June 27 (Due July 1)...Rethinking the Value of Case Studies, Flyvbjerg, Chapter 6
I decided to create a blog prompt related to Chapter 6 instead of Chapter 7...
Do you think that Flyvbjerg effectively argues that case studies can do more than simply give us ideas about things to study scientifically (p. 66)? Why or why not? Where do you come down on where case studies fit into social science research?
Having studied and worked for a time in the psychology field, I began chapter six with an already healthy regard for case studies. Flyvbjerg’s well-articulated exposition of their value and importance worked to extend and deepen this appreciation. I was amused by the account of Socrates’ frustration with various interlocutors as they resisted giving him the universal definitions he sought and instead offered numerous cases which illustrated their respective points. (Here I thought about the human tendency – perhaps because so many of us have been conditioned by a rational/logical education system – to desire tidy rules and answers over the discomfort of ambiguity, uncertainty, and multiplicities.) The potential for case studies to critically upend or extensively support pre-existing theories, provide depth and nuance to other theories, and offer important, knowledge-rich narratives offers compelling support for their essential role alongside the large-N, random sample studies that so often get all the attention. As W.I.B. Beveridge’s claims, “more discoveries have arisen from intense observations of very limited materials than from statistics applied to large groups” (p. 75). In keeping with previous discussions of public intellectuals, I think of Tressie McMillan Cottom’s, Thick (2018) a collection of personal essays which approach important issues with deep analytical attention, and Malcolm Gladwell’s Blink (2007) which supports an insightful hypothesis using numerous compelling case studies and narrative examples. While thick description, ethnographic research, and contextualized case studies are considered less robust research than big N studies, as Flyvbjerg argues, social science research that continues to discount this equally important source for generating and advancing knowledge will remain ineffective and one-dimensional. Regarding knowledge gained through science, as Nietzsche poetically offers, “Above all, one should not wish to divest existence of its rich ambiguity” (p. 84).
ReplyDeleteCase studies have always been a part of my own education and I have valued the perspective it has provided to my practice. I have typically used case studies to further my own knowledge as well as to help determine how I might react to situations and/or utilize methods within my own practice. Even professional organizations that I am a part of use case studies as a way to gauge knowledge and test practice, while utilizing judges and garnering awards. I think we see this often in the business world as well. I appreciated that the chapter identified the misconceptions regarding the use of examples and provided evidence as to why they should be considered in social science research. The issue that we deal with and something that we have brought up numerous times in our class is the idea that case studies and research, in general, in the social sciences isn't seen a valuable and "sciencey" enough. As we continue to justify social science research, the use of examples and qualitative research can help investigate more deeply the why and how of our research and the context-dependent nature of our work. This type of research has to be utilized in order to further knowledge, we just have to ensure that we justify the research being conducted and the discovery that is being applied to the field/practice.
ReplyDeleteAllison
I think Flyvbjerg does a really good job of outlining the importance and value of case studies. My previous research experience in the public health field did not involve case studies but I learned a lot about the value of such work to inform researchers about behaviors and culture. Flyvbjerg discusses how case studies produce “context dependent knowledge” to allow researchers to move beyond lower levels in the learning process. Case studies are valuable in that they allow researchers to learn about more intimate and intricate details in a person’s life that surveys and observations may not produce. For instance one can learn more about a person’s behaviors, their true ideals and cultural aspects of their lives. Learning about these aspects of people’s lives can help researchers develop more sensitive and intentional surveys.
ReplyDeleteOne of the things from this chapter that left me thinking was the idea of “picking critical cases”. I’m still trying to wrap my head around how one would be able to identify a critical case. I think it would be very difficult if a researcher was new to the field and research in general. They would need to follow guidance of others or define very specific parameters for how to do this prior to beginning the process.
**Kayla
Case studies capture narratives of individuals and a people and provide depth to a phenomenon. While large sample research provides us with broad information, it is the case study that provides us with intimate depth of information. I point this out, not to say that case studies are better than large sample research, but to say we must start thinking about all things having value and the ability to effectively contribute to research and knowledge. It is unfortunate, that there seems to be this belief that one is better than the other. Each has its advantages and having both provides a more well-rounded view of the topic being researched. I think this either or thinking that we have encountered in 702 and 703 around various topics continues to perpetuate the perceived notion that social scientists are unclear about the best way to conduct research.
