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• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyze the case, other interesting articles.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

Unlike quantitative or experimental research , a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

However, you can also choose a more common or representative case to exemplify a particular category, experience or phenomenon.

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews , observations , and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

The aim is to gain as thorough an understanding as possible of the case and its context.

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In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis , with separate sections or chapters for the methods , results and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyze its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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Global Dimensions of Intellectual Property Rights in Science and Technology (1993)

Chapter: 12 a case study on computer programs, 12 a case study on computer programs.

PAMELA SAMUELSON

HISTORICAL OVERVIEW

Phase 1: the 1950s and early 1960s.

When computer programs were first being developed, proprietary rights issues were not of much concern. Software was often developed in academic or other research settings. Much progress in the programming field occurred as a result of informal exchanges of software among academics and other researchers. In the course of such exchanges, a program developed by one person might be extended or improved by a number of colleagues who would send back (or on to others) their revised versions of the software. Computer manufacturers in this period often provided software to customers of their machines to make their major product (i.e., computers) more commercially attractive (which caused the software to be characterized as "bundled" with the hardware).

To the extent that computer programs were distributed in this period by firms for whom proprietary rights in software were important, programs tended to be developed and distributed through restrictive trade secret licensing agreements. In general, these were individually negotiated with customers. The licensing tradition of the early days of the software industry has framed some of the industry expectations about proprietary rights issues, with implications for issues still being litigated today.

In the mid-1960s, as programs began to become more diverse and complex, as more firms began to invest in the development of programs, and as

some began to envision a wider market for software products, a public dialogue began to develop about what kinds of proprietary rights were or should be available for computer programs. The industry had trade secrecy and licensing protection, but some thought more legal protection might be needed.

Phase 2: Mid-1960s and 1970s

Copyright law was one existing intellectual property system into which some in the mid-1960s thought computer programs might potentially fit. Copyright had a number of potential advantages for software: it could provide a relatively long term of protection against unauthorized copying based on a minimal showing of creativity and a simple, inexpensive registration process. 1 Copyright would protect the work's ''expression," but not the "ideas" it contained. Others would be free to use the same ideas in other software, or to develop independently the same or a similar work. All that would be forbidden was the copying of expression from the first author's work.

In 1964, the U.S. Copyright Office considered whether to begin accepting registration of computer programs as copyrightable writings. It decided to do so, but only under its "rule of doubt" and then only on condition that a full text of the program be deposited with the office, which would be available for public review. 2

The Copyright Office's doubt about the copyrightability of programs

arose from a 1908 Supreme Court decision that had held that a piano roll was not an infringing "copy" of copyrighted music, but rather part of a mechanical device. 3 Mechanical devices (and processes) have traditionally been excluded from the copyright domain. 4 Although the office was aware that in machine-readable form, computer programs had a mechanical character, they also had a textual character, which was why the Copyright Office decided to accept them for registration.

The requirement that the full text of the source code of a program be deposited in order for a copyright in the program to be registered was consistent with a long-standing practice of the Copyright Office, 5 as well as with what has long been perceived to be the constitutional purpose of copyright, namely, promoting the creation and dissemination of knowledge. 6

Relatively few programs, however, were registered with the Copyright Office under this policy during the 1960s and 1970s. 7 Several factors may have contributed to this. Some firms may have been deterred by the requirement that the full text of the source code be deposited with the office and made available for public inspection, because this would have dispelled its trade secret status. Some may have thought a registration certificate issued under the rule of doubt might not be worth much. However, the main reason for the low number of copyright registrations was probably that a mass market in software still lay in the future. Copyright is useful mainly to protect mass-marketed products, and trade secrecy is quite adequate for programs with a small number of distributed copies.

Shortly after the Copyright Office issued its policy on the registrability of computer programs, the U.S. Patent Office issued a policy statement concerning its views on the patentability of computer programs. It rejected the idea that computer programs, or the intellectual processes that might be embodied in them, were patentable subject matter. 8 Only if a program was

claimed as part of a traditionally patentable industrial process (i.e., those involving the transformation of matter from one physical state to another) did the Patent Office intend to issue patents for program-related innovations. 9

Patents are typically available for inventive advances in machine designs or other technological products or processes on completion of a rigorous examination procedure conducted by a government agency, based on a detailed specification of what the claimed invention is, how it differs from the prior art, and how the invention can be made. Although patent rights are considerably shorter in duration than copyrights, patent rights are considered stronger because no one may make, use, or sell the claimed invention without the patent owner's permission during the life of the patent. (Patents give rights not just against someone who copies the protected innovation, but even against those who develop it independently.) Also, much of what copyright law would consider to be unprotectable functional content ("ideas") if described in a book can be protected by patent law.

The Patent Office's policy denying the patentability of program innovations was consistent with the recommendations of a presidential commission convened to make suggestions about how the office could more effectively cope with an "age of exploding technology." The commission also recommended that patent protection not be available for computer program innovations. 10

Although there were some appellate decisions in the late 1960s and

early 1970s overturning Patent Office rejections of computer program-related applications, few software developers looked to the patent system for protection after two U.S. Supreme Court decisions in the 1970s ruled that patent protection was not available for algorithms. 11 These decisions were generally regarded as calling into question the patentability of all software innovations, although some continued to pursue patents for their software innovations notwithstanding these decisions. 12

As the 1970s drew to a close, despite the seeming availability of copyright protection for computer programs, the software industry was still relying principally on trade secrecy and licensing agreements. Patents seemed largely, if not totally, unavailable for program innovations. Occasional suggestions were made that a new form of legal protection for computer programs should be devised, but the practice of the day was trade secrecy and licensing, and the discourse about additional protection was focused overwhelmingly on copyright.

During the 1960s and 1970s the computer science research community grew substantially in size. Although more software was being distributed under restrictive licensing agreements, much software, as well as innovative ideas about how to develop software, continued to be exchanged among researchers in this field. The results of much of this research were published and discussed openly at research conferences. Toward the end of this period, a number of important research ideas began to make their way into commercial projects, but this was not seen as an impediment to research by computer scientists because the commercial ventures tended to arise after the research had been published. Researchers during this period did not, for the most part, seek proprietary rights in their software or software ideas, although other rewards (such as tenure or recognition in the field) were available to those whose innovative research was published.

Phase 3: The 1980s

Four significant developments in the 1980s changed the landscape of the software industry and the intellectual property rights concerns of those who developed software. Two were developments in the computing field; two were legal developments.

The first significant computing development was the introduction to the market of the personal computer (PC), a machine made possible by improvements in the design of semiconductor chips, both as memory storage

devices and as processing units. A second was the visible commercial success of some early PC applications software—most notably, Visicalc, and then Lotus 1-2-3—which significantly contributed to the demand for PCs as well as making other software developers aware that fortunes could be made by selling software. With these developments, the base for a large mass market in software was finally in place.

During this period, computer manufacturers began to realize that it was to their advantage to encourage others to develop application programs that could be executed on their brand of computers. One form of encouragement involved making available to software developers whatever interface information would be necessary for development of application programs that could interact with the operating system software provided with the vendor's computers (information that might otherwise have been maintained as a trade secret). Another form of encouragement was pioneered by Apple Computer, which recognized the potential value to consumers (and ultimately to Apple) of having a relatively consistent "look and feel" to the applications programs developed to run on Apple computers. Apple developed detailed guidelines for applications developers to aid in the construction of this consistent look and feel.

