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Allocation issues in LCA methodology: a case study of …

Arguing that the theorizing potential of case studies has not been fully realized in the field of international business research, Welch, Piekkari, Plakoyiannaki, and Paavilainen-Mäntymäki (2011) construct a typology of theorizing from case studies based on the trade-off between causal explanation and contextualization. The typology distinguishes four methods of theorizing - interpretive sensemaking, contextualized explanation, inductive theory-building, and natural experiment. While Welch et al.'s work is laudable, their argument regarding the trade-off between causal explanation and contextualization is flawed and they mischaracterize the methods of inductive theory-building and natural experiment. To improve their typology, I propose an alternative one by replacing the dimension of contextualization with that of theory development. The four methods of theorizing become interpretive sensemaking, contextualized explanation, empirical regularity, and theory building and testing. While the first two are from Welch et al.'s typology, the other two are new. The alternative typology is a significant improvement over Welch et al.'s, and will raise case study researchers' attention to a more pluralistic methodological approach.

N2 - Arguing that the theorizing potential of case studies has not been fully realized in the field of international business research, Welch, Piekkari, Plakoyiannaki, and Paavilainen-Mäntymäki (2011) construct a typology of theorizing from case studies based on the trade-off between causal explanation and contextualization. The typology distinguishes four methods of theorizing - interpretive sensemaking, contextualized explanation, inductive theory-building, and natural experiment. While Welch et al.'s work is laudable, their argument regarding the trade-off between causal explanation and contextualization is flawed and they mischaracterize the methods of inductive theory-building and natural experiment. To improve their typology, I propose an alternative one by replacing the dimension of contextualization with that of theory development. The four methods of theorizing become interpretive sensemaking, contextualized explanation, empirical regularity, and theory building and testing. While the first two are from Welch et al.'s typology, the other two are new. The alternative typology is a significant improvement over Welch et al.'s, and will raise case study researchers' attention to a more pluralistic methodological approach.

Case Study Methodology | Positivism | Social Sciences

A Case in Case Study Methodology - Jul 24, 2016

T1 - Case study methodology

In this way, the collection of data progresses through observations and chains of conversations and informants, and the emphasis on sampling is not adequacy in a statistical or numerical sense but in identifying events and people that contribute to the narrative. This narrative, however, can be subject to testing before it is accepted. In addition, the participants in the case study can be asked for their feedback on any research output so that factual errors may be corrected and differences of interpretation may be appended to the research report.

Studying a case poses challenges since it involves more variables than data points. Some approaches are more suitable than others. The choice of an approach will depend not only on the context but also on the research objective. Research approaches can also complement each other.

Case Study - Qualitative Research Guidelines Project

Ideally, ethnographic studies could be conducted at the half dozen locations where the approach is being deployed. Studying these locations should provide insights into the relationship between users (by age/gender, etc.), uses (commercial, personal, educational, etc.), physical settings (where is the information accessed in the location, where is it used) and activities (when is information accessed and in what situations is information needed) in different contexts. This can be undertaken with participant observation and unstructured interviews. Lest there be any misunderstanding, this activity is not meant to be exhaustive. The purpose is to use preliminary observations and notes from the various cases in each country to identify relationships which, in turn, help generate testable/answerable research hypotheses and questions.

Qualitative Research- Case Study Guidelines

. Researchers may also learn about a bounded system by collecting and studying artifacts (e.g. written protocols, charts, flowsheets, educational handouts) - materials used by members of the system or case being studied.

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Qualitative Research: Case Study Guidelines


case study methodology in business research | …

The goal of case study research is to understand the complexity of a case in the most complete way possible. For this reason, case study research often involves the use of multiple methods for collecting data. By using multiple sources of data (and both qualitative and quantitative data) researchers may attain the richest possible understanding of a case. The qualitative methods described below are all likely to be used in case study research.

ON CASE STUDY METHODOLOGY - EBSCOhost

There is no universally accepted definition for a case study, and the case method means different things to different people. Consequently, all case studies are not structured similarly, and variations abound in terms of style, structure and approach. Case material ranges from small caselets (a few paragraphs to one-two pages) to short cases (four to six pages) and from 10 to 18 page to the longer versions (25 pages and above).

A case is usually a "description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in an organization." In learning with case studies, the student must deal with the situation described in the case, in the role of the manager or decision maker facing the situation.

An important point to be emphasized here is that a case is not a problem. A problem usually has a unique, correct solution. On the other hand, a decision-maker faced with the situation described in a case can choose between several alternative courses of action, and each of these alternatives may plausibly be supported by logical argument. To put it simply, there is no unique, correct answer in the method.

The case study method usually involves three stages: individual preparation, small group discussion, and large group or class discussion. While both the instructor and the student start with the same information, their roles are clearly different in each of these stages, as shown in Table 1.

Case Study Methodology Dissertation

The case study method of teaching used in management education is quite different from most of the methods of teaching used at the school and undergraduate course levels. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, this calls for a major change in their approach to learning.

This booklet is intended to provide students with some basic information about the case method, and guidelines about what they must do to gain the maximum benefit from the method. We begin by taking a brief look at what are, and how they are used in the classroom. Then we discuss what the student needs to do to prepare for a class, and what she can expect during the case discussion. We also explain how student performance is evaluated in a case study based course. Finally, we describe the benefits a student of management can expect to gain through the use of the case method.

Case study methodology - ResearchGate - Share and …

Unlike the other approaches we discuss, case study research does not emerge from a particular social scientific tradition. Additionally, case studies can be qualitative and/or quantitative. It is quite likely, as Stake (1994) points out, that researchers doing case study research are calling it by another name. Case studies, as a research design, are also being conducted across disciplines and research traditions.

On Jan 1, 2003 Rolf Johansson published: Case study methodology

AB - Arguing that the theorizing potential of case studies has not been fully realized in the field of international business research, Welch, Piekkari, Plakoyiannaki, and Paavilainen-Mäntymäki (2011) construct a typology of theorizing from case studies based on the trade-off between causal explanation and contextualization. The typology distinguishes four methods of theorizing - interpretive sensemaking, contextualized explanation, inductive theory-building, and natural experiment. While Welch et al.'s work is laudable, their argument regarding the trade-off between causal explanation and contextualization is flawed and they mischaracterize the methods of inductive theory-building and natural experiment. To improve their typology, I propose an alternative one by replacing the dimension of contextualization with that of theory development. The four methods of theorizing become interpretive sensemaking, contextualized explanation, empirical regularity, and theory building and testing. While the first two are from Welch et al.'s typology, the other two are new. The alternative typology is a significant improvement over Welch et al.'s, and will raise case study researchers' attention to a more pluralistic methodological approach.

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