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Case study research : design and methods

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CASE STUDY RESEARCH: DESIGNS AND METHODS (3RD ED.)

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CASE STUDY RESEARCH: DESIGNS AND METHODS (3RD ED.) by Robert K. Yin. Thousand Oaks, CA: Sage, 2003. 181 pp. $26.95.

This third edition of Robert Yin's Case Study Research: Designs and Methods updates and slightly expands earlier editions of the book. The new edition retains much of what made the first two best-selling research methods books, includes new analytic strategies, and explains in greater detail the strengths of different types of case study research. This book also contains what many methods books lack: numerous specific examples of case study data collection, analysis, and interpretation on a wide variety of topics.

Those who have used earlier editions of Yin's book will find the third edition comfortably familiar. As in earlier editions, each chapter opens with an introduction of questions and topics that will be explored, and ends with exercises that are useful guides for reviewing information in the chapter. Readers will be glad to know that the book's straightforward, clearly written style has not been altered.

Chapter one specifies that case study research is most appropriate when researchers are interested in learning how or why something occurs, when the research focuses on contemporary events, and when no controls of behavioral events are necessary. Yin readily acknowledges that the results of case studies are not generalizeable to populations, and that their purpose is to "expand and generalize theories" (p. 10). He makes clear that the case study is "an all-encompassing method" (p. 14), including design, data collection,...

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There are several types of case study. Yin (1984) identifies three such types in terms of their outcomes: (i) exploratory (as a pilot to other studies or research questions); (ii) descriptive (providing narrative accounts); (iii) explanatory (testing theories). Exploratory case

studies that act as a pilot can be used to generate hypotheses that are tested in larger scale surveys, experiments or other forms of research, e.g. observational. However Adelman et al. (1980) caution against using case studies solely as preliminaries to other studies, e.g. as preexperimental or pre-survey; rather, they argue, case studies exist in their own right as a significant and legitimate research method. Yin’s (1984) classification accords with Merriam (1988) who identifies three types: (i) descriptive (narrative accounts); (ii) interpretive (developing conceptual categories inductively in order to examine initial assumptions); (iii) evaluative (explaining and judging). Merriam also categorizes four common domains or kinds of case study: ethnographic, historical, psychological and sociological. Sturman (1999: 107), echoing Stenhouse (1985), identifies four kinds of case study: (i) an ethnographic case study – single in-depth study; (ii) action research case study; (iii) evaluative case study; and (iv) educational case study. Stake (1994) identifies three main types of case study: (i) intrinsic case studies (studies that are undertaken in order to understand the particular case in question); (ii) instrumental case studies (examining a particular case in order to gain insight into an issue or a theory); (iii) collective case studies (groups of individual studies that are undertaken to gain a fuller picture). Because case studies provide fine grain detail they can also be used to complement other, more coarsely grained – often large-scale – kinds of research. Case study material in this sense can provide powerful human-scale data on macro-political decision making, fusing theory and practice, for example the work of Ball (1990), Bowe et al. (1992) and Ball (1994a) on the impact of government policy on specific schools. Robson (2002: 181-2) suggests that there are: an individual case study; a set of individual case studies; a social group study; studies of organizations and institutions; studies of events, roles and relationships. All these, he argues, find expression in the case study method. He adds to these the distinction between a critical case study and an extreme or unique case. The former, he argues, is:

when your theoretical understanding is such that there is a clear, unambiguous and non-trivial set of circumstances where predicted outcomes will be found. Finding a case which fits, and demonstrating what has been predicted, can give a powerful boost to knowledge and understanding.

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Yin Case Study Research Design and Methods

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Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.

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Research Design Review

A discussion of qualitative & quantitative research design, case study research: an internal-external classification.

The following is a modified excerpt from Applied Qualitative Research Design: A Total Quality Framework Approach (Roller & Lavrakas, 2015, pp. 295-298).

