Case Studies

Experiential Education

Objectives

  • What a case study is and what they can look like.
  • Their usefulness for students, for teachers, as a Workplace
  • Integrated Learning tool, and for professional practice in the workplace.
  • The methodology of case study analysis.
  • The process of analysing a case study and how to do it.
  • How to write a case study report.
  • What a case study report can look like.


Introduction

A case study is a showcase tool, a learning tool and an analytical tool. It can be used to theorise, or to find solutions to real-life problems. It can be utilised as the basis of, or be the result of, academic research. It is also a tool that can be utilised in the workplace, no matter which field of endeavour, from agriculture to zoology, and no matter which aspect: management, staffing, customers, supply chain, human resources, workplace practices or environmental sustainability, to name just a few.

Once the skill of analysing a case study is achieved, whether in a learning environment or during professional practice, it can be applied in any situation. This module provides basic background information about case studies, and guidance towards the analysis process, and how to do it.

What is a Case Study?

There are two main forms of case study:

1. One is used to give an example of a particular instance of something that is being explained. This type is often found in teaching texts, and is usually a real-life scenario.

2. The other is an account of an event or problem, containing a real or hypothetical situation for analysis. It can be used as a theory tool to help find solutions to real issues, in a learning context, or to solve an actual problem, for example in a business context.

This module focuses on the second type, and their analysis in order to discover strengths and weaknesses, gaps in information, problems or potential problems, and possible solutions to those problems.


Why use Case Studies?

Case studies … are particularly useful where situations are complex and solutions are uncertain.
UNSW (2017)


For the student

A review of some of the literature on case studies reveals the following positive outcomes for students:

  • Case studies can bridge the gap between abstract concepts and practical application.
  • Case studies are cost-effective.
  • Students learn more effectively if they have the opportunity to put theoretical knowledge into practice - that is, learning by doing.
  • The student is more in charge of their own learning process.
  • Increased analysis and problem-solving skills.
  • An opportunity to practise communication skills, in writing, orally, or digitally.
  • Increased reasoning skills.
  • Preparation for professional practice.
  • Consideration of real world problems in a safe environment.
  • Analysis can be made by one person or a group or a team.
  • Other skills can be learnt or honed incidentally (or consciously). Some examples: time management; ethical behaviour; critical thinking and writing; adapting for other peoples’ different skills, viewpoints and agendas (that is, diplomacy); resource management; relationship management; group and/or teamwork; and effective listening.

(Adapted from Chen, Dugger & Hammer 2001; Harrison et al. 2017; Lindstedt & Lombardo 2016; UNSW 2017)

For the Teacher

And here are some for the teachers – but they can also be positives for students. Case studies can:

  • Be short (a few paragraphs) or long (20 pages).
  • Be used as lectures or as a focus of discussion.
  • Be real scenarios, with real people and real circumstances, or simply realistic.
  • Include all the relevant data students need to discuss and resolve the central issue.
  • Include, alternatively, only some of the relevant data and solutions, with students researching and filling in the missing aspects.
  • Require students to identify just the parameters, or to propose a solution.

(CMU 2017)

Case Study use in Professional Practice in the Workplace

As can be seen from the above, once the skill of analysing case studies has been learnt, it can be applied in professional practice to help solve real-world problems, or foresee potential problems and put strategies in place to avoid or minimise them.

Here is a YouTube video that gives another idea of what a case study is:

Case Study | 4:37


A key quote from the ChrisFlipp video:

  • 'Case...an event, problem, process, activity, program, a single person, or several people
  • Bounded system....the boundaries of the case... usually time and/or space
  • Multiple sources of data... case studies include almost every kind of qualitative data (interviews, observations, document, artifacts, etc)'

(See ChrisFlipp 2014)


Just to Clarify

You will note that the author of the above video describes the tool as ‘case study’ rather than ‘a case study’. A ‘case study’ is the particular instance or case being studied, and usually involves a written account of the situation. ‘Case study’ as used in the video is the actual act of examining the instance or case. Both mean the same thing.

An Example of a Case Study

Keeping the Customers Satisfied

Shelly has been promoted to supervise a furniture department of a large store. It was made clear to her by the manager that her first task was to turn around the poor showing of the department, especially in sales and in customer satisfaction, and to lower the number of complaints received about the department.

Reasoning that dissatisfied customers contribute to a poor reputation in the community, Shelly decided to find out how the current customers felt about the department. When she checked on the amount of repeat business, she found there was none.

