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307:". They argue for example that researchers cannot make valid causal inferences about war outbreaks by only looking at instances where war did happen (the researcher should also look at cases where war did not happen). Scholars of qualitative methods have disputed this claim, however. They argue that selecting the dependent variable can be useful depending on the purposes of the research. Barbara Geddes shares their concerns with selecting the dependent variable (she argues that it cannot be used for theory testing purposes), but she argues that selecting on the dependent variable can be useful for theory creation and theory modification. 100:), the thickness of the research (a comprehensive examination of a phenomenon and its context), and the naturalism (a "real-life context" is being examined) involved in the research. There is general agreement among scholars that a case study does not necessarily have to entail one observation (N=1), but can include many observations within a single case or across numerous cases. For example, a case study of the 483: 3740: 495:
video-recordings of interviews) often accompany the case studies. Similarly, teaching case studies have become increasingly popular in science education, covering different biological and physical sciences. The National Center for Case Studies in Teaching Science has made a growing body of teaching case studies available for classroom use, for university as well as secondary school coursework.
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lacks a sufficient number of observations to properly estimate the effects of an independent variable. They write that the number of observations could be increased through various means, but that would simultaneously lead to another problem: that the number of variables would increase and thus reduce
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Through fine-gained knowledge and description, case studies can fully specify the causal mechanisms in a way that may be harder in a large-N study. In terms of identifying "causal mechanisms", some scholars distinguish between "weak" and "strong chains". Strong chains actively connect elements of the
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thus proposes a typology for the case study wherein purposes are first identified (evaluative or exploratory), then approaches are delineated (theory-testing, theory-building, or illustrative), then processes are decided upon, with a principal choice being between whether the study is to be single or
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cases (those which are extreme, deviant or atypical) can reveal more information than the potentially representative case. A case may also be chosen because of the inherent interest of the case or the circumstances surrounding it. Alternatively, it may be chosen because of researchers' in-depth local
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Case selection in case study research is generally intended to find cases that are representative samples and which have variations on the dimensions of theoretical interest. Using that is solely representative, such as an average or typical case is often not the richest in information. In clarifying
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According to John Gerring, the key characteristic that distinguishes case studies from all other methods is the "reliance on evidence drawn from a single case and its attempts, at the same time, to illuminate features of a broader set of cases". Scholars use case studies to shed light on a "class" of
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The purported "degrees of freedom" problem that KKV identify is widely considered flawed; while quantitative scholars try to aggregate variables to reduce the number of variables and thus increase the degrees of freedom, qualitative scholars intentionally want their variables to have many different
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and qualitative research as being "unable to yield strong causal inference" due to the fact that qualitative scholars would struggle with determining which of many intervening variables truly links the independent variable with a dependent variable. The primary problem is that qualitative research
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As small-N research should not rely on random sampling, scholars must be careful in avoiding selection bias when picking suitable cases. A common criticism of qualitative scholarship is that cases are chosen because they are consistent with the scholar's preconceived notions, resulting in biased
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KKV also identify inductive reasoning in qualitative research as a problem, arguing that scholars should not revise hypotheses during or after data has been collected because it allows for ad hoc theoretical adjustments to fit the collected data. However, scholars have pushed back on this claim,
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in rationalist scholarship than quantitative methods. Case studies can identify necessary and insufficient conditions, as well as complex combinations of necessary and sufficient conditions. They argue that case studies may also be useful in identifying the scope conditions of a theory: whether
73:=1), but may include many observations (one or multiple individuals and entities across multiple time periods, all within the same case study). Research projects involving numerous cases are frequently called cross-case research, whereas a study of a single case is called within-case research. 188:
While a random selection of cases is a valid case selection strategy in large-N research, there is a consensus among scholars that it risks generating serious biases in small-N research. Random selection of cases may produce unrepresentative cases, as well as uninformative cases. Cases should
346:: the unintentional comparison of dissimilar cases). Case studies add descriptive richness, and can have greater internal validity than quantitative studies. Case studies are suited to explain outcomes in individual cases, which is something that quantitative methods are less equipped to do. 494:
has been among the most prominent developers and users of teaching case studies. Teachers develop case studies with particular learning objectives in mind. Additional relevant documentation, such as financial statements, time-lines, short biographies, and multimedia supplements (such as
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Case studies of cases that defy existing theoretical expectations may contribute knowledge by delineating why the cases violate theoretical predictions and specifying the scope conditions of the theory. Case studies are useful in situations of causal complexity where there may be
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research. Alexander George and Andrew Bennett also note that a common problem in case study research is that of reconciling conflicting interpretations of the same data. Another limit of case study research is that it can be hard to estimate the magnitude of causal effects.