The first important legal development—one which was in place when the first successful mass-marketed software applications were introduced into the market—was passage of amendments to the copyright statute in 1980 to resolve the lingering doubt about whether copyright protection was available for computer programs. 13 These amendments were adopted on the recommendation of the National Commission on New Technological Uses of Copyrighted Works (CONTU), which Congress had established to study a number of "new technology" issues affecting copyrighted works. The CONTU report emphasized the written nature of program texts, which made them seem so much like written texts that had long been protected by copyright law. The CONTU report noted the successful expansion of the boundaries of copyright over the years to take in other new technology products, such as photographs, motion pictures, and sound recordings. It predicted that computer programs could also be accommodated in the copyright regime. 14

Copyright law was perceived by CONTU as the best alternative for protection of computer programs under existing intellectual property regimes. Trade secrecy, CONTU noted, was inherently unsuited for mass-marketed products because the first sale of the product on the open market would dispel the secret. CONTU observed that Supreme Court rulings had cast

doubts on the availability of patent protection for software. CONTU's confidence in copyright protection for computer programs was also partly based on an economic study it had commissioned. This economic study regarded copyright as suitable for protecting software against unauthorized copying after sale of the first copy of it in the marketplace, while fostering the development of independently created programs. The CONTU majority expressed confidence that judges would be able to draw lines between protected expression and unprotected ideas embodied in computer programs, just as they did routinely with other kinds of copyrighted works.

A strong dissenting view was expressed by the novelist John Hersey, one of the members of the CONTU commission, who regarded programs as too mechanical to be protected by copyright law. Hersey warned that the software industry had no intention to cease the use of trade secrecy for software. Dual assertion of trade secrecy and copyright seemed to him incompatible with copyright's historical function of promoting the dissemination of knowledge.

Another development during this period was that the Copyright Office dropped its earlier requirement that the full text of source code be deposited with it. Now only the first and last 25 pages of source code had to be deposited to register a program. The office also decided it had no objection if the copyright owner blacked out some portions of the deposited source code so as not to reveal trade secrets. This new policy was said to be consistent with the new copyright statute that protected both published and unpublished works alike, in contrast to the prior statutes that had protected mainly published works. 15

With the enactment of the software copyright amendments, software developers had a legal remedy in the event that someone began to mass-market exact or near-exact copies of the developers' programs in competition with the owner of the copyright in the program. Unsurprisingly, the first software copyright cases involved exact copying of the whole or substantial portions of program code, and in them, the courts found copyright infringement. Copyright litigation in the mid- and late 1980s began to grapple with questions about what, besides program code, copyright protects about computer programs. Because the "second-generation" litigation affects the current legal framework for the protection of computer programs, the issues raised by these cases will be dealt with in the next section.

As CONTU Commissioner Hersey anticipated, software developers did not give up their claims to the valuable trade secrets embodied in their programs after enactment of the 1980 amendments to the copyright statute.

To protect those secrets, developers began distributing their products in machine-readable form, often relying on "shrink-wrap" licensing agreements to limit consumer rights in the software. 16 Serious questions exist about the enforceability of shrink-wrap licenses, some because of their dubious contractual character 17 and some because of provisions that aim to deprive consumers of rights conferred by the copyright statute. 18 That has not led, however, to their disuse.

One common trade secret-related provision of shrink-wrap licenses, as well as of many negotiated licenses, is a prohibition against decompilation or disassembly of the program code. Such provisions are relied on as the basis of software developer assertions that notwithstanding the mass distribution of a program, the program should be treated as unpublished copyrighted works as to which virtually no fair use defenses can be raised. 19

Those who seek to prevent decompilation of programs tend to assert that since decompilation involves making an unauthorized copy of the program, it constitutes an improper means of obtaining trade secrets in the program. Under this theory, decompilation of program code results in three unlawful acts: copyright infringement (because of the unauthorized copy made during the decompilation process), trade secret misappropriation (because the secret has been obtained by improper means, i.e., by copyright

infringement), and a breach of the licensing agreement (which prohibits decompilation).

Under this theory, copyright law would become the legal instrument by which trade secrecy could be maintained in a mass-marketed product, rather than a law that promotes the dissemination of knowledge. Others regard decompilation as a fair use of a mass-marketed program and, shrink-wrap restrictions to the contrary, as unenforceable. This issue has been litigated in the United States, but has not yet been resolved definitively. 20 The issue remains controversial both within the United States and abroad.

A second important legal development in the early 1980s—although one that took some time to become apparent—was a substantial shift in the U.S. Patent and Trademark Office (PTO) policy concerning the patentability of computer program-related inventions. This change occurred after the 1981 decision by the U.S. Supreme Court in Diamond v. Diehr, which ruled that a rubber curing process, one element of which was a computer program, was a patentable process. On its face, the Diehr decision seemed consistent with the 1966 Patent Office policy and seemed, therefore, not likely to lead to a significant change in patent policy regarding software innovations. 21 By the mid-1980s, however, the PTO had come to construe the Court's ruling broadly and started issuing a wide variety of computer program-related patents. Only "mathematical algorithms in the abstract" were now thought unpatentable. Word of the PTO's new receptivity to software patent applications spread within the patent bar and gradually to software developers.

During the early and mid-1980s, both the computer science field and the software industry grew very significantly. Innovative ideas in computer science and related research fields were widely published and disseminated. Software was still exchanged by researchers, but a new sensitivity to intellectual property rights began to arise, with general recognition that unauthorized copying of software might infringe copyrights, especially if done with a commercial purpose. This was not perceived as presenting a serious obstacle to research, for it was generally understood that a reimplementation of the program (writing one's own code) would be

noninfringing. 22 Also, much of the software (and ideas about software) exchanged by researchers during the early and mid-1980s occurred outside the commercial marketplace. Increasingly, the exchanges took place with the aid of government-subsidized networks of computers.

Software firms often benefited from the plentiful availability of research about software, as well as from the availability of highly trained researchers who could be recruited as employees. Software developers began investing more heavily in research and development work. Some of the results of this research was published and/or exchanged at technical conferences, but much was kept as a trade secret and incorporated in new products.

By the late 1980s, concerns began arising in the computer science and related fields, as well as in the software industry and the legal community, about the degree of intellectual property protection needed to promote a continuation of the high level of innovation in the software industry. 23 Although most software development firms, researchers, and manufacturers of computers designed to be compatible with the leading firms' machines seemed to think that copyright (complemented by trade secrecy) was adequate to their needs, the changing self-perception of several major computer manufacturers led them to push for more and "stronger" protection. (This concern has been shared by some successful software firms whose most popular programs were being "cloned" by competitors.) Having come to realize that software was where the principal money of the future would be made, these computer firms began reconceiving themselves as software developers. As they did so, their perspective on software protection issues changed as well. If they were going to invest in software development, they wanted "strong'' protection for it. They have, as a consequence, become among the most vocal advocates of strong copyright, as well as of patent protection for computer programs. 24

CURRENT LEGAL APPROACHES IN THE UNITED STATES

Software developers in the United States are currently protecting software products through one or more of the following legal protection mechanisms: copyright, trade secret, and/or patent law. Licensing agreements often supplement these forms of protection. Some software licensing agreements are negotiated with individual customers; others are printed forms found under the plastic shrink-wrap of a mass-marketed package. 25 Few developers rely on only one form of legal protection. Developers seem to differ somewhat on the mix of legal protection mechanisms they employ as well as on the degree of protection they expect from each legal device.

