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A. Introduction: Between Studies and Case Studies
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B. Types of Case Studies
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Table 1: Some types of Case Study
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Type |
Definition |
Example |
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Representative |
Typical of the category |
Poland's transition from communism |
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Prototypical |
Expected to become typical |
de Tocqueville's study of democracy in America |
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Deviant |
An exception to the norm |
Military rule in Nigeria |
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Crucial |
Tests a theory in the least favorable conditions |
Seeking democratizing trends in Syria |
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Archetypal |
creates the category |
French Revolution |
Source: Hague, Rod, Harrop Martin and Breslin Shaun, Comparative Government and Politics: An Introduction, fourth edition, macmillan, 1998.
The various uses and types of case studies are also discussed by Lijphart 1971, pp. 691-693. Lijphart's terminology for identifying the various types is similar to other widely accepted notions such as Ekcstein's (1975), with two exceptions: Lijphart does not designate a spearte category for Eckstein's 'plausibility probe'; and Lijphart adds a quite important type fo case study, the analysis fo the 'deviant' case, for which Eckstein does not make explicit provision. The similarites and differences betwen these two listings of types of case studies are illustrated in table 2:
Table 2: Additional Typologies of Case Studies: Lijphart vs. Eckstein
| Lijphart |
Eckstein |
| atheoretical case study |
configurative-idiogrpahic |
| inteprative case study |
disciplined-configurative |
| hypothesis-generating case study |
heuristic |
| ? |
plausibility probe |
'theory confirming' case study
'theory infirming' case study
|
crucial case |
| deviant case study |
? |
Source: George, Alexander (1979), Case Studies and Theory Development: The Method of Structured Focused Comparsion", In: Lauren Paul (Ed), Dipolmacy: New Approaches in History, Theory, and Policy, The Free Press, New York, # 26.
And yet one more observation as to strategies for the selection of cases and samples. This one by Bent, Flyvbjerg, Five Misunderstandings About Case-Study Research." In Clive Seale, Giampietro Gobo, Jaber F. Gubrium, and David Silverman, eds., Qualitative Research Practice. London and Thousand Oaks, CA: Sage,
2004, pp. 420-434:
Table 3: Strategies for the selection of samples and cases
| Type of Selection |
Purpose |
| A. Random Selection |
To avoid systematic bias in the sample. The sample's size is decisive for generalization |
| A1. Random sample |
To achieve a representative sample that allows for generalization for the entire population |
| A2. Stratified sample |
To generalize for specially selected sub-groups within the population |
| B. Information-oriented selection |
To maximize the utility of information form small samples and single cases. Cases are selected on the basis of expectations about their information content. |
| B1. Extreme/ deviant cases |
To obtain information on unusual cases, which can be especially problematic or especially food in a more closely defined senses |
| B2. Maximum variation cases |
To obtain information about the significance of various circumstances for case process and outcome, e.g., three to four cases that are very different on one dimension: size, form of organization, location, budget, etc. |
| B3. Critical Cases |
To achieve information that permits logical deductions of the type, 'if this is (not) valid for this case, then it applied to all (no) cases'. |
| B4. Paradigmatic cases |
To develop a metaphor or establish a school for the domain that the case concerns |
C. What is a Case
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D. Thick and Thin Descriptions
Clifford Geertz on
Thin and Thick Descriptions
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In anthropology, or anyway social anthropology, what the practioners do is ethnography. And it is in understanding what ethnography is, or more exactly what doing ethnography is, that a start can be made toward grasping what anthropological analysis amounts to as a form of knowledge. This, it must immediately be said, is not a matter of methods. From one point of view, that of the textbook, doing ethnography is establishing rapport, selecting informants, transcribing texts, taking genealogies, mapping fields, keeping a diary, and so on. But it is not these things, techniques and received procedures, that define the enterprise. What defines it is the kind of intellectual effort it is: an elaborate venture in, to borrow a notion from Gilbert Ryle, "thick description."
Ryle's discussion of "thick description" appears in two recent essays of his (now reprinted in the second volume of his Collected Papers) addressed to the general question of what, as he puts it, "Le Penseur" is doing: "Thinking and Reflecting" and "The Thinking of Thoughts."
Consider, he says, two boys rapidly contracting the eyelids of their right eyes. In one, this is an involuntary twitch; in the other, a conspiratorial signal to a friend. The two movements are, as movements, identical; from an I-am-a-camera, "phenomenalistic" observation of them alone, one could not tell which was twitch and which was wink, or indeed whether both or either was twitch or wink. Yet the difference, however unphotographable, between a twitch and a wink is vast; as anyone unfortunate enough to have had the first taken for the second knows. The winker is communicating, and indeed communicating in a quite precise and special way: (1) deliberately, (2) to someone in particular, (3) to impart a particular message, (4) according to a socially established code, and (5) without cognizance of the rest of the company. As Ryle points out, the winker has not done two things, contracted his eyelids and winked, while the twitcher has done only one, contracted his eyelids. Contracting your eyelids on purpose when there exists a public code in which so doing counts as a conspiratorial signal is winking. That's all there is to it: a speck of behaviour, a fleck of culture, and - Vila I - a gesture.
