ABSTRACT
In Chapter 3, we introduced the distinction, following Robson (2002), between fixed (i.e. pre-set) and flexible (i.e. adaptable) research designs. Of the latter, case study was argued to be the most useful for teachers who are researching their own, or their institution’s practices. Case study, as defined by Robson, is a multimethod approach, often thought of as qualitative research, although quantitative data can be used and it can even incorporate a ‘fixed design’ element, if appropriate. For Robson case study is a ‘multimethod enterprise’ aimed at developing ‘detailed, intensive knowledge about a single “case” or of a small number of related cases’ (Robson 2002: 89). It should be noted that the appeal to multimethods is not a hard and fast rule, but a sound recommendation, since the validity of the research is thereby strengthened. Elliott and Lukes describe educational case study more generally, as a ‘form of inquiry into a particular instance of a class of things that can be given sufficiently detailed attention to illuminate its educationally significant features’ (Elliott and Lukes 2008: 88). Cases may consist of any ‘bounded instance’, such as a single student, a cohort
of students, a university department, or a set of interactions. The ‘boundary’ is a conceptual one and occurs or exists in a bounded time frame, such as the academic year. The ‘case’ is always situated in a natural (i.e. non-laboratory) setting, such as a classroom. The context is an important factor in understanding case study research. Individual cases are embedded in social practices, places and systems, and these may have unique features. This means that generalisations, as we saw in Chapter 6, cannot be made in a way that is possible with quantitative research. This point is discussed further in the present chapter. The term ‘case study’ can be confusing since it is also used to refer to a range
of texts, also called case studies. Educational case study should not, for instance, be confused with vignettes used for teaching, training or staff development purposes. Educational case studies are intensively researched, ideally employing mutimethods. Chapter 10 presents four examples. The present chapter discusses the most common types of case study, with an emphasis on action research, as this is likely to be the approach most often employed.