Although the availability of intellectual property protection has unquestionably contributed to the growth and prosperity of the U.S. software industry, some in the industry and in the research community are concerned that innovation and competition in this industry will be impeded rather than enhanced if existing intellectual property rights are construed very broadly. 26 Others, however, worry that courts may not construe intellectual property rights broadly enough to protect what is most valuable about software, and if too little protection is available, there may be insufficient incentives to invest in software development; hence innovation and competition may be retarded through underprotection. 27 Still others (mainly lawyers) are confident that the software industry will continue to prosper and grow under the existing intellectual property regimes as the courts "fill out" the details of software protection on a case-by-case basis as they have been doing for the past several years. 28

What's Not Controversial

Although the main purpose of the discussion of current approaches is to give an overview of the principal intellectual property issues about which there is controversy in the technical and legal communities, it may be wise to begin with a recognition of a number of intellectual property issues as to which there is today no significant controversy. Describing only the aspects of the legal environment as to which controversies exist would risk creating a misimpression about the satisfaction many software developers and lawyers have with some aspects of intellectual property rights they now use to protect their and their clients' products.

One uncontroversial aspect of the current legal environment is the use of copyright to protect against exact or near-exact copying of program code. Another is the use of copyright to protect certain aspects of user interfaces, such as videogame graphics, that are easily identifiable as "expressive" in a traditional copyright sense. Also relatively uncontroversial is the use of copyright protection for low-level structural details of programs, such as the instruction-by-instruction sequence of the code. 29

The use of trade secret protection for the source code of programs and other internally held documents concerning program design and the like is similarly uncontroversial. So too is the use of licensing agreements negotiated with individual customers under which trade secret software is made available to licensees when the number of licensees is relatively small and when there is a reasonable prospect of ensuring that licensees will take adequate measures to protect the secrecy of the software. Patent protection for industrial processes that have computer program elements, such as the rubber curing process in the Diehr case, is also uncontroversial.

Substantial controversies exist, however, about the application of copyright law to protect other aspects of software, about patent protection for other kinds of software innovations, about the enforceability of shrink-wrap licensing agreements, and about the manner in which the various forms of legal protection seemingly available to software developers interrelate in the protection of program elements (e.g., the extent to which copyright and trade secret protection can coexist in mass-marketed software).

Controversies Arising From Whelan v. Jaslow

Because quite a number of the most contentious copyright issues arise from the Whelan v. Jaslow decision, this subsection focuses on that case. In the summer of 1986, the Third Circuit Court of Appeals affirmed a trial court decision in favor of Whelan Associates in its software copyright lawsuit against Jaslow Dental Laboratories. 30 Jaslow's program for managing dental lab business functions used some of the same data and file structures as Whelan's program (to which Jaslow had access), and five subroutines of Jaslow's program functioned very similarly to Whelan's. The trial court inferred that there were substantial similarities in the underlying structure of the two programs based largely on a comparison of similarities in the user interfaces of the two programs, even though user interface similarities were not the basis for the infringement claim. Jaslow's principal defense was that Whelan's copyright protected only against exact copying of program code, and since there were no literal similarities between the programs, no copyright infringement had occurred.

In its opinion on this appeal, the Third Circuit stated that copyright protection was available for the "structure, sequence, and organization" (sso) of a program, not just the program code. (The court did not distinguish between high- and low-level structural features of a program.) The court analogized copyright protection for program sso to the copyright protection available for such things as detailed plot sequences in novels. The court also emphasized that the coding of a program was a minor part of the cost of development of a program. The court expressed fear that if copyright protection was not accorded to sso, there would be insufficient incentives to invest in the development of software.

The Third Circuit's Whelan decision also quoted with approval from that part of the trial court opinion stating that similarities in the manner in which programs functioned could serve as a basis for a finding of copyright infringement. Although recognizing that user interface similarities did not necessarily mean that two programs had similar underlying structures (thereby correcting an error the trial judge had made), the appellate court thought that user interface similarities might still be some evidence of underlying structural similarities. In conjunction with other evidence in the case, the Third Circuit decided that infringement had properly been found.

Although a number of controversies have arisen out of the Whelan opinion, the aspect of the opinion that has received the greatest attention is the test the court used for determining copyright infringement in computer

program cases. The " Whelan test" regards the general purpose or function of a program as its unprotectable "idea." All else about the program is, under the Whelan test, protectable "expression'' unless there is only one or a very small number of ways to achieve the function (in which case idea and expression are said to be "merged," and what would otherwise be expression is treated as an idea). The sole defense this test contemplates for one who has copied anything more detailed than the general function of another program is that copying that detail was "necessary" to perform that program function. If there is in the marketplace another program that does the function differently, courts applying the Whelan test have generally been persuaded that the copying was unjustified and that what was taken must have been "expressive."

Although the Whelan test has been used in a number of subsequent cases, including the well-publicized Lotus v. Paperback case, 31 some judges have rejected it as inconsistent with copyright law and tradition, or have found ways to distinguish the Whelan case when employing its test would have resulted in a finding of infringement. 32

Many commentators assert that the Whelan test interprets copyright

protection too expansively. 33 Although the court in Whelan did not seem to realize it, the Whelan test would give much broader copyright protection to computer programs than has traditionally been given to novels and plays, which are among the artistic and fanciful works generally accorded a broader scope of protection than functional kinds of writings (of which programs would seem to be an example). 34 The Whelan test would forbid reuse of many things people in the field tend to regard as ideas. 35 Some commentators have suggested that because innovation in software tends to be of a more incremental character than in some other fields, and especially given the long duration of copyright protection, the Whelan interpretation of the scope of copyright is likely to substantially overprotect software. 36

One lawyer-economist, Professor Peter Menell, has observed that the model of innovation used by the economists who did the study of software for CONTU is now considered to be an outmoded approach. 37 Those econo-

mists focused on a model that considered what incentives would be needed for development of individual programs in isolation. Today, economists would consider what protection would be needed to foster innovation of a more cumulative and incremental kind, such as has largely typified the software field. In addition, the economists on whose work CONTU relied did not anticipate the networking potential of software and consequently did not study what provisions the law should make in response to this phenomenon. Menell has suggested that with the aid of their now more refined model of innovation, economists today might make somewhat different recommendations on software protection than they did in the late 1970s for CONTU. 38

As a matter of copyright law, the principal problem with the Whelan test is its incompatibility with the copyright statute, the case law properly interpreting it, and traditional principles of copyright law. The copyright statute provides that not only ideas, but also processes, procedures, systems, and methods of operation, are unprotectable elements of copyrighted works. 39 This provision codifies some long-standing principles derived from U.S. copyright case law, such as the Supreme Court's century-old Baker v. Selden decision that ruled that a second author did not infringe a first author's copyright when he put into his own book substantially similar ledger sheets to those in the first author's book. The reason the Court gave for its ruling was that Selden's copyright did not give him exclusive rights to the bookkeeping system, but only to his explanation or description of it. 40 The ordering and arrangement of columns and headings on the ledger sheets were part of the system; to get exclusive rights in this, the Court said that Selden would have to get a patent.