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John Gerring defines the case study approach as an "intensive study of a single unit or a small number of units (the cases), for the purpose of understanding a larger class of similar units (a population of cases)". According to Gerring, case studies lend themselves to an
406:, primarily applies lessons from regression-oriented analysis to qualitative research, arguing that the same logics of causal inference can be used in both types of research. The authors' recommendation is to increase the number of observations (a recommendation that 431:
attributes and complexity. For example, James Mahoney writes, "the Bayesian nature of process of tracing explains why it is inappropriate to view qualitative research as suffering from a small-N problem and certain standard causal identification problems." By using
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lines of history and causation it is more useful to select subjects that offer an interesting, unusual, or particularly revealing set of circumstances. A case selection that is based on representativeness will seldom be able to produce these kinds of insights.
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style of analysis. He adds that "the defining feature of qualitative work is its use of noncomparable observations—observations that pertain to different aspects of a causal or descriptive question", whereas quantitative observations are comparable.
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Case studies have commonly been seen as a fruitful way to come up with hypotheses and generate theories. Case studies are useful for understanding outliers or deviant cases. Classic examples of case studies that generated theories includes Darwin's
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A commonly described limit of case studies is that they do not lend themselves to generalizability. Due to the small number of cases, it may be harder to ensure that the chosen cases are representative of the larger population.
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Aaron Rapport reformulated "least-likely" and "most-likely" case selection strategies into the "countervailing conditions" case selection strategy. The countervailing conditions case selection strategy has three components:
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would at the bare minimum be an observation of two observations: France before and after a revolution. John Gerring writes that the N=1 research design is so rare in practice that it amounts to a "myth".
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Kyburz-Graber, Regula (2004). "Does case-study methodology lack rigour? The need for quality criteria for sound case-study research, as illustrated by a recent case in secondary and higher education".
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As with other social science methods, no single research design dominates case study research. Case studies can use at least four types of designs. First, there may be a "no theory first" type of case
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Diverse cases are cases that have variations on the relevant X and Y variables. Due to the range of variation on the relevant variables, these cases are representative of the full population of cases.
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Case studies have been characterized as useful to assess the plausibility of arguments that explain empirical regularities. Case studies are also useful for understanding outliers or deviant cases.
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assumptions becomes important. However, although the designs can have substantial methodological differences, the designs also can be used in explicitly acknowledged combinations with each other.
342:, which are an important aspect of theory construction. The concepts used in qualitative research will tend to have higher conceptual validity than concepts used in quantitative research (due to 176:
While case studies can be intended to provide bounded explanations of single cases or phenomena, they are often intended to raise theoretical insights about the features of a broader population.
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Underwood, Peter; Waterson, Patrick; Braithwaite, Graham (2016). "'Accident investigation in the wild' – A small-scale, field-based evaluation of the STAMP method for accident analysis".
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Deviant cases are cases that defy existing theories and common sense. They not only have extreme values on X or Y (like extreme cases) but defy existing knowledge about causal relations.
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Typical cases are cases that exemplify a stable cross-case relationship. These cases are representative of the larger population of cases, and the purpose of the study is to look
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Generally, a case study can highlight nearly any individual, group, organization, event, belief system, or action. A case study does not necessarily have to be one observation (
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Beyond decisions about case selection and the subject and object of the study, decisions need to be made about the purpose, approach, and process of the case study.
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Outside of law, teaching case studies have become popular in many different fields and professions, ranging from business education to science education. The
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and began using cases pled before courts as the basis for class discussions. By 1920, this practice had become the dominant pedagogical approach used by
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identified five types of case study research designs (depending on the research objectives), Alexander George and Andrew Bennett added a sixth category:
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Kimball, B. A. (2009). The Inception of Modern Professional Education: C. C. Langdell, 1826–1906 (Chapel Hill: University of North Carolina Press, 2009)
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multiple, and choices also about whether the study is to be retrospective, snapshot or diachronic, and whether it is nested, parallel or sequential.
