1996
DOI: 10.1080/0305764960260206
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The Paradox of Case Study

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Cited by 143 publications
(116 citation statements)
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“…Case study have been criticised for lack of rigour in terms of sampling because in qualitative case study approach sampling is not random. Other weaknesses such as flexibility in terms of data collection method, data analysis, researcher lack of social experience, lack of rigour, reliability, validity, credibility of the research findings and generalisations of a SCS has remained a controversial issues [8]. These views are misleading and this paper attempts to reduce these misconceptions and gaps in the literature.…”
Section: Introductionmentioning
confidence: 96%
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“…Case study have been criticised for lack of rigour in terms of sampling because in qualitative case study approach sampling is not random. Other weaknesses such as flexibility in terms of data collection method, data analysis, researcher lack of social experience, lack of rigour, reliability, validity, credibility of the research findings and generalisations of a SCS has remained a controversial issues [8]. These views are misleading and this paper attempts to reduce these misconceptions and gaps in the literature.…”
Section: Introductionmentioning
confidence: 96%
“…Furthermore, generalisability relates to findings that are capable of being tested by others using the same measures and with equivalent sample [44]. The generalisability of a single case study remains one of the most debated topics in case study methodology [8,45]. However, [46] mentioned that instead of using these terms (validity, reliability and generalisability) qualitative researchers may now incorporate the use of credibility, transferability, and conformability".…”
Section: Validity Reliability and Generalisability Of Qualitative Simentioning
confidence: 99%
“…This may be analytically fair, but, in the process, opens up the possibility that case study is different by degree, rather than category. After Law and Urry, [15] as the 'social' is 'enacted', it can distract and detract from the mission of qualitative case study; as Helen Simons has noted, [16] urging researchers to attend to the reasons why case study came to prominence in the 1970's, when experimental educational research proved inadequate for evaluating complex educational innovation. In addition, case study gave participants more of a voice, it engaged "readers of the reports with the veracity of experience of the programme", and, with the data being more open, complex and multi-voiced, case study offered, ".…”
Section: Methodsmentioning
confidence: 99%
“…Yet it is the latter, I have argued, which offer us new insight and potentially that quantum leap in understanding which may change our worlds (No Page). [16] In approaching this study, I have tried to adopt that 'alternative way of seeing', at least to allow for complexity to emerge and exist through the case narrative. Part of 'staying open' requires a 'closing off' from the lure of pursuing certainty.…”
Section: Methodsmentioning
confidence: 99%
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