The statutory exclusion from copyright protection for methods, processes, and the like was added to the copyright statute in part to ensure that the scope of copyright in computer programs would not be construed too broadly. Yet, in cases in which the Whelan test has been employed, the courts have tended to find the presence of protectable "expression" when they perceive there to be more than a couple of ways to perform some function, seeming not to realize that there may be more than one "method" or "system" or "process" for doing something, none of which is properly protected by copyright law. The Whelan test does not attempt to exclude

methods or processes from the scope of copyright protection, and its recognition of functionality as a limitation on the scope of copyright is triggered only when there are no alternative ways to perform program functions.

Whelan has been invoked by plaintiffs not only in cases involving similarities in the internal structural design features of programs, but also in many other kinds of cases. sso can be construed to include internal interface specifications of a program, the layout of elements in a user interface, and the sequence of screen displays when program functions are executed, among other things. Even the manner in which a program functions can be said to be protectable by copyright law under Whelan . The case law on these issues and other software issues is in conflict, and resolution of these controversies cannot be expected very soon.

Traditionalist Versus Strong Protectionist View of What Copyright Law Does and Does Not Protect in Computer Programs

Traditional principles of copyright law, when applied to computer programs, would tend to yield only a "thin" scope of protection for them. Unquestionably, copyright protection would exist for the code of the program and the kinds of expressive displays generated when program instructions are executed, such as explanatory text and fanciful graphics, which are readily perceptible as traditional subject matters of copyright law. A traditionalist would regard copyright protection as not extending to functional elements of a program, whether at a high or low level of abstraction, or to the functional behavior that programs exhibit. Nor would copyright protection be available for the applied know-how embodied in programs, including program logic. 41 Copyright protection would also not be available for algorithms or other structural abstractions in software that are constituent elements of a process, method, or system embodied in a program.

Efficient ways of implementing a function would also not be protectable by copyright law under the traditionalist view, nor would aspects of software design that make the software easier to use (because this bears on program functionality). The traditionalist would also not regard making a limited number of copies of a program to study it and extract interface information or other ideas from the program as infringing conduct, because computer programs are a kind of work for which it is necessary to make a copy to "read" the text of the work. 42 Developing a program that incorporates interface information derived from decompilation would also, in the traditionalist view, be noninfringing conduct.

If decompilation and the use of interface information derived from the study of decompiled code were to be infringing acts, the traditionalist would regard copyright as having been turned inside out, for instead of promoting the dissemination of knowledge as has been its traditional purpose, copyright law would become the principal means by which trade secrets would be maintained in widely distributed copyrighted works. Instead of protecting only expressive elements of programs, copyright would become like a patent: a means by which to get exclusive rights to the configuration of a machine—without meeting stringent patent standards or following the strict procedures required to obtain patent protection. This too would seem to turn copyright inside out.

Because interfaces, algorithms, logic, and functionalities of programs are aspects of programs that make them valuable, it is understandable that some of those who seek to maximize their financial returns on software investments have argued that "strong" copyright protection is or should be available for all valuable features of programs, either as part of program sso or under the Whelan "there's-another-way-to-do-it" test. 43 Congress seems to have intended for copyright law to be interpreted as to programs on a case-by-case basis, and if courts determine that valuable features should be considered "expressive," the strong protectionists would applaud this common law evolution. If traditional concepts of copyright law and its purposes do not provide an adequate degree of protection for software innovation, they see it as natural that copyright should grow to provide it. Strong protectionists tend to regard traditionalists as sentimental Luddites who do not appreciate that what matters is for software to get the degree of protection it needs from the law so that the industry will thrive.

Although some cases, most notably the Whelan and Lotus decisions, have adopted the strong protectionist view, traditionalists will tend to regard these decisions as flawed and unlikely to be affirmed in the long run because they are inconsistent with the expressed legislative intent to have traditional principles of copyright law applied to software. Some copyright traditionalists favor patent protection for software innovations on the ground that the valuable functional elements of programs do need protection to create proper incentives for investing in software innovations, but that this protection should come from patent law, not from copyright law.

Controversy Over "Software Patents"

Although some perceive patents as a way to protect valuable aspects of programs that cannot be protected by copyright law, those who argue for patents for software innovations do not rely on the "gap-filling" concern alone. As a legal matter, proponents of software patents point out that the patent statute makes new, nonobvious, and useful "processes" patentable. Programs themselves are processes; they also embody processes. 44 Computer hardware is clearly patentable, and it is a commonplace in the computing field that any tasks for which a program can be written can also be implemented in hardware. This too would seem to support the patentability of software.

Proponents also argue that protecting program innovations by patent law is consistent with the constitutional purpose of patent law, which is to promote progress in the "useful arts." Computer program innovations are technological in nature, which is said to make them part of the useful arts to which the Constitution refers. Proponents insist that patent law has the same potential for promoting progress in the software field as it has had for promoting progress in other technological fields. They regard attacks on patents for software innovations as reflective of the passing of the frontier in the software industry, a painful transition period for some, but one necessary if the industry is to have sufficient incentives to invest in software development.

Some within the software industry and the technical community, however, oppose patents for software innovations. 45 Opponents tend to make two kinds of arguments against software patents, often without distinguishing between them. One set of arguments questions the ability of the PTO to deal well with software patent applications. Another set raises more fundamental questions about software patents. Even assuming that the PTO could begin to do a good job at issuing software patents, some question whether

innovation in the software field will be properly promoted if patents become widely available for software innovations. The main points of both sets of arguments are developed below.

Much of the discussion in the technical community has focused on "bad" software patents that have been issued by the PTO. Some patents are considered bad because the innovation was, unbeknownst to the PTO, already in the state of the art prior to the date of invention claimed in the patent. Others are considered bad because critics assert that the innovations they embody are too obvious to be deserving of patent protection. Still others are said to be bad because they are tantamount to a claim for performing a particular function by computer or to a claim for a law of nature, neither of which is regarded as patentable subject matter. Complaints abound that the PTO, after decades of not keeping up with developments in this field, is so far out of touch with what has been and is happening in the field as to be unable to make appropriate judgments on novelty and nonobviousness issues. Other complaints relate to the office's inadequate classification scheme for software and lack of examiners with suitable education and experience in computer science and related fields to make appropriate judgments on software patent issues. 46

A somewhat different point is made by those who assert that the software industry has grown to its current size and prosperity without the aid of patents, which causes them to question the need for patents to promote innovation in this industry. 47 The highly exclusionary nature of patents (any use of the innovation without the patentee's permission is infringing) contrasts sharply with the tradition of independent reinvention in this field. The high expense associated with obtaining and enforcing patents raises concerns about the increased barriers to entry that may be created by the patenting of software innovations. Since much of the innovation in this industry has come from small firms, policies that inhibit entry by small firms may not promote innovation in this field in the long run. Similar questions arise as to whether patents will promote a proper degree of innovation in an incremental industry such as the software industry. It would be possible to undertake an economic study of conditions that have promoted and are promoting progress in the software industry to serve as a basis for a policy decision on software patents, but this has not been done to date.

Some computer scientists and mathematicians are also concerned about patents that have been issuing for algorithms, 48 which they regard as dis-

coveries of fundamental truths that should not be owned by anyone. Because any use of a patented algorithm within the scope of the claims—whether by an academic or a commercial programmer, whether one knew of the patent or not—may be an infringement, some worry that research on algorithms will be slowed down by the issuance of algorithm patents. One mathematical society has recently issued a report opposing the patenting of algorithms. 49 Others, including Richard Stallman, have formed a League for Programming Freedom.

