This seminar aims to introduce, firstly intuitively, and latter on, going more deeply in the epistemological foundations, the case method as a research method. This will be done building on the participants’ research field and research questions. The final aim is that participants are able to define whether the case method is or not appropriate for their research questions.
 

After the seminar, participants should be able of:
„Ï Describe the main features of the case method. Reflect on this method from an epistemology perspective.
„Ï Be aware of the limits of the case method as for results generalization and, of its virtues as a method that helps us to understand complexity.
„Ï Be knowledgeable about the main authors and their contributions to this line of research.
„Ï Present their own research questions and the ones of other participants and discuss whether the case method is or not appropriate to deal with these questions. Be able to articulate arguments to defend the option taken.
„Ï Reflect on the challenges of their own research project and of the projects of other participants.
The seminar will not therefore cover all what is needed to develop a research project (techniques for data gathering, data analysis and writing), but concentrates in understanding the method and its adequacy to a particular research objective, being able to argue about this adequacy and defend it in front of the academic community. The professor will be available for future consultation in what is not covered by the seminar.
 

Contents:
•A first glance to the case study method.
•Fundamentals of the case study method
•The adequacy of the case research method to our research question.
•Dealing with data
•Data- theory relationship
•Writing the report, writing case studies. Distinction of case studies for research and for teaching purposes.
•Students assignment: why should I use / not use the case method in my research project
•Tutorials: feedback to the projects (individual or in group)



Sessions organization:

Session 1:
• • Introduction to the case method
• Epistemology and the case method
• Explain and clarify Individual and team assignments
o Individual paper: : why should I use / not use the case method in my research project
o Team presentations on the readings


Session 2:
Presentations by students, in groups:
All students are expected to read and become knowledgeable, at least with these three main authors. In the second session, each students focuses in the presentation of one of the author. In the third session, he / she will compare this author with other 2 authors, whose readings should be also read.
o Yin’s approach to the case study method
• Team presentation
• Discussion
• Concluding remarks

o Stake’s approach to the case study method
• Team presentation
• Discussion
• Concluding remarks
o Eisenhardt’s approach to the case study method
• Team presentation
• Discussion
• Concluding remarks
Session 3:
o Comparative analysis of the three authors in groups
This will be done with team presentations. We change the composition of the working groups. Each group will have a member having presented in session 2 the work of Stake, one having presented the work of Yin and one having presented the work of Eisenhardt.

o Team work in class
• Use of the case method in each participant field
• Discussion
Session 4:
o Use of the case method in each participant field: literature review
o Synthesis of key questions and concepts
o Clarification of individual paper
Tutorials:
Team tutorials are offered to the participants in order to discuss a first draft of the final paper. Dates will be agreed along the seminar.
 

The seminar will be developed in four sessions in which we combine presentations by professor and by participants, who will work both individually and in teams. The aim is to generate dialogue between participants that helps all of us to progress in our research agenda.
Participants will required to contribute critically to the sessions, sometimes introducing their work on their own research and sometimes developing some of the issues studied in the seminar on developed by different authors.
Therefore, the seminar is designed as a series of work meetings in which we will study different contributions to the case method and, mainly, we will reflect on and develop our own research and share with the group of participants our progress on our research project. In order to do so, it will be required that each participant defines his or her research area, and his or her research question. Starting from that, each participant will be able to apply the work done in the seminar to its own project, and receive feedback both from peers and from the professor.

 

Evaluation will be done through the participation in the seminar (presentations in class, discussions), and through a final paper. Feedback will be provided along the seminar. Participation, teamwork and writing a final paper are needed to pass the seminar.
 

BONET, E.; CASABURI, I.; QUINTANO, M. Epistemology and the case method. EDAMBA (European Doctoral Programmes Association in Management and Business Administration). Editat per ALVINO; CALZA, F.; CUOMO, M.T.; DAGNINO, G.; FERRARA, M. Seminar at the Istituto Universitario Navale Napoli, 29th. 30th. april 1996.

EISENHARDT, K.M. 'Building Theories from Case Study Research'. Academy of Management Review, 1989;14(4):532-50.

GOMM, R., HAMMERSLEY, M,; FOSTER, P. Case Study Method. SAGE Publications, 2000.

MARDONES, J.M., Filosofia de las Ciencias Humanas y Sociales. Antropos, 1991

STAKE, R.E. 'Case Studies'. A: DENZIN, N.K.; LINCOLN, Y.S. Handbook of Qualitative Research. Thousand Oaks, Califòrnia: SAGE, 1994.

YIN, R.K. Case Study Research. Design and Methods. Thousand Oaks: SAGE Publications, 1994.
 

CHETTY, S. “The case study method for research in small and medium-sized firms”. International Small Business Journal,
LOZANO, J, FOLGUERA, C. “Danone en Ultzama”. Instituto Persona, Empresa, Sociedad. ESADE. Octubre de 2003
PATTON, M., Qualitative Research & Evaluation Methods. SAGE Publications, October 2001.
PETTIGREW, A.M. “Longitudinal Field Research on Change. Theory and Practice”. A: HUBER, G.P.; VAN DER VEN, A.J., editors. Longitudinal Field Research Methods. Califòrnia: SAGE Publications Inc., 1995.
TERRICABRAS, J.M., Atreveix-te a pensar. Edicions La Campana, Febrer 1988.
WOLCOTT, H. Writing up qualitative research. Sage Publications. May 2001.
 

Friday 19/03/10
From 10:00 h. to 13:00 h.

Every Friday from 16/04/10 to 30/04/10
From 10:00 h. to 13:00 h.