Page 6 - Articles Written by JGJ EF DPS

“..the case study is many things. It is systematic story-telling; it is a way of
writing (or talking) about seeing; it is a tool for teaching; it is a philosophy
for approaching research; it is a technique for researching; it is a reason
(or an excuse) for taking seriously investigations into vague, blurred or
fuzzy topics; it is a rigorous vehicle which sits comfortably and equally
alongside more quantitative research; and I could go on.”

This is augmented by the view that

“ rather than using large samples and following a rigid protocol to
examine a limited number of variables, case study methods involve an
in-depth, longitudinal examination of a single instance or event: a case.
They provide a systematic way of looking at events, collecting data,
analyzing information, and reporting the results. As a result the
researcher may gain a sharpened understanding of why the instance
happened as it did, and what might become important to look at more
extensively in future research. Case studies lend themselves to both
generating and testing hypotheses [Flyvbjerg, 2006].”

The case study and the case method hold a tremendous potential for
bringing life, reality, credibility and utility to the pedagogic process.
Moreover, when linked to Managed Learning Environments (MLE) and
Virtual Learning Environments (VLE) developing as new technologies
are introduced and applied, a new educational paradigm emerges which
is more efficacious to the achievement of active and deep learning.

Some years ago the author adapted a Robert Heller’s, (2003) quote
when commenting:
“Strategy [Case studies/Multimedia Applications are] is like sex when
all is said and done more is said than done.” [Gallagher,2007].

At the time it seemed that business case study development, analysis
and use suffered from a number of shortcomings, not the least of which

was a paucity of choice. In itself, this was a serious weakness, and one
which was further compounded by an even worse supply of business
case study teaching guides. Today, very little has changed, though the
application of new technologies hold the promise of radical
transformation.
As already said, it rapidly became apparent to me that my initial thoughts
on case study creation, development, and use, based on the relationship
between key stakeholders of the lecturer and the student as noted by
Merseth [Merseth, 1991], could not be sustained when online, interactive