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Hypothesis-generating (or heuristic) case studies aim to inductively identify new variables, hypotheses, causal mechanisms, and causal paths.
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Seawright, Jason; Gerring, John (2014), "Case Selection Techniques in Case Study Research: A Menu of Qualitative and Quantitative Options",
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For theoretical discovery, Jason Seawright recommends using deviant cases or extreme cases that have an extreme value on the X variable.
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Influential cases are cases that are central to a model or theory (for example, Nazi Germany in theories of fascism and the far-right).
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Widner, Jennifer; Woolcock, Michael; Nieto, Daniel Ortega (2022), Ortega Nieto, Daniel; Widner, Jennifer; Woolcock, Michael (eds.),
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Qualitative research may be necessary to determine whether a treatment is as-if random or not. As a consequence, good quantitative
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The chosen cases fall within the scope conditions of both the primary theory being tested and the competing alternative hypotheses.
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In determining how difficult a test is, the analyst should identify the strength of countervailing conditions in the chosen cases.
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Most different cases are cases that are different on all the independent variables, except the one of interest to the researcher.
4536: 1804:"Using Case Studies to Enhance the Quality of Explanation and Implementation: Integrating Scholarship and Development Practice" 424: 395: 292: 157:'s guidelines and extensive examples. A third design deals with a "social construction of reality", represented by the work of 34:
is an in-depth, detailed examination of a particular case (or cases) within a real-world context. For example, case studies in
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Atheoretical (or configurative idiographic) case studies aim to describe a case very well, but not to contribute to a theory.
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Teachers may prepare a case study that will then be used in classrooms in the form of a "teaching" case study (also see
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Interpretative (or disciplined configurative) case studies aim to use established theories to explain a specific case.
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put it, and thereby to offer reasoned lines of explanation based on this rich knowledge of setting and circumstances.
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The Extended Case Method: Four Countries, Four Decades, Four Great Transformations, and One Theoretical Tradition
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Braumoeller, Bear and Anne Sartori. 2004. "The Promise and Perils of Statistics in International Relations." in
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noting that inductive reasoning is a legitimate practice (both in qualitative and quantitative research).
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knowledge; where researchers have this local knowledge they are in a position to "soak and poke" as
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Extreme cases are cases that have an extreme value on the X or Y variable relative to other cases.
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Bennett, Andrew (2008-08-21). Box-Steffensmeier, Janet M; Brady, Henry E; Collier, David (eds.).
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Theory testing case studies aim to assess the validity and scope conditions of existing theories.
55: 47: 2154:"Ontology, methodology, and causation in the American school of international political economy" 1663: 1653: 4521: 4370: 4360: 4285: 4260: 3941: 3898: 3823: 3724: 3709: 3593: 3558: 3451: 3415: 3382: 3307: 3229: 3006: 2957: 2932: 2916: 2902: 2884: 2840: 2826: 2758: 2754: 2668: 2643: 2563: 2530: 2489: 2462: 2431: 2427: 2388: 2341: 2337: 2290: 2243: 2206: 2173: 2132: 2099: 2058: 2020: 1973: 1969: 1936: 1908: 1856: 1811: 1777: 1739: 1705: 1695: 1667: 1619: 1580: 1570: 1403: 1363: 1353: 1308: 1253: 1210: 1168: 1138: 1072: 1014: 964: 937: 905: 878: 838: 805: 780: 744: 725:"A Pragmatic Guide to Qualitative Historical Analysis in the Study of International Relations" 700: 666: 630: 596: 586: 563: 553: 315: 250: 101: 1132: 875:
Unraveling the Mysteries of Case Study Research: A Guide for Business and Management Students
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Bennett, Andrew (2008). Box-Steffensmeier, Janet M; Brady, Henry E; Collier, David (eds.).
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Building block studies of types or subtypes, aim to identify common patterns across cases.
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In a 2015 article, John Gerring and Jason Seawright list seven case selection strategies:
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King, Keohane, and Verba argue that there is no methodological problem in selecting the
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For the theories being tested, the analyst must derive clearly stated expected outcomes.
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Paradigms and Sand Castles: Theory Building and Research Design in Comparative Politics
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causal chain to produce an outcome whereas weak chains are just intervening variables.
