Case Study as a Research Strategy: Some Ambiguities and Opportunities

Verschuren, P.J.M.

doi:10.4135/9781473915480.n39

Cited by 61 publications

(82 citation statements)

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“…Participatory observation created a very good access to study the competence of project team in conditions of remote working, thanks to the possibility of interaction and immersing in its circumstances (Verschuren, 2003;Czakon). Interviews were conducted in November 2016.…”

Section: Methodsmentioning

confidence: 99%

The Competence for Project Team Members in the Conditions of Remote Working

Zdonek

Podgórska

Hysa

2017

Foundations of Management

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Abstract:The article presents results of the qualitative research on competence of project team members in the conditions of remote working. These competences were considered in relation to different roles, which the members of such a team accept. The reference point to studied roles was the concept of Hansen and Allen authorships, and with regard to competence, the author's synthesis of deliberations above their models described in the literature.Keywords: project management, remote working, competence of project team members, roles in the project team.

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Section: Methodsmentioning

confidence: 99%

The Competence for Project Team Members in the Conditions of Remote Working

Zdonek

Podgórska

Hysa

2017

Foundations of Management

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“…As a qualitative overall research strategy the case study design may be used. For more information on qualitative research methods the reader is referred to (Yin, 1984;Creswell, 1994;Denzin and Lincoln, 1994;Verschuren, 2003).…”

Section: Types Of Evaluationmentioning

confidence: 99%

“…This can hardly be done in a quantitative or reductionalistic way, such as by means of paired comparisons of experts. We rather need a holistic approach, i.e., the use of group techniques and qualitative research methods (Verschuren, 2001(Verschuren, , 2003.…”

Section: Structural Specificationsmentioning

confidence: 99%

Evaluation in Design-Oriented Research

Verschuren

Hartog

2005

Qual Quant

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Abstract. Design has been recognized for a long time both as art and as science. In the sixties of the previous century design-oriented research began to draw the attention of scientific researchers and methodologists, not only in technical engineering but also in the social sciences. However, a rather limited methodology for design-oriented research has been developed, especially as to the social sciences. In this article we introduce evaluation methodology and research methodology as a systematic input in the process of designing. A designing cycle is formulated with six stages, and for each of these stages operations, guidelines and criteria for evaluation are defined. All this may be used for a considerable improvement of the process and product of designing.

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Section: Case Study Researchmentioning

confidence: 99%

“…Like many aspects of this inquiry, case study research is distinguished for being holistic rather than reductionist (Verschuren, 2003;Yin, 2009). Case study provides rich, contextualized descriptions of a bounded system (Bassey, 2000;Bishop, 1997), although sometimes can also be less bounded (Verschuren, 2003). These data can be used to enhance understanding and develop generalizations (Merriam, 2001;Maxwell, 2005), although the generalizability of case study may be limited (Yin, 2009) or even not generalizable, except for where individual readers identify (Larsson, 2009;Nisbet & Watt, 1984).…”

Section: Case Study Researchmentioning

confidence: 99%

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

Lebo¹,

Eames²,

Coll³

et al. 2013

Aust. J. environ. educ.

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Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behaviour. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (Years 9 and 10) to enhance students’ ecological and scientific literacy, as well as their attitudes toward studying science in school.Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking, as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one Year 10 science class in New Zealand.Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students’ ecological literacy, and on students’ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students’ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totalling 31 days. Before and after some classroom visits, I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.Findings show that a permaculture approach to junior secondary science can impact positively on students’ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher'sattitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.The teacher and the students responded favourably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualised science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared to: improve their use of science and sustainability vocabulary; become more aware of select socio-scientific issues; better recognise scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering — and prioritised protecting the environment over making money — there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.Trends in environmental degradation, population growth, energy inflation, and economic stagnation — especially pronounced since the beginning of this inquiry in 2008 — indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

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Case Study as a Research Strategy: Some Ambiguities and Opportunities

Cited by 61 publications

References 0 publications

The Competence for Project Team Members in the Conditions of Remote Working

The Competence for Project Team Members in the Conditions of Remote Working

Evaluation in Design-Oriented Research

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

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