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Processes of a case study methodology for postgraduate research in marketing
Chad Perry

Processes of a case study methodology 7 85

U n ive rsi ty of Sou the r n Q ueensl a nd, Toowoomba , A ust r a l i a
C a s e s t u d i e s a re f a m i l i a r t o m a rke t i n g e d u c a t o r s a n d t h e i r s t u d e n t s a s a teaching device. For example, the Harvard Business School’s cases are widely used to allow students to be emotionally involved and le ar n action-related analysis of real, complex situations (Christensen and Hansen, 1987). However, a l t h o u g h c a s e s t u d i e s c a n a l s o b e u s e d a s a re s e a r c h m e t h o d o l o g y ( E a s t o n ,
1994a; Parkhe, 1993; Tsoukas, 1989;
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First, the appropriate scientific paradigm and levels of induction and deduction are established. Implementation of the case study methodolog y is then e xamined, inc luding the number of case studies and interviews. Use of theoretical replication to rigorously analyze case study data is illustrated from a postg raduate thesis. Finally, a framework is provided for constr ucting a thesis, emphasizing the key methodology chapter.
Because of the specific focus of this paper, case study research methodology i s d e f i n e d a s “ a re s e a r c h m e t h o d o l o g y b a s e d o n i n t e r v i ew s t h a t i s u s e d i n a postgraduate thesis involving a body of knowledge”. The methodology usually investigates a contemporary phenomenon within its real-life context when the boundaries between phenomenon and context are not clearly evident (Yin, 1994,
p. 13).
Scientific paradigms
T h e r e a r e t w o m a j o r a p p r o a c h e s t o t h e o r y d e ve l o p m e n t , d e d u c t i ve t h e o r y testing and inductive theory building (Bonoma, 1985; Parkhe, 1993; Romano,
1989). The difference betwe en the two approaches can be viewed in ter ms of scientific paradigms, with the deductive approach representing the positivist p a r a d i g m a n d t h e i n d u c t ive a

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