Case Studies in Research

The case study method is an “empirical inquiry that investigates a contemporary phenomenon within some real-life context” (Yin, 2003b:13), particularly suited for “... research areas for which existing theory seems inadequate” (Eisenhardt,

1989:548), and is “… a strategy to be preferred when circumstances and research problems are appropriate…” (Platt, 1992a:46). Case studies have been used for research within many fields24 (Mitchell, 1983; Robson, 1993), especially within the social sciences (Silverman, 2001), and management research (Gummesson, 2000; Barnes, 2001; Gill and Johnson, 2002). The Case Study has a long history within management research which has increased in importance as researchers

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Note that the term Case study can also describe a teaching device or the examination of records, i.e. individual medical histories. Such applications do not apply here, and are outside of the discussion within this thesis.

acknowledged that management cannot be split into discrete, independent functions, but rather must be examined holistically.

Case studies, by virtue of their intensive nature, focus on a limited number of events25 or subjects including: a single incident, individual or event, neighbourhood or group, or even an innovation, decision, or programme (Robson, 1993; Silverman, 2001), and may include multiple levels of data collection and analysis (Robson, 1993; Yin, 2003b). Case studies also include both qualitative and quantitative data (Hussey and Hussey, 1997).

In general, case studies are the preferred strategy when ‘how’ and ‘why’ questions are posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context. It is especially useful in dealing with time-dependent relationships (Strauss, 1987).

While this research will adopt Yin’s (2003b) case study strategy, it should be noted that other academic writers have also made major contributions to the case study method including Stake (1995; 2005), Eisenhardt (1989) Hamel et al. (1993) and Easterby-Smith (2002). Certain differences in approach are noted. For example, Stake (2003) sees the Case Study method as closer to the Action Research paradigm, and therefore is less concerned with validity and more concerned with the potential for the researcher to aid change within the research setting.

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Multiple case studies are not to be confused with ‘sampling’ from other research methodologies, but methodologically are closer to duplicating experiments. For a fuller discussion of case selection, see (Platt, 1992b)

Yin (2003b) suggests that cases studies are suitable for exploratory, descriptive or explanatory (causal) research26. This is well supported by other academic writers (Platt, 1992b; Robson, 1993; Gummesson, 2000; Yin, 2003b).

As noted, the focus of this research is exploratory. In general, exploratory case studies are undertaken when little is known about the subject area with the goal being to acquire preliminary insight into a field or topic and to develop an initial framework or model. Conditions which I argue are present within this research topic.

Exploratory case studies have long been seen as appropriate within exploratory research (Platt, 1992a; Robson, 1993; Yin, 1994; Gummesson, 2000; Yin, 2003b), serving ‘to map out’ the research territory, limits, boundaries,’ and to guide the development of further research questions and hypotheses.

Exploratory case studies, like all research methods, require a purpose, as well as the criteria by which an exploration will be judged successful. A case study should begin with a sound research design which sets out “the logical model of proof that will allow the research to draw inferences concerning causal relations among the variables” (Nachmias and Nachmias, 1992:77-78).

To assist in developing a sound research design, Yin (2003b) suggests the inclusion of a case study design, which was undertaken within this research. As suggested by Yin, five elements were included in the case study design: research question, propositions (similar to hypothesis) or purpose for exploratory work, unit(s) of analysis, logic

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Alternative classifications are noted. For example, Stake classifies Case Studies as: Intrinsic - when the researcher has an interest in the case; Instrumental - when the case is used to understand more than what is obvious to the observer; Collective - when a group of cases is studied (Stake, 2003).

model, and criteria for interpreting findings. Researchers must develop a conceptual framework prior to beginning the case study in order to identify “the main features (aspects, dimension, factors, variables) of a case study and the presumed

relationships” (Robson, 1993:148-150). Research constructs, possibly a priori, support the proper development of construct measurement tools (Eisenhardt, 1989), for example, the Interview Guide discussed in Section 3.5.2. Robson states, “any failure to carry out the pre-specified design… is often lethal as far as interpretation is concerned” (Robson, 1993:150). It is worth noting that refinements to the case study design are appropriate, and were undertaken during the course of research (Mintzberg, 1973; Hussey and Hussey, 1997:125).

Once an initial understanding of the subject area is acquired, other types of case studies, such as descriptive case studies, will have greater potential for determining and describing characteristics, influences and effects. The objective will then be to understand the relevance of a phenomenon, frequency and distribution (Pinsonneault and Kraemer, 1993). This may lead, in turn, to explanatory case studies exploring the causal effects, including the development of Logic Models (Tellis, 1997; Yin, 2003b).

The foregoing has provided the rationale for the selection of the case study method, linking the research methodology with the acquisition of qualitative research data through exploratory case studies. As well, to guide this research, a case study research design was completed. In summary, the selection of Exploratory Case studies was supported by:

ƒ Richness of executive perceptions in developing a fuller understanding of the issue(s)

ƒ The potential of Public Value theory in exploring the slow implementation of Results-based Management.