Evidence and Inference in the Comparative Case Study

Dion, Douglas

doi:10.2307/422284

Cited by 185 publications

(149 citation statements)

References 3 publications

Supporting

Mentioning

141

Contrasting

Unclassified

Order By: Relevance

“…Bias (in the situation of limited samples) and selection bias are the obvious issues of validity in using a case study approach (Dion, 2005). This potential bias represents a limitation of this study.…”

Section: Research Methodology and Methodsmentioning

confidence: 96%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

View full text Add to dashboard Cite

Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

show abstract

Section: Research Methodology and Methodsmentioning

confidence: 96%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

View full text Add to dashboard Cite

show abstract

“…Clearly, some variation in the dependent variable is necessary to determine causes that lead to success and failure, and for most studies the sample of cases to be examined should be drawn using selection rules that are not correlated with the dependent variable and that lead to some variation in both the predictor variable and the outcome (Shadish, Cook, & Campbell, 2002). However, once the sample has been identified, selection on the dependent variable during the analysis is perfectly admissible to evaluate necessary conditions (Dion, 1998;Most & Starr, 1989). In fact, analysis of necessary conditions must only focus on cases showing the outcome; cases where the outcome is not present are irrelevant, and including them would provide incorrect results for hypothesis tests (Braumoeller & Goertz, 2000).…”

Section: Set-theoretic Methods and Statistical Inferencementioning

confidence: 99%

A set-theoretic approach to organizational configurations

Fiss

2007

AMR

1,690

1,530

View full text Add to dashboard Cite

I argue that research on organizational configurations has been limited by a mismatch between theory and methods and introduce set-theoretic methods as a viable alternative for overcoming this mismatch. I demonstrate the value of such methods for studying organizational configurations and discuss their applicability for examining equifinality and limited diversity among configurations, as well as their relevance to other research fields such as complementarities theory, complexity theory, and the resource-based view.

show abstract

“…Suppose, for example, that ''all three'' third-wave democracies that adopted parliamentary governments subsequently failed. The prudent conclusion would be that this connection, although interesting and 100% consistent from a set-theoretic viewpoint, might well be happenstance (see also Dion 1998;Ragin 2000). Most social scientists would be more convinced of an explicit connection between parliamentary government and subsequent failure if the tally was, say, 17 out of 20, instead of three out of three.…”

Section: Introductionmentioning

confidence: 99%

Set Relations in Social Research: Evaluating Their Consistency and Coverage

Ragin¹

2006

Polit. anal.

1,285

1,215

View full text Add to dashboard Cite

Because of its inherently asymmetric nature, set-theoretic analysis offers many interesting contrasts with analysis based on correlations. Until recently, however, social scientists have been slow to embrace set-theoretic approaches. The perception was that this type of analysis is restricted to primitive, binary variables and that it has little or no tolerance for error. With the advent of ''fuzzy'' sets and the recognition that even rough set-theoretic relations are relevant to theory, these old barriers have crumbled. This paper advances the set-theoretic approach by presenting simple descriptive measures that can be used to evaluate set-theoretic relationships, especially relations between fuzzy sets. The first measure, ''consistency,'' assesses the degree to which a subset relation has been approximated, whereas the second measure, ''coverage,'' assesses the empirical relevance of a consistent subset. This paper demonstrates further that set-theoretic coverage can be partitioned in a manner somewhat analogous to the partitioning of explained variation in multiple regression analysis.

show abstract

Evidence and Inference in the Comparative Case Study

Cited by 185 publications

References 3 publications

Secure E-Examination Systems Compared: Case Studies from Two Countries

Secure E-Examination Systems Compared: Case Studies from Two Countries

A set-theoretic approach to organizational configurations

Set Relations in Social Research: Evaluating Their Consistency and Coverage

Contact Info

Product

Resources

About