essential-guide-to-qualitative-in-organizational-research

332 –––––––––– QUALITATIVE METHODS IN ORGANIZATION STUDIES ––––––––––––––––––CONCLUSIONS ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––Case study research is a heterogeneous activity covering a range of research methods andtechniques, a range of coverage (from the single case study through carefully matched pairsup to multiple cases), varied levels of analysis (individuals, groups, organizations, organizationalfields or social policies), and differing lengths and levels of involvement in organizationalfunctioning.However, the key feature of the case study approach is not method or data but the emphasison understanding processes as they occur in their context. Research questions about ‘how’and ‘why’ rather than ‘what’ or ‘how much’ are best suited to the case study strategy. Theemphasis is not on divorcing context from the topic under investigation but rather to see thisas a strength and to explore the interactions of phenomena and context. Much case studyresearch, because of the opportunity for open-ended inquiry, is able to draw on inductivemethods of research which aim to build theory and generate hypotheses rather than primarilyto test them. However, some case study analysis, especially where linked with other researchapproaches such as surveys, can provide theory-testing.Case studies are demanding in both intellectual and emotional terms. Intellectually, theneed to create clear links between theory and data collection, and between data analysis andtheory, means that the researcher needs to be able to deal with theory and methodconcurrently rather than sequentially. In particular, generalization requires systematic attentionto theory. The opportunity to refine and develop the research as new events and issues cometo light through intensive study provides flexibility which must be handled carefully andrigorously. In addition, the researcher needs to be skilled in a range of methods and be awareof when each may be most useful. Emotionally, the demands of working closely with a varietyof informants in their organizational setting means attention to one’s own behaviour and itspossible effects on others. Yin (1994: 55) notes that ‘the demands on a person’s intellect, egoand emotions are far greater than those of any other research strategy’. Ethically, one may gaininformation about activities which are illicit, illegal, or out of line with one’s own values. Aresearcher may hold privileged information, given in interview, which could be damaging ifmade public, either directly or in response to others in the organization. Stake (1995: 60)argues that ‘the researcher should leave the organization having made no one less able to carryout their responsibilities’.Despite the daunting responsibilities, case study research can be engaging, rewarding,stimulating and intellectually challenging. There are likely to be surprises and sense-makingthroughout the case study, right up to the last page of writing. It can be helpful to learn thecraft through working as part of a research team, and to continue to be supported bycolleagues in critical enquiry even when working alone. The case study has a long history andan optimistic future.FURTHER READING ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––The definitive book on case studies is Yin (1994), which is rigorous in the use of logic anddesign to draw appropriate conclusions from data. A companion book (Yin, 1993) providesexamples of case study research. Stake has written a book (1995) and a summarizing chapter(Stake, 2000) about case studies, focusing particularly on the use of creativity to draw patterns