That, however, is just the beginning. Suppose, he continues, there is a third boy, who, "to give malicious amusement to his cronies," parodies the first boy's wink, as amateurish, clumsy, obvious, and so on. He, of course, does this in the same way the second boy winked and the first twitched: by contracting his right eyelids. Only this boy is neither winking nor twitching, he is parodying someone else's, as he takes it, laughable, attempt at winking. Here, too, a socially established code exists (he will "wink" laboriously, over-obviously, perhaps adding a grimace - the usual artifices of the clown); and so also does a message. Only now it is not conspiracy but ridicule that is in the air. If the others think he is actually winking, his whole project misfires as completely, though with somewhat different results, as if they think he is twitching. One can go further: uncertain of his mimicking abilities, the would-be satirist may practice at home before the mirror, in which case he is not twitching, winking, or parodying, but rehearsing; though so far as what a camera, a radical behaviorist, or a believer in protocol sentences would record he is just rapidly contracting his right eyelids like all the others. Complexities are possible, if not practically without end, at least logically so.
The original winker might, for example, actually have been fake-winking, say, to mislead outsiders into imagining there was a conspiracy afoot when there in fact was not, in which case our descriptions of what the parodist is parodying and the rehearser rehearsing of course shift accordingly. But the point is that between what Ryle calls the "thin description" of what the rehearser (parodist, winker, twitcher .) is doing ("rapidly contracting his right eyelids") and the "thick description" of what he is doing ("practicing a burlesque of a friend faking a wink to deceive an innocent into thinking a conspiracy is in motion") lies the object of ethnography [and the social science, DLF]: a stratified hierarchy of meaningful structures in terms of which twitches, winks, fake-winks, parodies, rehearsals of parodies are produced, perceived, and interpreted, and without which they would not (not even the zero-form twitches, which, as a cultural category, are as much nonwinks as winks are nontwitches) in fact exist, no matter what anyone did or didn't do with his eyelids.
Ryle's example presents an image only too exact of the sort of piled-up structures of inference and implication through which an ethnographer [as well the social scientist, Levi-faur] is continually trying to pick his way
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E. Five Misunderstandings About Case-Study Research,
Read the following paper: Bent, Flyvbjerg, Five Misunderstandings About Case-Study Research." In Clive Seale, Giampietro Gobo, Jaber F. Gubrium, and David Silverman, eds., Qualitative Research Practice. London and Thousand Oaks, CA: Sage,
2004, pp. 420-434. PDF format
Short Intro: When I first became interested in in-depth
case-study research, I was trying to understand how power and rationality shape each other and
form the urban environments in which we live (Flyvbjerg, 1998). It was clear to me that in order
to understand a complex issue like this, in-depth
case-study research was necessary. It was equally clear, however, that my teachers and
colleagues kept dissuading me from employing
this particular research methodology.
'You cannot generalize from a single case',
some would say, 'and social science is about
generalizing.' Others would argue that the case
study may be well suited for pilot studies but not
for full-fledged research schemes. Others again
would comment that the case study is subjective,
giving too much scope for the researcher's own
interpretations. Thus the validity of case studies
would be wanting, they argued.
At first, I did not know how to respond to such
claims, which clearly formed the conventional
wisdom about case-study research. I decided
therefore to find out where the claims come from
and whether they are correct. This chapter
contains what I discovered.
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Misunderstanding |
Flyvbjerg's Correction |
| Misunderstanding no. 1. |
General, theoretical
(context-independent) knowledge is more
valuable than concrete, practical (contextdependent)
knowledge
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Predictive theories and universals cannot be found in
the study of human affairs. Concrete, context-dependent
knowledge is therefore more valuable than the vain
search for predictive theories and universals.
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| Misunderstanding no. 2. |
One cannot generalize
on the basis of an individual case; therefore,
the case study cannot contribute to scientific
development.
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One can often generalize on the basis of a single case,
and the case study may be central to scientific development
via generalization as supplement or alternative to
other methods. But formal generalization is overvalued
as a source of scientific development, whereas 'the
force of example' is underestimated.
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| Misunderstanding no. 3. |
The case study is most
useful for generating hypotheses, that is, in the
first stage of a total research process, while
other methods are more suitable for hypotheses
testing and theory-building.
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The case study is useful for both generating and testing
of hypotheses but is not limited to these research
activities alone.
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| Misunderstanding no. 4. |
The case study contains
a bias towards verification, that is, a tendency
to confirm the researcher's preconceived
notions. |
The case study contains no greater bias towards verification
of the researcher's preconceived notions than
other methods of inquiry. On the contrary, experience
indicates that the case study contains a greater bias
towards falsification of preconceived notions than
towards verification.
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| Misunderstanding no. 5. |
It is often difficult to
summarize and develop general propositions
and theories on the basis of specific case
studies. |
It is correct that summarizing case studies is often difficult,
especially as concerns case process. It is less
correct as regards case outcomes. The problems in
summarizing case studies, however, are due more often
to the properties of the reality studied than to the case
study as a research method. Often it is not desirable to
summarize and generalize case studies. Good studies
should be read as narratives in their entirety.
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Table 1: Five Corrections for Five Misunderstadning Source: Bent, Flyvbjerg, Five Misunderstandings About Case-Study Research." In Clive Seale, Giampietro Gobo, Jaber F. Gubrium, and David Silverman, eds., Qualitative Research Practice. London and Thousand Oaks, CA: Sage,
2004, pp. 420-434. PDF format
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