There is substantial case law to support the software patent opponent position, notwithstanding the PTO change in policy. 50 Three U.S. Supreme Court decisions have stated that computer program algorithms are unpatentable subject matter. Other case law affirms the unpatentability of processes that involve the manipulation of information rather than the transformation of matter from one physical state to another.

One other concern worth mentioning if both patents and copyrights are used to protect computer program innovations is whether a meaningful boundary line can be drawn between the patent and copyright domains as regards software. 51 A joint report of the U.S. PTO and the Copyright Office optimistically concludes that no significant problems will arise from the coexistence of these two forms of protection for software because copyright law will only protect program "expression" whereas patent law will only protect program "processes." 52

Notwithstanding this report, I continue to be concerned with the patent/ copyright interface because of the expansive interpretations some cases, particularly Whelan, have given to the scope of copyright protection for programs. This prefigures a significant overlap of copyright and patent law as to software innovations. This overlap would undermine important economic and public policy goals of the patent system, which generally leaves in the public domain those innovations not novel or nonobvious enough to be patented. Mere "originality" in a copyright sense is not enough to make an innovation in the useful arts protectable under U.S. law. 53

A concrete example may help illustrate this concern. Some patent lawyers report getting patents on data structures for computer programs.

The Whelan decision relied in part on similarities in data structures to prove copyright infringement. Are data structures "expressive" or "useful"? When one wants to protect a data structure of a program by copyright, does one merely call it part of the sso of the program, whereas if one wants to patent it, one calls it a method (i.e., a process) of organizing data for accomplishing certain results? What if anything does copyright's exclusion from protection of processes embodied in copyrighted works mean as applied to data structures? No clear answer to these questions emerges from the case law.

Nature of Computer Programs and Exploration of a Modified Copyright Approach

It may be that the deeper problem is that computer programs, by their very nature, challenge or contradict some fundamental assumptions of the existing intellectual property regimes. Underlying the existing regimes of copyright and patent law are some deeply embedded assumptions about the very different nature of two kinds of innovations that are thought to need very different kinds of protection owing to some important differences in the economic consequences of their protection. 54

In the United States, these assumptions derive largely from the U.S. Constitution, which specifically empowers Congress "to promote the progress of science [i.e., knowledge] and useful arts [i.e., technology], by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." 55 This clause has historically been parsed as two separate clauses packaged together for convenience: one giving Congress power to enact laws aimed at promoting the progress of knowledge by giving authors exclusive rights in their writings, and the other giving Congress power to promote technological progress by giving inventors exclusive rights in their technological discoveries. Copyright law implements the first power, and patent law the second.

Owing partly to the distinctions between writings and machines, which the constitutional clause itself set up, copyright law has excluded machines

and other technological subject matters from its domain. 56 Even when described in a copyrighted book, an innovation in the useful arts was considered beyond the scope of copyright protection. The Supreme Court's Baker v. Selden decision reflects this view of the constitutional allocation. Similarly, patent law has historically excluded printed matter (i.e., the contents of writings) from its domain, notwithstanding the fact that printed matter may be a product of a manufacturing process. 57 Also excluded from the patent domain have been methods of organizing, displaying, and manipulating information (i.e., processes that might be embodied in writings, for example mathematical formulas), notwithstanding the fact that "processes" are named in the statute as patentable subject matter. They were not, however, perceived to be "in the useful arts" within the meaning of the constitutional clause.

The constitutional clause has been understood as both a grant of power and a limitation on power. Congress cannot, for example, grant perpetual patent rights to inventors, for that would violate the "limited times" provision of the Constitution. Courts have also sometimes ruled that Congress cannot, under this clause, grant exclusive rights to anyone but authors and inventors. In the late nineteenth century, the Supreme Court struck down the first federal trademark statute on the ground that Congress did not have power to grant rights under this clause to owners of trademarks who were neither "authors" nor "inventors." 58 A similar view was expressed in last year's Feist Publications v. Rural Telephone Services decision by the Supreme Court, which repeatedly stated that Congress could not constitutionally protect the white pages of telephone books through copyright law because to be an "author" within the meaning of the Constitution required some creativity in expression that white pages lacked. 59

Still other Supreme Court decisions have suggested that Congress could not constitutionally grant exclusive rights to innovators in the useful arts who were not true "inventors." 60 Certain economic assumptions are connected with this view, including the assumption that more modest innovations in the useful arts (the work of a mere mechanic) will be forthcoming without the grant of the exclusive rights of a patent, but that the incentives of patent rights are necessary to make people invest in making significant technological advances and share the results of their work with the public instead of keeping them secret.

One reason the United States does not have a copyright-like form of protection for industrial designs, as do many other countries, is because of lingering questions about the constitutionality of such legislation. In addition, concerns exist that the economic consequences of protecting uninventive technological advances will be harmful. So powerful are the prevailing patent and copyright paradigms that when Congress was in the process of considering the adoption of a copyright-like form of intellectual property protection for semiconductor chip designs, there was considerable debate about whether Congress had constitutional power to enact such a law. It finally decided it did have such power under the commerce clause, but even then was not certain.

As this discussion reveals, the U.S. intellectual property law has long assumed that something is either a writing (in which case it is protectable, if at all, by copyright law) or a machine (in which case it is protectable, if at all, by patent law), but cannot be both at the same time. However, as Professor Randall Davis has so concisely said, software is "a machine whose medium of construction happens to be text." 61 Davis regards the act of creating computer programs as inevitably one of both authorship and invention. There may be little or nothing about a computer program that is not, at base, functional in nature, and nothing about it that does not have roots in the text. Because of this, it will inevitably be difficult to draw meaningful boundaries for patents and copyrights as applied to computer programs.

Another aspect of computer programs that challenges the assumptions of existing intellectual property systems is reflected in another of Professor Davis's observations, namely, that "programs are not only texts; they also behave." 62 Much of the dynamic behavior of computer programs is highly functional in nature. If one followed traditional copyright principles, this functional behavior—no matter how valuable it might be—would be considered outside the scope of copyright law. 63 Although the functionality of program behavior might seem at first glance to mean that patent protection would be the obvious form of legal protection for it, as a practical matter, drafting patent claims that would adequately capture program behavior as an invention is infeasible. There are at least two reasons for this: it is partly because programs are able to exhibit such a large number and variety of states that claims could not reasonably cover them, and partly because of

the ''gestalt"-like character of program behavior, something that makes a more copyright-like approach desirable.

Some legal scholars have argued that because of their hybrid character as both writings and machines, computer programs need a somewhat different legal treatment than either traditional patent or copyright law would provide. 64 They have warned of distortions in the existing legal systems likely to occur if one attempts to integrate such a hybrid into the traditional systems as if it were no different from the traditional subject matters of these systems. 65 Even if the copyright and patent laws could be made to perform their tasks with greater predictability than is currently the case, these authors warn that such regimes may not provide the kind of protection that software innovators really need, for most computer programs will be legally obvious for patent purposes, and programs are, over time, likely to be assimilated within copyright in a manner similar to that given to "factual" and "functional" literary works that have only "thin" protection against piracy. 66

Professor Reichman has reported on the recurrent oscillations between states of under- and overprotection when legal systems have tried to cope with another kind of legal hybrid, namely, industrial designs (sometimes referred to as "industrial art"). Much the same pattern seems to be emerging in regard to computer programs, which are, in effect, "industrial literature." 67

The larger problems these hybrids present is that of protecting valuable forms of applied know-how embodied in incremental innovation that cannot successfully be maintained as trade secrets:

[M]uch of today's most advanced technology enjoys a less favorable competitive position than that of conventional machinery because the unpatentable, intangible know-how responsible for its commercial value becomes embodied in products that are distributed on the open market. A product of the new technologies, such as a computer program, an integrated circuit

design, or even a biogenetically altered organism may thus bear its know-how on its face, a condition that renders it as vulnerable to rapid appropriation by second-comers as any published literary or artistic work.

