Cases and Case Studies in Comparative Research

In this part of the course we will cover the following issues:

A. Introduction: Between Studies and Case Studies

B. Types of Case Studies

C. What is a Case?

D. Thick and Thin Descriptions

E. Five Misunderstandings About Case-Study Research

E Link to Andrew Bennett's studies on case-studies in social research

 

 

 

A. Introduction: Between Studies and Case Studies

Read the following paper in html or word format

B. Types of Case Studies

Read the following paper in html or word format

Table 1: Some types of Case Study

Type

Definition

Example

Representative

Typical of the category

Poland's transition from communism

Prototypical

Expected to become typical

de Tocqueville's study of democracy in America

Deviant

An exception to the norm

Military rule in Nigeria

Crucial

Tests a theory in the least favorable conditions

Seeking democratizing trends in Syria

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

Read the following paper in html or word format

 

 

 

D. Thick and Thin Descriptions

Clifford Geertz on

Thin and Thick Descriptions

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

Read the following paper by Greetz in its Hebrew Version in word format

 

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. 

 

Misunderstanding
Flyvbjerg's Correction
Misunderstanding no. 1.
General, theoretical (context-independent) knowledge is more valuable than concrete, practical (contextdependent) knowledge 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.
Misunderstanding no. 2.
One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. 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.
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. The case study is useful for both generating and testing of hypotheses but is not limited to these research activities alone.
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.
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.

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

 

If you need the advise of the teacher write e-mail to levifaur@poli.haifa.ac.il


Do you have difficulties with some words? Use the Webster Dictionary on-line Or use / download the Babylon Dictionary Online

Return to previous page      Return to Class Home Page