Types of Case Studies

Exploratory

Exploratory case studies can be considered a preliminary studies, observing the phenomenon in its raw form or in a pilot study setting where the results are not used in a follow up study.  The results are meant to open up the door for further examination of the phenomenon observed.  These types of case studies are broad in nature and help researchers in developing theory or guiding the development of a new study and not necessarily a case study.  Prior fieldwork and small scale data collection might be conducted before the research questions and hypotheses are proposed.  

Evaluative

Evaluative case studies analyze the extent programs, organizations, policies, etc. are accomplishing intended outcomes and to what extent using multiple sources of evidence including qualitative and quantitative data. The results are intended to the judge the effectiveness and/or continuation of an initiative of importance in a real world setting.

Explanatory

Explanatory case studies answer “how” or “why” questions in an effort to understand complex cause and effect of a phenomenon. Explanatory case studies link elements and actors over an extended period of time while also explaining rival theories.

Descriptive

Descriptive case studies are among the most prevalent types of case studies. They are interested in answering questions related to what is happening, or what has happened related to a particular phenomenon that is grounded in a real-world context. Descriptive case studies are not so much interested in causality as they are gaining understanding and meaning behind the phenomenon of interest.

Cross-case

Cross-case studies are studies which examine two or more cases based on literal or theoretical replication.  Literal replication looks to recreate the same results across cases while theoretical replication looks for different results based on predictable reasons. This analytical method enables the researcher to explore differences within and between cases.  The construction of cross-case studies can either be concurrently conducted cases by the researcher or using previous separate but related case studies.  Because comparisons will be drawn, it is imperative that the cases are chosen carefully so that the researcher can predict similar results across cases, or predict contrasting results based on a theory.  Cross-case analysis is a means to increase the validity of the study’s findings.

Embedded

Embedded case studies are a type of analysis that address a subunit(s) within a larger unit of analysis from which data are collected.  Sub-units are situated within a larger case and can be powerful when you consider that data can be analyzed within the subunits separately (within case analysis), between the different subunits (between case analysis), or across all of the subunits (cross-case analysis).  This type of study allows the ability of  rich analysis and serves to better illuminate the case.  The problem that novice researchers fall into is that they analyze at the individual sub-unit level and fail to return to the larger issue that they initially set out to address.  Embedded case studies can occur in either single or multiple cases and provide a more complex way to look at the overall phenomenon.

Common Definition of Case Study Methods

Case study research methods are a disciplined, methodical, defined, sequential, and replicable research strategy to deeply understand a phenomenon set in its real-world context.  Case study methods have an objective in mind, clarified boundaries, and elements of theoretical interest for the purpose of description and explanation. They provide an in-depth understanding of a phenomenon and contribute to the associated field of study.

Jennifer McConville is currently the Associate Dean of Operations, Finance and Student Services at the Nebraska College of Technical Agriculture in Curtis, NE.  This is her fifth year at NCTA, where she began teaching Ag Business before making the move to administration.  This experience has led her to her research in leadership, where she plans to complete a case study research on community college leadership. She is in her final semester of course work in her Educational leadership program at the University of Nebraska-Lincoln. Jennifer is the mother of four children and farms with her husband in southwest Nebraska.

Ben Phillips currently serves as the Coordinator for Student Success and assessment in University Housing at Appalachian State University.  In his role, he oversees all of the assessment efforts for University Housing, in particular Residence Life.  Prior to coming to App State, Ben completed his Master's degree in College Student Development at the University of Denver, and has worked at Duke University in Registrar's Office and the Trinity College of Arts & Sciences Academic Deans office.  Ben stumbled into the field of higher education by accident, but has fallen in love with the many missions that it has.  He has not completed any formal research, and is still deciding what his epistemological perspective but is likely a post-positivist.

            Miles Young, a life-long educator, has devoted his entire professional career to higher education. The son of a pastor and counselor, he has grown up with a mindset geared towards people and relationships. It is because of this that Miles has come to love education and helping to meet the needs of students and institutions in pursuit of their respective goals.

           Miles considers the community college to be the "mission field" of higher education. These institutions form the basis for his research interests in governance and institutional roles, particularly with faculty. He has spent time as an academic advisor and the director of the dual credit program at Northeast Texas Community College in Mt. Pleasant, TX. As an administrator, Miles recognizes the need to better understand how community colleges are lead, while at the same time meeting the professional needs of all institutional stakeholders.

          Though, Miles has not formally engaged in a research endeavor, Miles considers himself a constructivist, who believes that a relative truth exists in the natural world that is constructed by individuals and different cultures. It is his desire to better understand our educational world by building on the relationships we all rely upon.

Tonya Jolley

                       "Leadership--is a journey of expected and unexpected paths." Jolley

 Tonya Jolley has a plethora of roles--such as mom, wife, daughter, doctoral graduate student, and Principal--all of them make her very proud of the life she lives.  Tonya has a passion for life, works hard, and loves to have fun being creative and thinking outside the box. 

 Tonya currently works for Lincoln Public Schools and has done so for the past 11 years. Before transitioning into the Education field, Tonya has worked for the Gallup Organization for 12 years in several different capacities. Tonya's last position at the Gallup Organization was as a coordinator for marketing and sales in Irvine, CA. This position required close coordination with companies to improve work satisfaction. Tonya's leadership and organizational philosophies are a combination of her previous experiences in both the educational and corporate fields.

As a non-traditional student, Tonya was very eager to become a teacher. She has taught special education for several years and after completing her Masters in Special Education and her Administrative Certification and Masters in Educational Leadership she was a Special Education Coordinator, and Vice Principal.

This academic year Tonya started her 6th year as a leader as the Principal at Kloefkorn Elementary School. Kloefkorn is home to approximately 500 students in a higher-economic area in Lincoln, NE.  The journey to this role has been very rewarding and she finds great passion in school-climate and culture, special education and job satisfaction in the work place.   Tonya is a very novice researcher--her experience with The Gallup Organization will be helpful as she works toward her dissertation topic and finishes her last course work over this next year. 

Amanda Levos

Amanda Levos is the English Language Learner (ELL) and Migrant Education Coordinator for Grand Island Public Schools.  Experiences during her first few years of teaching high school ELL and mentorship from inspirational administrators helped her to see education beyond the four walls of her classroom and what it meant to be an effective leader through strategic, instructional, organizational, and community leadership.  This led her to pursue a Doctorate in Educational Administration from the University of Nebraska Lincoln.  Working collaboratively with teachers and administrators to implement practices that address the unique needs of ELLs guides her daily work and research interests.  As a novice researcher, Amanda is curious to understand the unique, individual perspectives that create meaning through a constructivist worldview.  It is that passion to advocate for and serve the culturally and linguistically diverse student population that drives her leadership to question the processes and programs in place to meet their academic and social needs. Raised in Columbus, Nebraska, she is the oldest of five and an aunt to a very fun and energetic niece and nephew.  Amanda is actively engaged in the community of Grand Island by serving on the board of the Multicultural Coalition and participating with the Grow Grand Island Cultural Engagement and Understanding Initiative.