From this perspective, a major problem with the kinds of innovative know-how underlying important new technologies is that they do not lend themselves to secrecy even when they represent the fruit of enormous investment in research and development. Because third parties can rapidly duplicate the embodied information and offer virtually the same products at lower prices than those of the originators, there is no secure interval of lead time in which to recuperate the originators' initial investment or their losses from unsuccessful essays, not to mention the goal of turning a profit. 68

From a behavioral standpoint, investors in applied scientific know-how find the copyright paradigm attractive because of its inherent disposition to supply artificial lead time to all comers without regard to innovative merit and without requiring originators to preselect the products that are most worthy of protection. 69

Full copyright protection, however, with its broad notion of equivalents geared to derivative expressions of an author's personality is likely to disrupt the workings of the competitive market for industrial products. For this and other reasons, Professor Reichman argues that a modified copyright approach to the protection of computer programs (and other legal hybrids) would be a preferable framework for protecting the applied know-how they embody than either the patent or the copyright regime would presently provide. Similar arguments can be made for a modified form of copyright protection for the dynamic behavior of programs. A modified copyright approach might involve a short duration of protection for original valuable functional components of programs. It could be framed to supplement full copyright protection for program code and traditionally expressive elements of text and graphics displayed when programs execute, features of software that do not present the same dangers of competitive disruption from full copyright protection.

The United States is, in large measure, already undergoing the development of a sui generis law for protection of computer software through case-by-case decisions in copyright lawsuits. Devising a modified copyright approach to protecting certain valuable components that are not suitably protected under the current copyright regime would have the advantage of allowing a conception of the software protection problem as a whole, rather than on a piecemeal basis as occurs in case-by-case litigation in which the

skills of certain attorneys and certain facts may end up causing the law to develop in a skewed manner. 70

There are, however, a number of reasons said to weigh against sui generis legislation for software, among them the international consensus that has developed on the use of copyright law to protect software and the trend toward broader use of patents for software innovations. Some also question whether Congress would be able to devise a more appropriate sui generis system for protecting software than that currently provided by copyright. Some are also opposed to sui generis legislation for new technology products such as semiconductor chips and software on the ground that new intellectual property regimes will make intellectual property law more complicated, confusing, and uncertain.

Although there are many today who ardently oppose sui generis legislation for computer programs, these same people may well become among the most ardent proponents of such legislation if the U.S. Supreme Court, for example, construes the scope of copyright protection for programs to be quite thin, and reiterates its rulings in Benson, Flook, and Diehr that patent protection is unavailable for algorithms and other information processes embodied in software.

INTERNATIONAL PERSPECTIVES

After adopting copyright as a form of legal protection for computer programs, the United States campaigned vigorously around the world to persuade other nations to protect computer programs by copyright law as well. These efforts have been largely successful. Although copyright is now an international norm for the protection of computer software, the fine details of what copyright protection for software means, apart from protection against exact copying of program code, remain somewhat unclear in other nations, just as in the United States.

Other industrialized nations have also tended to follow the U.S. lead concerning the protection of computer program-related inventions by patent

law. 71 Some countries that in the early 1960s were receptive to the patenting of software innovations became less receptive after the Gottschalk v. Benson decision by the U.S. Supreme Court. Some even adopted legislation excluding computer programs from patent protection. More recently, these countries are beginning to issue more program-related patents, once again paralleling U.S. experience, although as in the United States, the standards for patentability of program-related inventions are somewhat unclear. 72 If the United States and Japan continue to issue a large number of computer program-related patents, it seems quite likely other nations will follow suit.

There has been strong pressure in recent years to include relatively specific provisions about intellectual property issues (including those affecting computer programs) as part of the international trade issues within the framework of the General Agreement on Tariffs and Trade (GATT). 73 For a time, the United States was a strong supporter of this approach to resolution of disharmonies among nations on intellectual property issues affecting software. The impetus for this seems to have slackened, however, after U.S. negotiators became aware of a lesser degree of consensus among U.S. software developers on certain key issues than they had thought was the case. Since the adoption of its directive on software copyright law, the European Community (EC) has begun pressing for international adoption of its position on a number of important software issues, including its copyright rule on decompilation of program code.

There is a clear need, given the international nature of the market for software, for a substantial international consensus on software protection issues. However, because there are so many hotly contested issues concerning the extent of copyright and the availability of patent protection for computer programs yet to be resolved, it may be premature to include very specific rules on these subjects in the GATT framework.

Prior to the adoption of the 1991 European Directive on the Protection of Computer Programs, there was general acceptance in Europe of copyright as a form of legal protection for computer programs. A number of nations had interpreted existing copyright statutes as covering programs. Others took legislative action to extend copyright protection to software. There was, however, some divergence in approach among the member nations of the EC in the interpretation of copyright law to computer software. 74

France, for example, although protecting programs under its copyright law, put software in the same category as industrial art, a category of work that is generally protected in Europe for 25 years instead of the life plus 50-year term that is the norm for literary and other artistic works. German courts concluded that to satisfy the "originality" standard of its copyright law, the author of a program needed to demonstrate that the program was the result of more than an average programmer's skill, a seemingly patentlike standard. In 'addition, Switzerland (a non-EC member but European nonetheless) nearly adopted an approach that treated both semiconductor chip designs and computer programs under a new copyright-like law.

Because of these differences and because it was apparent that computer programs would become an increasingly important item of commerce in the European Community, the EC undertook in the late 1980s to develop a policy concerning intellectual property protection for computer programs to which member nations should harmonize their laws. There was some support within the EC for creating a new law for the protection of software, but the directorate favoring a copyright approach won this internal struggle over what form of protection was appropriate for software.

In December 1988 the EC issued a draft directive on copyright protection for computer programs. This directive was intended to spell out in considerable detail in what respects member states should have uniform rules on copyright protection for programs. (The European civil law tradition generally prefers specificity in statutory formulations, in contrast with the U.S. common law tradition, which often prefers case-by-case adjudication of disputes as a way to fill in the details of a legal protection scheme.)

The draft directive on computer programs was the subject of intense debate within the European Community, as well as the object of some intense lobbying by major U.S. firms who were concerned about a number of issues, but particularly about what rule would be adopted concerning decompilation of program code and protection of the internal interfaces of

programs. Some U.S. firms, among them IBM Corp., strongly opposed any provision that would allow decompilation of program code and sought to have interfaces protected; other U.S. firms, such as Sun Microsystems, sought a rule that would permit decompilation and would deny protection to internal interfaces. 75

The final EC directive published in 1991 endorses the view that computer programs should be protected under member states' copyright laws as literary works and given at least 50 years of protection against unauthorized copying. 76 It permits decompilation of program code only if and to the extent necessary to obtain information to create an interoperable program. The inclusion in another program of information necessary to achieve interoperability seems, under the final directive, to be lawful.