ReplyDeleteCase studies allow researchers to take an in depth look into a particular case of study. It is hard for me to say that one thing is better than another when it comes to research. Like most things, I think some people are more comfortable with certain things than others are. After all, one's perception is often their own reality. It is easy to do the things that we are comfortable. However, I view case studies as another tool to gather information and tell a story that others not only want to hear, but want to use in practice. Where some large scale research may lose the humanistic approach to it, case studies can pick up the slack. I think case studies may act as a good bridge for some practitioners in the field to dip their toes into research. Where quantitative research may be scary to some, case studies bring some comfort. It also might offer a way for people to become more invested in the study because you get the big picture information and the small details in between.
ReplyDeletePrior to becoming better versed in different forms of social science research, I often felt that I only knew about case studies. While I found many of the early case studies I read to be boring (I don't think I could wrap my head around the specificity of them) I've always thought they were a valid approach to testing theories because they provide real-life opportunities and deeper context. While I can appreciate case studies as a form of research, one drawback to using them is that the findings are often said to not be generalizable. I think people who work in a specific population (i.e. school board members) may be more interested in the findings of a case study because it would allow them to look at a specific population of people.
ReplyDeleteKendra
DeleteAs I read the chapter on case studies, I felt as if Flyvbjerg focuses on the common misconceptions and misinterpretations of doing case studies. Instead of focusing on what they are not, I would have appreciated Flyvbjerg focus on what the benefits are of doing case studies. I look at case studies as a narrative to a study. It gives researchers the opportunity to go further into the subjects of the study and understand them at a deeper level than researcher conducting a study with a larger sample size. In my experience, case studies are also more likely to be longitudinal studies. Observing a student with disabilities over a long period of time can be very beneficial for understanding the student's subtle nuances that might not have been captured otherwise.
ReplyDeleteI definitely believe that Flyvbjerg is effective in arguing that case studies are more than just scientific study prompts. He lists what he considers to be five “misunderstandings or oversimplifications” that result from the given generic definition of case study from “a standard reference book.” However, Flyvbjerg deconstructs each of the five ill-conceived notions and shows the importance of understanding that “social science matters” so as to not force natural science ideals into social science since it a powerful force on its own. In my opinion, case studies are a great avenue through which social researchers can explore context-dependent issues in greater detail. The case study lens can be beneficial in obtaining information that could possibly go unnoticed in other types of studies, especially those with large sample sizes. Not only are case studies possible stimuli for future research, they also have the ability to substantiate claims or challenge pre-existing theories and give the context through which the corroboration or contradiction materializes.
ReplyDeleteIs there a world where case studies are equally as valuable as other types of research? Especially in social science research, it provides very specific examples of an event, experience, research topic. Case studies, give direction for potential solutions and is also good for finding ways to challenge previous ideas and solutions. In my last job, I used a lot of case studies to address the impact of state and federal policy on school structures and processes. We used these gather context how we could address the challenge for think creatively about alternative ways to solve some of the issues. When using case studies it is important not to generalize broadly. Case studies work because of the specificity of the content and works best with related scenarios. In this case, it is important to conduct more qualitative or quantitative methods to gather more information.
ReplyDeleteFlyvberg's points were valid, however I would have liked tot see more details on both sides of why case studies work and when to best use them. In so many words he addresses the context specific element of the case studies. Again, very important to effectively using them.
I appreciated that the chapter was structured around common misunderstandings about case studies, which means it was not trying to prove that case studies are the single and best way to produce research. Instead, it seemed to be an argument built around identifying reasons that case studies are often looked at as “less than” other methods and providing information that showed otherwise. As I began reading, I was most curious about misunderstanding numbers two and three as those seemed like true statements from what we have learned about research so far. We have often discussed the tradeoff between generalizable knowledge from very controlled experiments and context specific knowledge. I saw a theme emerge in his response that echoed some of our discussions from class this semester. His point on page 72 that the closer to the subjects of the research, the more concrete the experiences and able to receive feedback. This reminded me of the discussions we have had about the connection between practice and research in education. If the researcher is only doing large studies far away from the school building, he is unable to see how the results play out in real context. I am not convinced that case studies are the only way to make sure this happens, but I think Flyvbjerg make a good argument that case studies are a good option. Another argument that Flyvbjerg did an excellent job reiterating was that the case studies must be well chosen (e.g. pp. 72, 75, 77-81), which I think goes to show that not all case studies are create equal. This point helped me see a greater value in case studies. Just like not all large quantitative studies are helpful in extending our knowledge, not all case studies are purposeful. His point at the end that case studies are underrepresented in social science research is especially important in light of his arguments that case studies have value in research. Now, speaking as one who would like to learn as Flyvbjerg says we do, I'd like to see some education case studies done well. I've been convinced that these have value, but as I don't think I've read one, they currently only exist in my brain as an imaginary creature. Does anyone have a good one to pass along?