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Humphreys, Macartan; Jacobs, Alan M. (2015). "Mixing Methods: A Bayesian Approach".
1868: 482: 435:, it may be possible to makes strong causal inferences from a small sliver of data. 4340: 4335: 4330: 4300: 4290: 4230: 4200: 4180: 4079: 3976: 3679: 3563: 3267: 3151: 2255: 472: 403: 358: 300: 269:
Plausibility probes, aim to assess the plausibility of new hypotheses and theories.
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There are multiple definitions of case studies, which may emphasize the number of
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The Case Study Handbook: How to Read, Write, and Discuss Persuasively about Cases
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The Case for Case Studies: Methods and Applications in International Development
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Embedded Case Study Methods. Integrating Quantitative and Qualitative Knowledge
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can range from a narrow happening over time like the operations of a specific
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generally be chosen that have a high expected information gain. For example,
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Herreid, Clyde F.; Schiller, Nancy A.; Wright, Carolyn; Herreid, Ky (eds.).
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Levy, Jack (2014), "Case Studies: Types, Designs, and Logics of Inference",
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Multi-Method Social Science: Combining Qualitative and Quantitative Tools
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Designing Social Inquiry: Scientific Inference in Qualitative Research
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departed from the traditional lecture-and-notes approach to teaching
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Fearon, James D.; Laitin, David D. (2011). Goodin, Robert E (ed.).
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research is frequently used for studies of multiple cases, whereas
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variables are sufficient or necessary to bring about an outcome.
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Cases, Numbers, Models: International Relations Research Methods
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Rethinking social inquiry : diverse tools, shared standards
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Development of New Methods to Support Systemic Incident Analysis
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How to Do Your Case Study: A Guide for Students and Researchers
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Case study research has been extensively practiced in both the
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may focus on an individual patient or ailment; case studies in
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Engineering students participate in a case study competition.
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What is a Case? Exploring the Foundations of Social Inquiry
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National Center for Case Study Teaching in Science (NCCSTS)
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The case-study method in psychology and related disciplines
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Case studies and theory development in the social sciences
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Case Studies and Theory Development in the Social Sciences
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Case Studies and Theory Development in the Social Sciences
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Case Studies and Theory Development in the Social Sciences
