Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers

By Pamela Baxter, S. Jack. 2008

8,767 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/136afcc7e8d0bb5c6b3dd68dcc0117c746c37d02

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Citations in the corpus

Learning from Failure and Success: The Challenges for Circular Economy Implementation in SMEs in an Emerging Economy (2021, methodology): “For the second phase, the study followed a qualitative approach, as we were con‐ cerned with emerging explanations of the social phenomena [40,41].”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “This type of case study enables the participant to describe their views of reality so that the researcher may better understand the participants’ actions (Baxter and Jack 2008).”
Describing Populations and Samples in Doctoral Student Research (2021, background): “Within case study research, the unit of analysis is regularly described as the case with the phenomenon occurring within the bounded context of the case (Baxter & Jack, 2008).”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “Descriptive case studies are useful in describing “an intervention or phenomenon and the real-life context in which it occurred” (Baxter & Jack, 2008, p. 548), and using this approach while considering instructor presence in an online instructional environment affords the opportunity to consider…”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, methodology): “A case study of a descriptive type has been designed based on a qualitative approach [46].”
The case study as a type of qualitative research (2013, background): “…“why,” when we cannot influence the behaviour of those involved in a study, and when we want to cover contextual conditions because we believe they are relevant to the phenomenon under study or when the boundaries between the phenomenon and context are not clear (Yin in Baxter & Jack 2008, p. 545).”
How to Conduct a Mini-Ethnographic Case Study: A Guide for Novice Researchers (2017, background): “For others, a case study design would be best to identify operational links between events over time (Andrade, 2009; Baxter & Jack, 2008; Yin, 2014).”
The theory contribution of case study research designs (2017, methodology): “(Baxter and Jack 2008; Dooley 2002; Dyer and Wilkins 1991; Piekkari et al. 2009; Welch et al. 2011).”
How to foster shared innovation within SMEs' networks: Social capital and the role of intermediaries (2015, background): “All these references ensure that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of the phenomenon to be revealed and understood (Baxter & Jack, 2008).”
Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “…the particularities of a subject (Yin, 2013) and can generate insights into “the dynamics present within single settings” (Eisenhardt, 1989, p. 534), a single-case approach provides the researcher with the opportunity to “study complex phenomena within their contexts” (Baxter & Jack, 2008, p. 544).”