ReplyDeleteI feel that Flyvberg effectively argues for the value of case studies throughout the chapter, and I personally appreciated him pointing out that case studies present the kind of “context-dependent knowledge which makes it possible to move from the lower to the higher levels in the learning process…in the study of human affairs, there exists only context-dependent knowledge” (p. 71). I would argue that case studies provide rich, textured, examples of experience and provide invaluable insight to the field of social science. In teacher education, for example, I have found both as a student and as an instructor, that case studies, while not a 1:1 match for individual classroom experience, provide engaging examples worthy of study and discussion. In this sense, I disagree with the “black swan” thinking that sometimes surrounds the critique of case studies as a scientific method. I believe the generalizability of case studies stems from the ability to think critically and form connections between studied and lived experience—in that way case studies can provide depth that can only be found when you choose to engage with the messiness of context-dependent knowledge.
ReplyDeleteDo you think that Flyvbjerg effectively argues that case studies can do more than simply give us ideas about things to study scientifically (p. 66)? Why or why not? Where do you come down on where case studies fit into social science research?
ReplyDeleteYes, I think that Flyvbjerg effectively argues for case studies as something that shouldn't be oversimplified. I think he makes a good point about the ability for case studies to show knowledge from specific contexts. He also makes the point that this knowledge is primary when studying humans. I think case studies are an important aspect of social science research as they offer nuanced examples of specific human activities. These examples can give a detailed look at reality and help researchers be more thoughtful and skillful when researching particular experiences.
I think Flyvbjerg does argues that case studies can do more to advance the theories and ideas. I like the listing of the misunderstandings, but it does not seem to add to what case studies are defined as in terms of limitations. These misunderstandings seem to be what is clearly understood as limitations to case studies. It is a useful method and has been used in the past to study difficult topics. Case studies specifically fit into my research because understanding people and actions at a micro level and understanding treads to help that person can also help others if projects can scale up.
ReplyDeleteFlyvbjerg does an effective job at arguing for the value of case studies. I find that I really appreciate when arguments are presented in a “misconceptions” format because it really reaches towards the very top of Blooms’ taxonomy (analyze and evaluate). Like others have said, I think the relation to “human activities” and the simplification of research “goals” help to elevate the role of case studies. I look to case studies to really drive the larger research questions to be asked and hopefully, answered. The investigation that I am interested in revolves around teachers using self-monitoring tools to improve practice specifically related to behavior management practices and motivating reluctant learners. I’ve looked to case studies (including my own) to hear about teachers’ experiences receiving feedback from administrators and colleagues. This includes information gathered from qualitative investigations. I intend to use these sources will help me in the design of a multiple baseline-design. I would argue that case studies are an essential piece to this research puzzle.
ReplyDeleteNicole Peterson
I feel like in my current position in special education (and maybe I can say future positions) involves case studies that involve research around a specific individual. Most of the research that I have done through my current position allows for me to adapt it to a larger population Therefore, I think that often people will form opinions that are seen as misconception that Flybjerg described in this chapter. I appreciate Flybjerg addressing these misconceptions, and I feel that he made valid arguments for why case studies are valued in research. I agree with Flybjerg when he states that case studies contribute to the ‘cumulative development of knowledge’ and that there should be a balance between case studies and larger samples. I, personally, don’t believe that one is better than another. I think that it more on how to use and when to use larger samples or case studies effectively. Both can be used when trying to make research development stronger in social sciences.
ReplyDeleteMuch like Ashley, I agree that in special education we conduct both informal and formal case studies. These are important to learn the background of the individual. Interventions only work when you are taking into consideration the students background and current environment. Large studies overlook the individual while case studies account for differences. I agree with Flyvbjerg's argument that it's more then giving us ideas about what to study next. There isn't one right way to do research, it's a mix of approaches that shine light on the complex world we live in.
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