She looked at complaint records and customer suggestions – all were negative. She realised that the information may not be complete or valid, but with nothing else to work with, analysed the suggestions and complaints by frequency and type. She found that the most common cause of dissatisfaction was problems with delivery of the furniture to customers.

Investigating further, she found that one problem was that when furniture was ordered, the manufacturer quoted a delivery time, but was often late, then blamed their own suppliers. The furniture department often did not learn of the late delivery to customers until complaints came in. They then had to track down records, placate customers, and deal with the manufacturer, all of which took time and staff resources which could be better spent looking after the department’s other customers.

(Adapted from Cole 2013, pp. 583-4)

As you can see, the case study presents a problem (poor sales and poor customer satisfaction) and then talk about the steps taken to start identifying the causes/s of the problem.


Case Studies as a Workplace Integrated Learning Tool

Case studies can be utilised as a Workplace Integrated Learning (WIL) tool, whether the field is manufacturing, agriculture, health, sports, tourism, education, or any other. They can be generated by the workplace, or by the industry as a whole, or by individual employers or employees. They can be utilised in all areas of endeavour, whether it is marketing, management, lean thinking, research and development, product design, shop floor, health and safety, and all other aspects of the workplace. They are useful whether the business or endeavour is of long-standing or is in its planning or development stage.

Confidentiality – a point to be aware of

It needs to be remembered that confidentiality is of paramount importance. Any WIL, whether it is by case study or any other method, must be undertaken in a spirit of confidentiality, but it also is important to ensure that it is adhered to. This applies not only to the person undertaking the WIL and all those associated with that person, but the workplace itself, and all those involved. That is, confidentiality works both ways.

Most workplaces will have a confidentiality policy, and it is good practice, at the outset, for the workplace and person conducting the case study to have a clear understanding, in writing if necessary, of what is confidential, and what is not.

The Methodology of Analysis of Case Studies

Recent research into the methodologies of case studies indicates some characteristics common to the various approaches to analysis of case studies.

What is a methodology?

A methodology, put simply, is ‘the science of finding out’ (Babbie 2002, p. 5) – that is, the way analysis is undertaken, and the philosophy or viewpoint from which the analysis is undertaken. This might be a social viewpoint, or a capitalist one, for example. It also means whether the analysis is quantitative (that is, a more numerical and objective analysis) or qualitative (a more non-numerical and subjective interpretation).

The common methodological characteristics

According to recent research, case study research:

  • Is versatile, qualitative, and suitable for comprehensive enquiry into complex issues.
  • Can be undertaken for a range of topics and purposes.
  • Is ‘primarily exploratory and explanatory in nature’.
  • Can be used to examine issues and problems in real life settings.
  • Is ‘recommended to answer how and why or less frequently what research questions’.

(Harrison et al. 2017)

As can be seen from the word ‘qualitative’ in the first point, the analysis of a case study, while still evidence-based, involves a more non-numerical and subjective interpretation. It needs personal input, critical thinking, and creativity in the method of problem identification and in formulating ideas for solutions.

The process of analysing case studies

You may be asked as part of your learning process, or in the workplace, to take a look as a case study and give some feedback, or analyse it. The process of analysing a case study can be complex, and will vary according to the problem and the form of solution required. However, a simple way of showing it would be:

Image with text "Identify the problem" right arrow pointing to "Discover context" right arrow "Find potential solutions" right arrow " Test" right arrow "Discuss" right arrow "Implement"

That is:

  • Identify the problem/s.
  • Discover the causes and the context in which they developed and exist.
  • Come up with possible solutions.
  • Examine the practicality and possible outcomes of solution alternatives.
  • Ensure that all relevant people are included in decision-making.
  • Implement the changes to prevent, mitigate, or solve the problem/s.

Case studies will not hold all the information necessary to solve problems – or even find the source of the problem. As can be seen from the above example about Shelly’s furniture department, it will most likely be necessary to do other research, such as examining records, talking to people, looking at statistics, and/or finding out how others may have overcome the same or a similar problem – and, of course, how well their solution worked.

How to analyse a case study

The following YouTube video, a lecture for the Woxon School of Business, is a little long (23min 31sec) but it is worth watching to get an overview on one way to analyse a case study. You can skip the first 4 minutes and 50 seconds if you wish.

How to analyse a case study? | 23:31

Once you have watched this video, you might like to go back to Shelly’s case study, and identify which elements are the symptoms of the problem, and which are the problem itself.

The advantages of a case study for problem-solving

  • They provide data-driven decision-making.
  • They cover complex, real-world scenarios.
  • They pose open-ended problems: real life is not linear. There is no right or wrong answer, as long as it evidence-supported.
  • They lead to discussion and dialogue.

