Exploratory case study

In line with the research objectives and philosophical context, three different methods have

been considered for this research project. One of these is termed action research, which

was significantly driven by Kurt Levin (Huang, 2010; Reason & Bradbury, 2006) who started

to combine research with the immediate application in action. The key components are the

mutual consideration of action (knowhow) and research (know that), which are not regarded

as clearly separated concepts but as mutually intertwined (Winter, 1996); new knowledge

emerges through the application in practice. In line with this, action research also aims to

affect the potential of practitioners, regarding their professional development and learning

capabilities (Zuber-Skerritt, 1996). Gelling and Munn-Giddings (2011) proclaim the end of

discussions about the validity of action research. Reason and Bradbury (2006) argue that its

application is generating significantly more positive change than other approaches.

Nevertheless, there are still a significant amount of challenges that need to be addressed,

like the paradox of participation (Arieli, Friedman, & Agbaria, 2009) and ethical components

(Winter, 1996). Furthermore, there is still a significant amount of questions regarding the

contribution of action research to the scientific community, beyond its application in practice

(Friedman, 2006). Finally, the objective of this thesis does not consist in intervention, but

understanding, which has led to a rejection of action research in this case.

Another approach described by Bryman (2012) is ethnography, which has certain similarities

to participant observation. The essential aspect within this approach consists in the understanding of a research setting as an insider. The “ethnographer immerses him or

herself in a group for an extended period of time, observing behaviour, listening to what is said in conversations both between others and with the fieldworker, and asking questions”

to understand the behaviour of the people in the cultural context. Throughout the process the

ethnographer takes field notes and ultimately writes up the findings. Furthermore,

ethnographic works can be challenged because it puts too much emphasis on the researcher rather than on the group being studied and may “end up as ‘story-telling’, where

a detailed account is given at the expense of developing any analytical insights or theoretical contributions” (Oates, 2006, p. 182). Despite the benefits from its application, a further

principal reason in refraining from ethnographic research is the fact that it is a very time and

resource consuming endeavour (Alvesson, 2003).The interest of this study resides in CoPs

that operate in shovel maintenance and are based in the copper mines in the north of Chile.

Personal and professional restrictions have made the immersion for a longer time into this

context unfeasible.

Therefore, an exploratory case study has been selected as the preferred means to pursue

the research objectives. Tsoukas (1989) differentiates between exploratory and explanatory

case study research, whilst other dominant scholars additionally associate case studies with

descriptive purposes (Yin, 2009). However, it may be argued that any descriptive case study

will tend to inherit either exploratory, explanatory or both characteristics. Exploratory case

studies aim to provide preliminary information or generate new evidence for further

investigation and to build or revise theory (Eisenhardt, 1989; Gerring, 2004; Yin, 2009).

To define a case study clearly may be a challenging task (Easton, 2010; Gerring, 2004). Yin (2009, para. 1) presents the following definition: “Empirical inquiry that investigates a

contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.” This definition clearly

suits this research project, where the social context is a fundamental part of the

phenomenon under study, when generating thick descriptions about the generated data

(Geertz, 1973). Easton (2010, p. 119) provides the following definitions about case study, which complements the previous and is accepted within the research context: “A research

method that involves investigating one or a small number of social entities or situations

about which data is collected using multiple sources of data and developing a holistic description through an iterative research process.” This definition highlights the iterative

nature of the case study, which is also important for the project.

Yin (2009), one of the most cited authors about case study research, suggests that it is an

approach that contains six phases (Figure 14): The initial planning consists in the definition

of the research objectives and the definition and justification of the adopted methods. This

has been described in the Introduction Chapter and clarified further throughout the literature

review. The design phase encompasses the definition of the case and the case study

design. The definition of a case might be a challenging undertaking, which Verschuren

(2003) attributes to the conceptual difficulties around the definition of research unit, in this

case the shovel maintenance organization in the Calama region (see section 3.2) of

Komatsu Chile, and the observation units, which are CoP members within the research

context. Yin (2009) names individuals, small groups, organizations and partnerships

concrete cases, whilst communities, relationships, decisions and projects are coined less concrete cases. Thus, the research unit within this exploratory case study is a concrete

case, which clearly depicts the boundaries, whereas the observation units, CoP members

are to be understood as less concrete cases within the clearly defined boundaries of the

Figure 14: Phases of case study research (Yin, 2009).

In the consecutive phase the case study execution is prepared before the data collection

begins. This part of the research will be elaborated upon in the following sections.

Afterwards, the results are analysed based upon the selected analytical framework, which in

this case consists of thematic analysis based upon the framework outlined in the literature

review. In practice, it is difficult and also not necessarily desired to strictly separate data

collection and analysis (Eisenhardt, 1989), because of the iterative process where the

analysis of results leads to refinements within data collection. This will be further discussed

below. Within exploratory case studies the analysis phase is pivotal for the definition or

revision of the respective theory. Ultimately, the results of the case study need to be shared

by comprehensively documenting the findings, which will be summarised in the concluding

chapter.