Salmons mentions the work of Robert Yin and Robert Stake. The typologies of Yin (2014) and Stake (1995) are “two key approaches” in case study research that “ensure that the topic of interest is well explored, and that the essence of the phenomenon is revealed” (Baxter & Jack, 2008, p. 545). Yin (2014) outlines four fundamental types of case studies on the basis of the number of cases and units of analysis in the study design. Specifically, Yin’s typology consists of two types of single-case designs – a type with one unit of analysis (Type 1) and a type with multiple units of analysis (Type 2) – and two types of multiple-case designs – those with one unit of analysis (Type 3) and those with more than one (Type 4). Yin believes that theory development is “highly desired” in case study design and therefore selecting cases for a multiple-case design, for example, involves choosing cases that are expected to return results that support or challenge a theoretical proposition or construct.

Where Yin (2014) emphasizes theoretical development and the ability to say something beyond the specific cases studied, Stake (2006) asserts that “the power of case study is its attention to the local situation, not in how it represents other cases in general” (p. 8). Stake (1995) divides case studies into three types: intrinsic – a single case (an individual, group, organization, event, or other entity) that is important in its own right, not necessarily because of its potential predictive theoretical powers; instrumental – a single case where the focus is on going beyond the case to understand a broader phenomenon of interest; and collective – a multiple case version of instrumental where the focus is on learning about a phenomenon. Unlike Yin, Stake is not linking his case studies to the idea of testing preconceived theories but rather to the idea of using the peculiarities of any particular case to illuminate the phenomenon and magnify the understanding of the research topic.

An overarching differentiator in the Yin and Stake typologies is the extent to which case study outcomes are intended to tell the researcher something that is solely about the case itself – that is, the outcomes are “internalized” to the particular case – or the outcomes are intended to tell the researcher something beyond the case, either by facilitating theory development and/or enlightening the researcher’s understanding of a broader phenomenon – that is, the outcomes are “externalized” to situations outside the case.

This internal-external classification, and its relationship to the Yin and Stake typologies, is shown below.

In this internal-external classification, an intrinsic case study as defined by Stake, with its emphasis on what can be learned about the specific case itself, is classified as an internal type of design because the research findings will only be used to inform that specific case. An example of an internal case study is research that a healthcare organization might conduct to investigate its new patient-referral program to inform their need for new social media solutions.

Stake’s instrumental and collective case study types as well as Yin’s case study designs (i.e., types 1-4), with their emphasis on projecting case study results to something outside the case (i.e., a theory or phenomenon), are classified as external case study designs because the researcher’s primary focus is on extending the outcomes beyond the specific cases(s). For example, an external case study might be conducted with one or two state government department(s) to understand the impact of a newly-implemented, more restrictive sick-leave policy on all state employees.

The internal-external classification is one way to think broadly about case study design. Regardless of the design model, however, case study researchers would do well to clearly articulate, as Salmons states, the “methodological foundations” of their designs.

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report , 13 (4), 544–559.

Roller, M. R., & Lavrakas, P. J. (2015). Applied qualitative research design: A total quality framework approach . New York: Guilford Press.

Stake, R. E. (1995). The art of case study research . Thousand Oaks, CA: Sage Publications.

Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage Publications.

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Social media users’ visual and emotional preferences of internet-famous sites in urban riverfront public spaces: a case study in changsha, china.

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Huang, Y.; Zheng, B. Social Media Users’ Visual and Emotional Preferences of Internet-Famous Sites in Urban Riverfront Public Spaces: A Case Study in Changsha, China. Land 2024 , 13 , 930. https://doi.org/10.3390/land13070930

Huang Y, Zheng B. Social Media Users’ Visual and Emotional Preferences of Internet-Famous Sites in Urban Riverfront Public Spaces: A Case Study in Changsha, China. Land . 2024; 13(7):930. https://doi.org/10.3390/land13070930

Huang, Yuanyuan, and Bohong Zheng. 2024. "Social Media Users’ Visual and Emotional Preferences of Internet-Famous Sites in Urban Riverfront Public Spaces: A Case Study in Changsha, China" Land 13, no. 7: 930. https://doi.org/10.3390/land13070930

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