The final EC directive states that "ideas" and "principles" embodied in programs are not protectable by copyright, but does not provide examples of what these terms might mean. The directive contains no exclusion from protection of such things as processes, procedures, methods of operation, and systems, as the U.S. statute provides. Nor does it clearly exclude protection of algorithms, interfaces, and program logic, as an earlier draft would have done. Rather, the final directive indicates that to the extent algorithms, logic, and interfaces are ideas, they are unprotectable by copyright law. In this regard, the directive seems, quite uncharacteristically for its civil law tradition, to leave much detail about how copyright law will be applied to programs to be resolved by litigation.

Having just finished the process of debating the EC directive about copyright protection of computer programs, intellectual property specialists in the EC have no interest in debating the merits of any sui generis approach to software protection, even though the only issue the EC directive really resolved may have been that of interoperability. Member states will likely have to address another controversial issue—whether or to what extent user interests in standardization of user interfaces should limit the scope of copyright

protection for programs—as they act on yet another EC directive, one that aims to standardize user interfaces of computer programs. Some U.S. firms may perceive this latter directive as an effort to appropriate valuable U.S. product features.

Japan was the first major industrialized nation to consider adoption of a sui generis approach to the protection of computer programs. 77 Its Ministry of International Trade and Industry (MITI) published a proposal that would have given 15 years of protection against unauthorized copying to computer programs that could meet a copyright-like originality standard under a copyright-like registration regime. MITI attempted to justify its proposed different treatment for computer programs as one appropriate to the different character of programs, compared with traditional copyrighted works. 78 The new legal framework was said to respond and be tailored to the special character of programs. American firms, however, viewed the MITI proposal, particularly its compulsory license provisions, as an effort by the Japanese to appropriate the valuable products of the U.S. software industry. Partly as a result of U.S. pressure, the MITI proposal was rejected by the Japanese government, and the alternative copyright proposal made by the ministry with jurisdiction over copyright law was adopted.

Notwithstanding their inclusion in copyright law, computer programs are a special category of protected work under Japanese law. Limiting the scope of copyright protection for programs is a provision indicating that program languages, rules, and algorithms are not protected by copyright law. 79 Japanese case law under this copyright statute has proceeded along lines similar to U.S. case law, with regard to exact and near-exact copying of program code and graphical aspects of videogame programs, 80 but there have been some Japanese court decisions interpreting the exclusion from protection provisions in a manner seemingly at odds with some U.S. Decisions.

The Tokyo High Court, for example, has opined that the processing flow of a program (an aspect of a program said to be protectable by U.S. law in the Whelan case) is an algorithm within the meaning of the copyright limitation provision. 81 Another seems to bear out Professor Karjala's prediction that Japanese courts would interpret the programming language limitation to permit firms to make compatible software. 82 There is one Japanese decision that can be read to prohibit reverse engineering of program code, but because this case involved not only disassembly of program code but also distribution of a clearly infringing program, the legality of intermediate copying to discern such things as interface information is unclear in Japan. 83

Other Nations

The United States has been pressing a number of nations to give "proper respect" to U.S. intellectual property products, including computer programs. In some cases, as in its dealings with the People's Republic of China, the United States has been pressing for new legislation to protect software under copyright law. In some cases, as in its dealings with Thailand, the United States has been pressing for more vigorous enforcement of intellectual property laws as they affect U.S. intellectual property products. In other cases, as in its dealings with Brazil, the United States pressed for repeal of sui generis legislation that disadvantaged U.S. software producers, compared with Brazilian developers. The United States has achieved some success in these efforts. Despite these successes, piracy of U.S.-produced software and other intellectual property products remains a substantial source of concern.

FUTURE CHALLENGES

Many of the challenges posed by use of existing intellectual property laws to protect computer programs have been discussed in previous sections. This may, however, only map the landscape of legal issues of widespread concern today. Below are some suggestions about issues as to which computer programs may present legal difficulties in the future.

Advanced Software Systems

It has thus far been exceedingly difficult for the legal system to resolve even relatively simple disputes about software intellectual property rights, such as those involved in the Lotus v. Paperback Software case. This does not bode well for how the courts are likely to deal with more complex problems presented by more complex software in future cases. The difficulties arise partly from the lack of familiarity of judges with the technical nature of computers and software, and partly from the lack of close analogies within the body of copyright precedents from which resolutions of software issues might be drawn. The more complex the software, the greater is the likelihood that specially trained judges will be needed to resolve intellectual property disputes about the software. Some advanced software systems are also likely to be sufficiently different from traditional kinds of copyrighted works that the analogical distance between the precedents and a software innovation may make it difficult to predict how copyright law should be applied to it. What copyright protection should be available, for example, to a user interface that responds to verbal commands, gestures, or movements of eyeballs?

Digital Media

The digital medium itself may require adaptation of the models underlying existing intellectual property systems. 84 Copyright law is built largely on the assumption that authors and publishers can control the manufacture and distribution of copies of protected works emanating from a central source. The ease with which digital works can be copied, redistributed, and used by multiple users, as well as the compactness and relative invisibility of works in digital form, have already created substantial incentives for developers of digital media products to focus their commercialization efforts on controlling the uses of digital works, rather than on the distribution of copies, as has more commonly been the rule in copyright industries.

Rules designed for controlling the production and distribution of copies may be difficult to adapt to a system in which uses need to be controlled. Some digital library and hypertext publishing systems seem to be designed to bypass copyright law (and its public policy safeguards, such as the fair use rule) and establish norms of use through restrictive access licensing

agreements. 85 Whether the law will eventually be used to regulate conditions imposed on access to these systems, as it has regulated access to such communication media as broadcasting, remains to be seen. However, the increasing convergence of intellectual property policy, broadcast and telecommunications policy, and other aspects of information policy seems inevitable.

There are already millions of people connected to networks of computers, who are thereby enabled to communicate with one another with relative ease, speed, and reliability. Plans are afoot to add millions more and to allow a wide variety of information services to those connected to the networks, some of which are commercial and some of which are noncommercial in nature. Because networks of this type and scope are a new phenomenon, it would seem quite likely that some new intellectual property issues will arise as the use of computer networks expands. The more commercial the uses of the networks, the more likely intellectual property disputes are to occur.

More of the content distributed over computer networks is copyrighted than its distributors seem to realize, but even as to content that has been recognized as copyrighted, there is a widespread belief among those who communicate over the net that at least noncommercial distributions of content—no matter the number of recipients—are "fair uses" of the content. Some lawyers would agree with this; others would not. Those responsible for the maintenance of the network may need to be concerned about potential liability until this issue is resolved.

A different set of problems may arise when commercial uses are made of content distributed over the net. Here the most likely disputes are those concerning how broad a scope of derivative work rights copyright owners should have. Some owners of copyrights can be expected to resist allowing anyone but themselves (or those licensed by them) to derive any financial benefit from creating a product or service that is built upon the value of their underlying work. Yet value-added services may be highly desirable to consumers, and the ability of outsiders to offer these products and services may spur beneficial competition. At the moment, the case law generally regards a copyright owner's derivative work right as infringed only if a recognizable block of expression is incorporated into another work. 86 How-

ever, the ability of software developers to provide value-added products and services that derive value from the underlying work without copying expression from it may lead some copyright owners to seek to extend the scope of derivative work rights.

