative Research?

Well designed displays allow the researcher to examine a situation and understand what is going on and how things are proceeding.  It may also tell him/her why things occur as they do in the case.  A well designed display allows the researcher to transition from just describing the case, to explaining what has happened and what is happening.

What are some examples of Within-Case Displays?

The two most common forms of displays are matrices and networks.  A matrix is basically a table which allows one to cross or compare two lists.  Once completed, a matrix can easily be examined and comparisons between the lists made easily by the researcher.

A network is a collection of points which are connected by lines.  They are similar to a line graph.  Each point on the graph or network is labeled.  This allows the researcher to get a clear idea of the changes that have occurred over time and to determine which events, represented by points on the network, were especially critical.

     Within-Case Displays  --  Causation and Explanations

For undemocratic reasons and for motives not of State,
They arrive at their conclusions—largely inarticulate.
Being void of self-expression they confide their views to none;
But sometimes in a smoking room, one learns why things were done.

Rudyard Kipling (1865–1936), British author, poet. The Puzzler.

Fools make researches and wise men exploit them.

H. G. Wells (1866–1946), British author. A Modern Utopia, ch. 2, sct. 5 (1905; repr. in The Works of H. G. Wells, vol. 9, 1925).

Explanations in Qualitative Research 

Qualitative research can be very valuable when it can explain something instead of just describing an event or phenomena.   Good explanations in qualitative research can be linked to explanations given by people with explanations developed by the researchers. However, this should be done carefully because there are several problems that must be overcome by the researcher.

Since explanations offered by persons in daily life are flawed, and some researchers believe that these explanations have many flaws, researchers have to be careful and consider some of the following points.

1.     A person's personal assumptions or inferences strongly influence their explanation of the phenomena of interest.

2.     People will construct a scenario that makes sense of a sequence of events in a way to make them meaningful in light of their own understanding of the events.  This is further influenced by their personal biases, assumptions and beliefs.

3.     According to Gilovich (1991), "people often assign causal explanations to random events, and believe that something is systematic, ordered and 'real,' when it is really random, chaotic and illusory."  Gilovich also believes that people are extraordinarily good at ad hoc explanation.  He goes on to say that people "to live, it seems, is to explain, justify, and to find coherence among diverse outcomes, characteristics and causes."  This is an important point to consider when collecting and evaluating qualitative data for people also "misperceive and misinterpret data, make too much of ambiguous data, and often end up with biased interpretations"

Causation in Qualitative Research

In qualitative research the issue of assessing causation has been debated for years.  Qualitative researchers believe that qualitative analysis is "a very powerful method for assessing causality."  We will discuss this point throughout the remainder of the session; however, let it be stated that unlike quantitative methods, qualitative methods can be used to for assessing causality.  

In support of qualitative research assessing causality, consider some of it's characteristics for assessing causality.  First, qualitative analysis can identify mechanisms that operate in a local setting and examine a complex network of events and processes in a situation.  This characteristic is required for assessing causality.  Secondly, it can determine the temporal dimension of a case.  Thirdly, it can determine if the relationship between the variables and the processes are valid and remain so over a period of time.  Thus, a carefully developed qualitative study, based on a strong theory and properly constructed, could be used very well to assess causality.

Review the paper Application of a Case Study Methodology by Winston Tellis as described in the Background Information for this module and then complete the Case Based Assignment.  Focus on Tasks 1 thru 4 as discussed in the paper.