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Most similar cases are cases that are similar on all the
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of real-world problems affecting multiple stakeholders.
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In-depth, detailed examination of a particular case
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MIT Press. pp. 74–76, 213. 1039:Ridder, Hans-Gerd (October 2017). 997:Annual Review of Political Science 860:Classic Case Studies in Psychology 729:International Studies Perspectives 58:, to an enormous undertaking like 25: 2228:American Political Science Review 1482:American Political Science Review 1388:"Case Selection after Regression" 3738: 2852:Environmental Education Research 2795:The Academy of Management Review 2444:from the original on 2014-08-04. 1986:from the original on 2014-05-30. 1095:The Academy of Management Review 477:law schools in the United States 149:, which is closely connected to 2767:Rethinking Case Study Research. 1887:"Understanding Process Tracing" 303:warn against "selecting on the 3340:Pre- and post-test probability 3062:Patient and public involvement 2952:Yin, Robert K (October 2017). 2901:. Cambridge University Press. 2461:. Cambridge University Press. 1134:The Art of Case Study Research 314:, however. They do warn about 1: 3834:Industrial and organizational 2928:Approaches to Social Research 2515:Comparative Political Studies 2385:10.1080/13563467.2016.1201803 2367:Mahoney, James (2016-09-02). 2096:10.1080/09636412.2015.1036624 2078:Waldner, David (2015-06-22). 1616:10.1080/09636412.2015.1070615 741:10.1111/1528-3577.t01-1-00099 50:; similarly, case studies in 4075:Human factors and ergonomics 3467:Sex as a biological variable 1400:10.1017/cbo9781316160831.004 1199:Political Research Quarterly 291:In terms of case selection, 180:Case selection and structure 3431:Intention-to-treat analysis 3403:Analysis of clinical trials 3332:Specificity and sensitivity 3086:Randomized controlled trial 2864:10.1080/1350462032000173706 877:. Edward Elgar Publishing. 124:style of analysis, whereas 4553: 1464:10.1016/j.ssci.2015.08.014 723:Thies, Cameron G. (2002). 619:Paradigms and Sand Castles 412:Paradigms and Sand Castles 4461: 3764:Applied behavior analysis 3736: 3544: 3475: 3440:Interpretation of results 3173:Nested case–control study 2667:. Libri. pp. 19–38. 2611:Garvin, David A. (2003). 2240:10.1017/s0003055415000453 2170:10.1080/09692290802524075 1904:10.1017/s1049096511001429 1853:10.1017/S0043887109990220 1386:Seawright, Jason (2016), 1250:10.4135/9781473915480.n26 1207:10.4135/9781473915480.n31 1058:10.1007/s40685-017-0045-z 779:. MIT Press. p. 18. 583:A Case for the case study 96:(a small N), the method ( 46:'s strategy or a broader 42:might cover a particular 3042:Academic clinical trials 2527:10.1177/0010414014554685 1726:Geddes, Barbara (2003). 1544:10.1177/1077800411409884 1107:10.5465/amr.1991.4279496 858:Rolls, Geoffrey (2005). 655:Designing Social Inquiry 617:Geddes, Barbara (2003). 391:Designing Social Inquiry 4040:Behavioral neuroscience 3604:Behavioral neuroscience 3260:Relative risk reduction 3108:Adaptive clinical trial 3052:Evidence-based medicine 3035:Adaptive clinical trial 2791:Eisenhardt, Kathleen M. 1885:Collier, David (2011). 1835:Mahoney, James (2010). 1598:Rapport, Aaron (2015). 1091:Eisenhardt, Kathleen M. 548:Bromley, D. B. (1986). 492:Harvard Business School 128:work lends itself to a 18:Sampling (case studies) 4537:Management cybernetics 4090:Psychology of religion 4030:Behavioral engineering 3967:Human subject research 3623:Cognitive neuroscience 3589:Affective neuroscience 3248:Number needed to treat 2835:Gerring, John. (2008) 2779:The Qualitative Report 2747:The Qualitative Report 2556:Gerring, John (2007). 2199:Gerring, John (2007). 2125:Gerring, John (2007). 2051:Gerring, John (2007). 1929:Gerring, John (2007). 