RESEARCH DESIGN

The following section provides a narrative documenting how research design is applied to this research study of individual academic motivation in the context of KTP projects.

4.5.1 Case studies

The use of case studies is an appropriate approach because:

• a “concrete” (Yin, 2009, p.33) and “...fairly well-circumscribed and captive group” (Brewerton & Millward, 2001, p. 53);

• “the description of an ongoing event in relation to a particular outcome of interest over a fixed-time in the 'here-and-now'” (Breweton and Millward, 2001, p.53);

and,

• when there need be no control over behavioural events (Yin, 2009);

• where “...the boundaries between phenomenon and context are not clearly evident” (Yin, 2009, p.18)

• in depth examination of data is required (Breweton and Millward, 2001, p.53)

The group has definite boundaries because all participants have been involved in KTP activity. Involvement in KTP activity is recent; either ongoing or just recently completed. It is not possible to expect to, or to control the participants' behaviour and reactions to events, because the activity takes place in naturally occurring environments rather than in laboratory conditions. Contextual conditions are important and it is recognised they could have an impact on individual motivation.

4.5.1.1 Applicability of case study research to critical realism

In the research study case studies such as this, which focus on individuals' thoughts and feelings, are realist in orientation. It is accepted that it is possible to gain access to an understanding an individuals' world from their accounts of their world. It is also suggested that case study research tends to focus on contemporary issues, as well as issues where the relationships between behaviours have not been adequately established (Perry, 1998, p. 787). This is the case in this research study because motivation, and particularly SDT, has not been applied to KTP engagements.

Case studies also take an idiographic approach, focusing on the particular, and move cautiously to engage with theory development or generalisation. They are compatible with critical theory because each case is unique, even when it shares some similarities with cases around it and in addition because the world is seen as a complex place there is no predictability in terms of behaviour (Willig, 2009, p. 87). Furthermore, such case studies suit critical realism because the cases operate within the realm of the social world and it is accepted that the environment, people, politics, and culture will have an impact on findings and behaviour.

4.5.1.2 Case study design and selection

A number of considerations need to be made in terms of case study design. The aim in the following sections is to show how these relate to the research study.

4.5.1.2.1 Single versus multiple case design

Yin (2009) asserts that there are four decisions to be made in terms of case study design. These relate to whether the researcher is interested in single or multiple case studies, or holistic or embedded studies. There are, according to Yin, four types of case study design namely:

• single holistic;

• single embedded;

• multiple holistic; and,

• multiple embedded.

4.5.1.2.2 Single versus multiple

Obviously, a single case study refers to a study of either one individual or one particular project, and multiple refers to studies of a number of individuals or a number of projects, which can be similar or different in type. One of the main issues with a single case study is that at the beginning one phenomena might be under investigation but over the course of time the shift in focus changes and the case study needs re- formulating. This is addressed by having a clear operational definition and a defined unit of analysis. Single case studies tend to be intrinsic in design, and suitable if they represent a critical case in testing a well-formulated theory, or are extreme or unusual cases. Yin (2009) suggests using a single case when it is representative of a situation, when it is revelatory, or when it is a longitudinal study. In the case of the research study a specific theory, SDT, is a well formulated theory but has not been applied to understanding KTPs and individual academic engagement. It therefore lacks a conceptual framework. It could be explored in terms of a single case study because it represents, “...an opportunity to test the applicability of existing theories to real-world data” (Willig, 2009, p. 78), and as Yin suggests,

“A single case, meeting all the conditions for testing the theory, can confirm, challenge, or extend the theory” (Yin, 2009, p. 47)

In contrast multiple case study design provides the opportunity to study a phenomenon of interest (for example, motivation) and to compare case studies, in order to determine

a conceptual framework which accounts for all instances of the phenomena. According to Perry (1998) it is useful for theory generation and theory development, and suited to realism research when constructs are not available, or are inadequate. After the pilot study, SDT was identified as an interesting approach to the study of motivation, and for understanding how individual academic motivation might affect engagement in KTP projects. Whilst it is a well-established, well-tested theory, it has not been tested with regards to KTPs, and therefore lacks a conceptual framework. This research study adopts a critical realist position, and a multiple case design provides an opportunity to consider a phenomenon as lived by individuals, but also takes into consideration the social, cultural, organisational culture as its context.

4.5.1.2.3 Holistic versus embedded

Yin (2009) discusses case studies in terms of being holistic or embedded. Holistic refers to there being a single unit of analysis whilst embedded refers to there being multiple units of analysis. Rowley (2002) suggests that a holistic study might consider broad issues such as organisational culture or strategy, whereas an embedded approach would look at sub-units of analysis such as meetings, roles, and locations. She considers case study methodology in relation to management research and her findings therefore have a degree of applicability to the research study.

Figure 12 – Holistic and embedded case study design

In the case of this research study it had to be decided whether KTPs or the individual academic would be the unit of analysis. It was decided that each academic would be treated as an individual case. Consideration of HEI environments and KTPs as knowledge transfer programmes would be contexts, and the university and KTP project would act as a work context.

Figure 13 - Individual case studies embedded into research design

4.5.1.2.4 Intrinsic versus instrumental case design

Stake (1978; 1994) defined cases in terms of being intrinsic or instrumental. For this research study it is difficult to differentiate between intrinsic and instrumental because both of these types were appropriate. The adoption of a more pragmatic approach makes it possible to accommodate such differences of opinion, and Stake himself said,

“Authors and reports seldom fit into such categories, and I see these three

HIGHER EDUCATION POLICY

EUROPEAN / NATIONAL (UK)

KNOWLEDGE TRANSFER PARTNERSHIPS (KTP)