Chapter 6- Discussion & Conclusions
3.3. The Research Process
3.3.3. Phase 3: Research Strategy-Case Study
The chosen methodological research strategy for this research is case study. Case study has been defined in a number of different ways, and from a number of theoretical perspectives.
Yin (2009, p.18) defines the case study methodology in terms of a research process; “A case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomena and context are not clearly evident”.
Stake (1995, p. xi) focuses on trying to pinpoint the unit of study, the case;
“Case study is the study of the particularity and complexity of a single case, coming to understand its activity within important circumstances”.
7 This programme, the Centre of Academic Achievement (CAA), set up as a collaborative project between CTYI and the DCU Access Service, will be outlined in detail in the Context Chapter (Chapter Four).
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Whereas, Merriam (1988, p. 21) defines case study in terms of its end product;
“A qualitative case study is an intensive, holistic description and analysis of a single instance, phenomena or social unit”.
Each of the above definitions reveals something different about case studies, but Merriam (2009) contends that the most defining characteristic of this form of inquiry lies in delimiting the object of study, that is, the case. Merriam’s definition will be used to guide this study, with the object of study being the Aiming High initiative at CTYI.
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3.3.3.1. Case Study Features
The choice to undertake case study research developed out of an understanding of what such a methodology offers.
Merriam (2009) outlines three special features which characterise qualitative case studies. First, case studies are particularistic as they focus on a particular situation, event, programme, or phenomena. The case itself is important for the specificity of focus and the intrinsic value which it offers. Case studies are also descriptive, as the end product offers a rich and holistic account of the phenomenon under study. Case studies are also, heuristic, as they can illuminate the readers’ understanding of the topic. Critically, they can bring about discovery and new meaning about the case, and can even lead to a rethinking of the phenomena with the creation of previously unknown relationships and variables.
Yin (2009) suggests that a case study is particularly useful when how and why questions are asked by the researcher. As this case aims to discover how students benefit from taking part in a summer programme at CTYI, a case study allows for the best means to address and respond to this research question. Yin (2009) also notes that such a methodology is particularly useful when your questions require an extensive and in-depth description of some social phenomena which is based in context. As the summer programmes are anchored in a real-life situation, and since the contextual nature of the programmes holds great importance, a case study facilitates in provision of a rich, holistic and appropriate account of the phenomena under study (Merriam, 2009).
Case studies are also considered a powerful methodology for exploring new or emerging processes, for looking at the behaviours of individuals or groups and for studying the impact of educational programmes (Yin, 2009; Merriam, 2009; Hartley, 2004).
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Finally, in considering how such a methodology fits with the discipline of study, various authors suggest (Merriam, 2009; Stake, 1995) that this methodology is considered useful in applied fields such as education. At a more specific level, case studies are a powerful methodology for researching special populations of gifted individuals and various aspects of educational interventions (Coleman, Guo & Dabbs, 2007; Moon, 1991).
3.3.3.2. Case Study Design
Case studies can be approached in different ways, so establishing the intent, and the design of the case study is important from the initial stages.
Different authors present different types of case study designs. Yin (1984), Merriam (1998), and Stake (1994) all name three different types of case study. Yin (1984) identifies: exploratory, descriptive and explanatory. Merriam (1998) lists; descriptive, interpretive, and evaluative, while Stake (1995) specifies; intrinsic, instrumental and collective.
Beginning with Yin, he describes how exploratory case studies can be quite general in their focus, and can often precede future research. Descriptive case studies are useful for outlining a sequence of events, while explanatory case studies can be used to seek out causal relationships (Yin, 2009, Ledwith, 2013).
Stake (1995) outlines three different types; the intrinsic case study is when there is a need or an obligation to study a particular topic or case. It is not studied in order to learn about a greater problem “…but to learn about the specific case itself because the case presents an unusual or unique situation” (Creswell, 1997, p.74). An instrumental case study aims to create a greater understanding of an issue or concern in which one bounded case is used to illustrate the issue. On the other hand, a collective case study focuses on one issue or concern and these are explored through a number of cases (Creswell, 1997; Stake, 1995).
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There are three different types of case study according to Merriam (1998). Descriptive case studies are frequently used in educational research on pioneering programmes and practices to present a detailed description of the topic under study. Interpretive case studies, or analytical case studies, also are rich in description but aim to challenge theoretical assumptions and generate new theory about a phenomenon. Finally, evaluative case studies, involve description, explanation and judgement.
This study will adopt a descriptive case study design (Merriam, 1998). This design was considered most appropriate as it permits a detailed description of the Aiming High case to be put forward to the reader. Such a design also holds the most suitability when researching “innovative programs and practices” within education and for topics which have had little previously research carried out on them (Merriam, 1998, p.38).
3.3.3.2.1. Single or Multiple Case Study
Another critical distinction in the design of a case study is deciding between whether to conduct a single or multiple-case study.
A single case study focuses on the whole (i.e. the programme) or the object of study (i.e. the unit of analysis). Multiple case studies, as the name suggests, involves the collection and analysis of data from a number of cases and sites, which are categorically bound together. The advantage of having multiple cases allows the researcher freedom to explore similarities and differences among cases, or to examine, predict and replicate findings so as to add generalisability to the findings (Merriam, 2009; Yin, 2009).
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Although, such a multi-case design can be considered to add to more of a compelling interpretation of the case, and can strengthen the precision, and validity of the findings, such a design is not possible considering that no similar programme or case exists. Consequently, such a design is considered inappropriate in addressing this research problem.
Yin (2009, p.40) outlines how a single, holistic case study may be justified in a number of circumstances, including when the case represents an “extreme or unique case”. While this object of study or the case is not extreme, it is unique, in that no similar programme with similar entry and qualifying criteria exists for this cohort of low income, high-ability students.