1770:Gerring, John (2007). 1655:A Tale of Two Cultures 1301:Gerring, John (2007). 991:Gerring, John (2017). 957:Gerring, John (2007). 930:Gerring, John (2007). 898:Gerring, John (2007). 693:Gerring, John (2007). 487: 379:observational research 371:strategic interactions 151:Kathleen M. Eisenhardt 4466:Wiktionary definition 4002:Self-report inventory 3997:Quantitative research 3252:Number needed to harm 3139:Cross-sectional study 3091:Scientific experiment 3047:Clinical study design 2943:Thomas, Gary (2011). 2883:. SAGE Publications. 2373:New Political Economy 1428:Huang, Huayi (2015). 993:"Qualitative Methods" 663:10.1515/9781400821211 552:. Chichester: Wiley. 485: 451:Teaching case studies 344:conceptual stretching 234:independent variables 3992:Qualitative research 3947:Behavior epigenetics 3218:Cumulative incidence 2947:. SAGE Publications. 469:Christopher Langdell 433:Bayesian probability 312:explanatory variable 62:, or more often the 4471:Wiktionary category 4035:Behavioral genetics 4007:Statistical surveys 3864:Occupational health 3599:Behavioral genetics 3125:Observational study 3057:Real world evidence 3011:experimental design 2837:Case Study Research 1532:Qualitative Inquiry 363:interaction effects 329:theory of evolution 4527:Evaluation methods 4443:Schools of thought 4346:Richard E. Nisbett 4226:Donald T. Campbell 3904:Sport and exercise 3411:Risk–benefit ratio 3378:First-in-man study 3328:Case fatality rate 3169:Case–control study 3143:Longitudinal study 2634:Ellet, W. (2007). 2509:Yom, Sean (2015). 1754:10.3998/mpub.11910 1736:10.3998/mpub.11910 627:10.3998/mpub.11910 505:Analytic narrative 488: 465:Harvard Law School 425:degrees of freedom 305:dependent variable 56:political campaign 4532:Scientific method 4504: 4503: 4481:Wikimedia Commons 4408:Counseling topics 4371:Ronald C. 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Taylor 4286:Lawrence Kohlberg 4261:Stanley Schachter 4060:Consumer behavior 3942:Archival research 3710:Psycholinguistics 3594:Affective science 3504: 3503: 3452:Survivorship bias 3416:Systematic review 3383:Multicenter trial 3346: 3345: 3336:Likelihood-ratios 3308:Clinical endpoint 3276:Population impact 3230:Period prevalence 3007:Clinical research 2963:978-1-5063-3616-9 2890:978-1-4129-5670-3 2845:978-0-521-67656-4 2674:978-1-909818-57-6 2649:978-1-422-10158-2 2569:978-0-521-85928-8 2495:978-1-4008-2121-1 2468:978-1-108-42164-5 2212:978-0-521-85928-8 2138:978-0-521-85928-8 2064:978-0-521-85928-8 1979:978-0-19-960445-6 1942:978-0-521-85928-8 1817:978-1-108-42727-2 1783:978-0-521-85928-8 1745:978-0-472-09835-4 1701:978-1-4422-0343-3 1673:978-0-691-14970-7 1576:978-0-262-30307-1 1478:Fenno, Richard F. 1409:978-1-107-09771-1 1359:978-0-262-30307-1 1314:978-0-521-85928-8 1259:978-1-4462-7448-4 1216:978-1-4462-7448-4 1174:978-0-520-94338-4 1144:978-0-8039-5767-1 1045:Business Research 970:978-0-521-85928-8 943:978-0-521-85928-8 911:978-0-521-85928-8 844:978-1-5063-3616-9 811:978-1-4129-5670-3 786:978-0-262-57222-4 706:978-0-521-85928-8 672:978-1-4008-2121-1 636:978-0-472-09835-4 416:measurement error 316:multicollinearity 102:French Revolution 16:(Redirected from 4544: 4438:Research methods 4381:Richard Davidson 4376:Joseph E. 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Stake 143: 90: 64:policy analysis 28: 23: 22: 15: 12: 11: 5: 4550: 4548: 4540: 4539: 4534: 4529: 4524: 4519: 4509: 4508: 4502: 4501: 4499: 4498: 4493: 4488: 4483: 4478: 4473: 4468: 4462: 4459: 4458: 4456: 4455: 4450: 4445: 4440: 4435: 4430: 4425: 4420: 4415: 4410: 4404: 4402: 4396: 4395: 4393: 4391:Roy Baumeister 4388: 4383: 4378: 4373: 4368: 4363: 4358: 4353: 4348: 4343: 4338: 4333: 4328: 4326:Michael Posner 4323: 4318: 4313: 4311:Elliot Aronson 4308: 4306:Walter Mischel 4303: 4298: 4293: 4288: 4283: 4278: 4273: 4271:Albert Bandura 4268: 4263: 4258: 4253: 4248: 4246:Leon Festinger 4243: 4238: 4233: 4228: 4223: 4218: 4216:Neal E. Miller 4213: 4211:Abraham Maslow 4208: 4203: 4198: 4196:Ernest Hilgard 4193: 4191:Donald O. Hebb 4188: 4183: 4178: 4173: 4171:J. P. Guilford 4168: 4166:Gordon Allport 4163: 4158: 4153: 4148: 4146:John B. 