The Four Steps of Case Study Analysis

1. Analyse the situation

  1. Read the case study at least twice: once as a narrative, and then to pinpoint details.
  2. Identify weaknesses and opportunities.
  3. Note the key actors, their issues, and their perspectives.

2. Define the problem/s

  1. Identify the key problem/s – be careful not to confuse problems with symptoms.
  2. Note what data is there, but also what is missing.
  3. Ask 3 to 4 ‘why?’ questions, digging deeper into each answer. This helps separate problems from symptoms.
  4. Note that there may be more than one problem. In that case, prioritise the problems, and focus on the key one/s.

3. Evaluate alternative solutions and recommendations

Ask:

  1. ‘How well do the alternatives address the problem?’
  2. ‘Are they consistent with the organisation’s mission statement and objectives?’
  3. ‘Does the organisation have the resources to put the recommendations into effect?’
  4. ‘If not, what additional resources are required?’

4. Write a report

Writing the case study report, as with any report, needs to be planned. Here are some stages that you might need to include:

  1. Define the task – make yourself familiar with the case study, and with the remit (the instructions for an assignment, or the particular emphasis or direction of enquiry set out by those requesting the report).
  2. Consider which theories and analysis tools may apply to the situation – what resources you may need (for example assistance, funding); the source of additional data (statistics etc.), time and so forth; which methodology you will use.
  3. Make recommendations and form conclusions.
  4. Write the report: plan it, schedule writing and editing/proofreading time, analyse your audience, prepare a draft, and refine it.
  5. Ensure you include a reference list – all the sources you refer to in the report [see at the end of this module for an example of a reference list].
  6. Prepare a cover/title page – as you will see from the following examples, this can include photographs and other images.
  7. Give a final edit, and issue the report.

(Adapted from UNSW 2014)

Here is the link to the website that is the source of the above. It goes into more detail, and may assist you with writing your report: UNSW - Writing the Case Study



EXAMPLES OF TASMANIAN CASE STUDY REPORTS

Here are some examples of case studies that have been conducted in Tasmania for various enterprises. It will give you some idea of how case studies can be conducted, the information contained in them, and how they can look.

‘Case Study: Cradle Coast Farmers’ Market’

This is a direct link to a PDF of a small case study of a local business. The study does not actually set out a problem, but simply gives an example of a real-life scenario . Follow this link: Small Case Study - Farmers Market

‘A regional economy: a case study of Tasmania’

This study, commissioned by the Australian Government (2008), was reported with the purpose of discovering the context within which regional economies operate. Here is a quote from the website:

The Department of Infrastructure, Transport, Regional Development and Local Government is committed to the prosperity of Australia's regions. In order to promote economic and social development it is important that we understand the environment in which regional economies operate.


Department of Infrastructure Website

On the website you will find a link to a pdf of the actual 334 page Report. Here it is: Department of Infrastructure Report

'Case Studies’

This website for the Environment Protection Authority holds links to PDFs of ten case studies in Tasmania, covering topics from carrots to chocolate. It also holds a direct link to DPIPWE. Follow this link: EPA Website

'Results Driven Design'

While this site is an advertisement for Walker Designs in Launceston, it also holds links to case studies of their work undertaken with Tasmanian companies such as B&E, Launceston Airport, and Tasmanian Springs. This website is worth a visit, not least because it contains strategies used to help solve their customers’ specific needs, such as the Airport wanting to help customers find their way around the Airport’s upgraded facilities. Here is the link: Walker Design


Conclusion

To recap:

  • A case study is a showcase or analytical tool that can be used by academics (for teaching, learning, or research), by organisations or by individuals.
  • A case study is one form of Work Integrated Learning but as with all other WIL, mutual confidentiality is of paramount importance.
  • Case studies can be analysed for any form of problem or potential problem, from human error to system failures to environmental challenges, and more.
  • There are methodologies that are relevant to case studies.
  • Analysis of a case study is a logical process, and is evidence-based, but also includes creativity in both identifying problems and potential problems, and in formulating solutions to the problems.
  • Once the skill of analysing a case study is learnt, it can be transferred into any other situation.

ACTIVITIES

To consolidate your understanding of Case Studies please click the link to access the engagement activities on PebblePad for this module.


Activity One: Finding a Table of Methodologies

The journal article by Harrison et al. (2017) discussing the various methodological approaches (see above) includes a table setting out seven characteristics of case studies and how they differentiate from other forms of research. It is worth taking a look at the table, especially if you are interested in using case studies in the workplace. Here is the URL:

Harrison et al. (2017)

Note: You will also find the URL in the Reference List, along with the sources of all other material cited in this module. Feel free to link to them for more information.