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Hull 4149: 4147: 4144: 4142: 4139: 4137: 4134: 4132: 4131:Sigmund Freud 4129: 4127: 4124: 4122: 4121:William James 4119: 4117: 4116:Wilhelm Wundt 4114: 4112: 4109: 4108:Psychologists 4104: 4096: 4095:Psychometrics 4093: 4091: 4088: 4086: 4083: 4081: 4078: 4076: 4073: 4071: 4068: 4066: 4063: 4061: 4058: 4056: 4055:Consciousness 4053: 4051: 4048: 4046: 4043: 4041: 4038: 4036: 4033: 4031: 4028: 4026: 4023: 4022: 4018: 4014: 4008: 4005: 4003: 4000: 3998: 3995: 3993: 3990: 3988: 3987:Psychophysics 3985: 3983: 3980: 3978: 3975: 3973: 3970: 3968: 3965: 3963: 3960: 3958: 3955: 3953: 3950: 3948: 3945: 3943: 3940: 3938: 3935: 3934: 3932: 3930: 3929:Methodologies 3926: 3920: 3917: 3915: 3912: 3910: 3907: 3905: 3902: 3900: 3897: 3895: 3892: 3890: 3889:Psychotherapy 3887: 3885: 3884:Psychometrics 3882: 3880: 3877: 3875: 3872: 3870: 3867: 3865: 3862: 3860: 3857: 3855: 3852: 3850: 3847: 3845: 3842: 3840: 3837: 3835: 3832: 3830: 3827: 3825: 3822: 3820: 3817: 3815: 3812: 3810: 3807: 3805: 3802: 3800: 3797: 3795: 3792: 3790: 3787: 3785: 3782: 3780: 3777: 3775: 3772: 3770: 3767: 3765: 3762: 3760: 3757: 3756: 3754: 3752: 3746: 3741: 3731: 3728: 3726: 3723: 3721: 3718: 3716: 3713: 3711: 3708: 3706: 3703: 3701: 3698: 3696: 3693: 3691: 3688: 3686: 3683: 3681: 3678: 3676: 3673: 3671: 3668: 3666: 3663: 3661: 3658: 3656: 3653: 3651: 3650:Developmental 3648: 3646: 3643: 3641: 3638: 3636: 3633: 3629: 3626: 3625: 3624: 3621: 3619: 3615: 3612: 3610: 3607: 3605: 3602: 3600: 3597: 3595: 3592: 3590: 3587: 3585: 3582: 3581: 3579: 3577: 3571: 3565: 3562: 3560: 3557: 3555: 3552: 3550: 3547: 3546: 3543: 3539: 3532: 3527: 3525: 3520: 3518: 3513: 3512: 3509: 3497: 3496: 3492: 3490: 3489: 3485: 3483: 3482: 3478: 3477: 3474: 3468: 3465: 3463: 3460: 3458: 3455: 3453: 3450: 3448: 3445: 3444: 3442: 3438: 3432: 3429: 3427: 3426:Meta-analysis 3424: 3422: 3419: 3417: 3414: 3412: 3409: 3408: 3406: 3404: 3400: 3394: 3393:Vaccine trial 3391: 3389: 3388:Seeding trial 3386: 3384: 3381: 3379: 3376: 3374: 3371: 3369: 3366: 3364: 3361: 3359: 3356: 3355: 3353: 3349: 3341: 3337: 3333: 3329: 3325: 3321: 3317: 3313: 3309: 3305: 3303: 3299: 3295: 3291: 3287: 3283: 3279: 3277: 3273: 3269: 3265: 3261: 3257: 3253: 3249: 3245: 3241: 3239: 3235: 3231: 3227: 3223: 3219: 3215: 3211: 3209: 3205: 3202: 3200: 3196: 3190: 3187: 3185: 3182: 3180: 3177: 3174: 3170: 3167: 3163: 3160: 3158: 3157:Retrospective 3155: 3154: 3153: 3150: 3148: 3144: 3140: 3137: 3136: 3134: 3131: 3126: 3122: 3114: 3111: 3110: 3109: 3106: 3102: 3099: 3097: 3094: 3092: 3089: 3088: 3087: 3084: 3083: 3081: 3078: 3077:EBM I to II-1 3073: 3069: 3063: 3060: 3058: 3055: 3053: 3050: 3048: 3045: 3043: 3040: 3036: 3033: 3031: 3028: 3027: 3026: 3023: 3022: 3020: 3016: 3012: 3008: 3001: 2996: 2994: 2989: 2987: 2982: 2981: 2978: 2971: 2965: 2959: 2955: 2950: 2946: 2941: 2938: 2937:0-19-514794-4 2934: 2930: 2929: 2924: 2922: 2921:0-7619-1946-5 2918: 2914: 2910: 2908: 2907:0-521-42188-8 2904: 2900: 2896: 2892: 2886: 2882: 2877: 2873: 2869: 2865: 2861: 2857: 2853: 2848: 2846: 2842: 2838: 2834: 2832: 2831:0-262-57222-2 2828: 2825:. 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Index

Sampling (case studies)
medicine
business
firm
market
politics
political campaign
world war
policy analysis
N
social
natural sciences
observations
qualitative
French Revolution
idiographic
quantitative
nomothetic
study design
Kathleen M. Eisenhardt
Robert K. Yin
Robert E. Stake
Michael Burawoy
ontological
epistemological
outlier
Richard Fenno
Gary Thomas
independent variables
Arend Lijphart

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