Activity Two: Thinking about Transferable Skills

In the section above entitled ‘Why use case studies?’ the last point lists some of the skills that are possible to learn (consciously or incidentally) while analysing a case study. Can you think of any more? You might like to list them all and upload them to your Professional Portfolio as one of your artefacts. If you have not yet analysed a case study, you could revisit your list after you have done so, and see whether you can add to the list.


Activity Three: Examining the 'furniture store' case study

Go back to the case study above, which is from Kris Cole’s 2013 Management Theory and Practice, on pages 583 and 584. I have not included here the steps that Shelly took next, to start solving the problem. Consider what you might have done in Shelly’s place:

What are the underlying problems, and what do you think could be done about them?

Name a few alternatives, keeping in mind the suggested questions in the third step of Woxon’s thoughts about how to analyse a case study.

Who would you have involved in the process?

What strategies would you put into place to (a) mollify your existing unhappy customers, and (b) ensure your future customers are happy to return to the store?

Again, write down your answers, and upload them as an artefact in your Professional Portfolio if you wish. You might find them useful in your future endeavours.

References

Babbie, E 2002, The basics of social research, 2nd edn, Wadsworth/Thomson Learning, Belmont, California.

Carnegie Mellon University (CMU) 2017, Case studies, Design & Teach a Course, viewed 17 October 2017, <https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/casestudies.html >.

Chen, JC, Dugger, J & Hammer B 2001, ‘A Kaizen based approach for cellular manufacturing system design: a case study’. Journal of Technology, Summer/Fall, vol. 27 no. 2, viewed 17 October 2017, <https://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2001/chen.html >.

ChrisFlipp 2014, Case study, YouTube, viewed 17 October 2017, <https://www.youtube.com/watch?v=FuG8AzK9GVQ>.

Cole, K 2013, Management theory and practice, 5th edn, Pearson, Frenchs Forest.

Department of Infrastructure, Transport and Regional Economics 2014, A regional economy: a case study of Tasmania, viewed 18 October 2017, <https://bitre.gov.au/publications/2008/report_116.aspx >.

Department of Infrastructure, Transport and Regional Economics 2008, ‘A regional economy: a case study of Tasmania, Report 116’, Commonwealth of Australia, Canberra, ACT, viewed 18 October 2017,< https://bitre.gov.au/publications/2008/files/report_116.pdf >.

Enterprise Centres Tasmania 2014, Case study: Cradle Coast farmers’ market, viewed 18 October 2017, <http://www.enterprisecentres.tas.gov.au/__data/assets/pdf_file/0020/100928/ECT-case-study-CC-Farmers-Market.pdf >.

Environment Protection Authority 2013, Case studies, Sustainability, viewed 18 October 2017, <http://epa.tas.gov.au/sustainability/resources-for-business-and-industry/resource-efficiency/case-studies-resource-efficiency#springworks >.

Harrison H, Birks M, Franklin, R & Mills J 2017, ‘Case study research: foundations and methodological orientations’, Forum: Qualitative Social Research, vol. 18 no. 1, viewed 17 October 2017, <http://www.qualitative-research.net/index.php/fqs/article/view/2655/4079 >.

jitendra 2014, How to analyze a case study?, YouTube, viewed 17 October 2017,< https://www.youtube.com/watch?v=2B-zGIrg7KA>.

Lindstedt, D & Lombardo, T 2016, ‘On continuity case studies’, Journal of Business Continuity & Emergency Planning, vol. 10 no. 1, pp. 93-100, viewed 17 October 2017, <http://eds.b.ebscohost.com.ezproxy.utas.edu.au/eds/pdfviewer/pdfviewer?vid=4&sid=73c10f0f-c2fa-4f57-9576-e41ac237a0aa%40sessionmgr101 >.

University of New South Wales (UNSW) 2014, Writing the case study, viewed 19 October 2017, <https://student.unsw.edu.au/writing-case-study >.

University of New South Wales (UNSW) 2017, Assessment by case studies and scenarios, Assessment Toolkit, viewed 17 October 2017, <https://teaching.unsw.edu.au/assessment-case-studies-and-scenarios >.

Walker Design 2017, Results driven design, viewed 18 October 2017, <https://walkerdesigns.com.au/work >.



Developed for the Practice and Portfolio Program for the Associate Degrees, University College, by Dr Christine Angel, 22 October 2017

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