Patents and Information Infrastructure of the Future

If patents are issued for all manner of software innovations, they are likely to play an important role in the development of the information infrastructure of the future. Patents have already been issued for hypertext navigation systems, for such things as latent semantic indexing algorithms, and for other software innovations that might be used in the construction of a new information infrastructure. Although it is easy to develop a list of the possible pros and cons of patent protection in this domain, as in the more general debate about software patents, it is worth noting that patents have not played a significant role in the information infrastructure of the past or of the present. How patents would affect the development of the new information infrastructure has not been given the study this subject may deserve.

Conflicts Between Information Haves and Have-Nots on an International Scale

When the United States was a developing nation and a net importer of intellectual property products, it did not respect copyright interests of any authors but its own. Charles Dickens may have made some money from the U.S. tours at which he spoke at public meetings, but he never made a dime from the publication of his works in the United States. Now that the United States is a developed nation and a net exporter of intellectual property products, its perspective on the rights of developing nations to determine for themselves what intellectual property rights to accord to the products of firms of the United States and other developed nations has changed. Given the greater importance nowadays of intellectual property products, both to the United States and to the world economy, it is foreseeable that there will be many occasions on which developed and developing nations will have disagreements on intellectual property issues.

The United States will face a considerable challenge in persuading other nations to subscribe to the same detailed rules that it has for dealing with intellectual property issues affecting computer programs. It may be easier for the United States to deter outright ''piracy" (unauthorized copying of the whole or substantially the whole of copyrighted works) of U.S. intellectual property products than to convince other nations that they must adopt the same rules as the United States has for protecting software.

It is also well for U.S. policymakers and U.S. firms to contemplate the possibility that U.S. firms may not always have the leading position in the world market for software products that they enjoy today. When pushing for very "strong" intellectual property protection for software today in the expectation that this will help to preserve the U.S. advantage in the world market, U.S. policymakers should be careful not to push for adoption of rules today that may substantially disadvantage them in the world market of the future if, for reasons not foreseen today, the United States loses the lead it currently enjoys in the software market.

As technological developments multiply around the globe—even as the patenting of human genes comes under serious discussion—nations, companies, and researchers find themselves in conflict over intellectual property rights (IPRs). Now, an international group of experts presents the first multidisciplinary look at IPRs in an age of explosive growth in science and technology.

This thought-provoking volume offers an update on current international IPR negotiations and includes case studies on software, computer chips, optoelectronics, and biotechnology—areas characterized by high development cost and easy reproducibility. The volume covers these and other issues:

• Modern economic theory as a basis for approaching international IPRs.
• U.S. intellectual property practices versus those in Japan, India, the European Community, and the developing and newly industrializing countries.
• Trends in science and technology and how they affect IPRs.
• Pros and cons of a uniform international IPRs regime versus a system reflecting national differences.

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Guide to Writing a Computer Science Case Study

First of all, we want to warn you that there is no easy way to write a professional, high quality, impressive computer science case study . It is a time-consuming task which is not easy to deal with. Our goal is to show you some shortcuts to make your time loss less significant and to support you if you are almost ready to give up on finishing this assignment at all. You should not get too discouraged, as you are not the first and not the last student dealing with this type of case study writing. Use our practical tips, and your path to the final result will be at least a little easier.

Collecting and Structuring Information

Many students start writing their case studies literally from scratch. It means that they don’t read much before they begin writing. They are afraid they won’t have enough time to finish a computer science case study, and they don’t get enough valuable information from online and offline sources for their case. Don’t repeat this mistake, as it can make your life much harder very soon. You need to do extensive research first, even if the case study in question concerns your own experience in solving a computer science problem. However, we recommend limiting the time used for gathering and structuring information, because otherwise, you can get stuck in constant browsing on the web, not writing anything.

Set a strict deadline and stick to it.

Defining the Major Question/Problem

Case studies are always about solving some problems. You can’t write a case study about some theoretical situation, without problem statement, and without explaining a solution. It can be a potential solution, it can be a description of a bad solution that causes more problems than the initial situation. In any case, there should be a problem statement and a solution. The good case study also has a part where limitations to the offered solution are explained, because there are no perfect solutions and there are always options.

Choosing and Formatting Sources

When writing a case study in computer science you need to remember that it is a modern field of study and you are supposed to use only the most recent and valid academically approved sources. Don’t talk about some ancient computer history when writing a case about a practical problem and its solution. Pouring some water in your case study is not a good choice, because when it comes to such practical assignments, anyone can see that you didn’t dig too deep. Make sure to choose only valid and recent sources and cite them using the required citation style. What is even more important is to note down all the sources you want to use from the very beginning because later you won’t have enough time to find them online and offline again. To save even more time, use citation generators online.

Take Care About Originality

It is not easy to plagiarize when writing a practical case study because mostly you write about your own experience and it is not on the web yet. However, technical plagiarizing is still possible and it can get you into trouble. To avoid it, cite everything you write when applicable and make sure you check your final draft using an advanced and sophisticated anti-plagiarism software.

Use Professional Case Study Writing Help

If you feel truly stuck with your computer science case study writing, it is a high time to address a reliable case study writing service to help you out. It is ethical, and it is efficient. We address experts in many situations in our daily life, and it is only one more problem that can be solved with the help of paid professionals. You can be an IT genius, and it doesn’t mean that you are supposed to be a perfect academic writer or are an excellent case study composer. Computer science case study writing service will prepare a quality paper based on your requirements and your vision. They will give you some practical tips on how to approach this kind of assignment in the future and you can also use a received case as our sample paper for similar tasks you will face in years to come.

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CiSE Case Studies in Translational Computer Science

Call for department articles.

CiSE ‘s newest department explores how findings in fundamental research in computer, computational, and data science translate to technologies, solutions, or practice for the benefit of science, engineering, and society. Specifically, each department article will highlight impactful translational research examples in which research has successfully moved from the laboratory to the field and into the community. The goal is to improve understanding of underlying approaches, explore challenges and lessons learned, with the overarching aim to formulate translational research processes that are broadly applicable.

Computing and data are increasingly essential to the research process across all areas of science and engineering and are key catalysts for impactful advances and breakthroughs. Consequently, translating fundamental advances in computer, computational, and data science help to ensure that these emerging insights, discoveries, and innovations are realized.  

Translational Research in Computer and Computational Sciences [1][2] refers the bridging of foundational and use-inspired (applied) research with the delivery and deployment of its outcomes to the target community, and supports bi-directional benefit in which delivery and deployment process informs the research. 

Call for Department Contributions: We seek short papers that align with our recommended structure and detail the following aspects of the described research:

• Overview: A description of the research, what problem does it address, who is the target user community, what are the key innovations and attributes, etc.
• Translation Process: What was the process used to move the research from the laboratory to the application? How were outcomes fed back into the research, and over what time period did this occur? How was the translation supported? 
• I mpact: What is the impact of the translated research, both on the CCDS research as well as the target domain(s)? 
• Lessons Learned: What are the lessons learned in terms of both the research and the translation process? What were the challenges faced?
• Conclusion: Based on your experience, do you have suggestions for processes or support structures that would have made the translation more effective?

CiSE Department articles are typically up to 3,000 words (including abstract, references, author biographies, and tables/figures [which count as 250 words each]), and are only reviewed by the department editors.

To pitch or submit a department article, please contact the editors directly by emailing:

• Manish Parashar  
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Additional information for authors can be found here.

• D. Abramson and M. Parashar, “Translational Research in Computer Science,” Computer , vol. 52, no. 9, pp. 16-23, Sept. 2019, doi: 10.1109/MC.2019.2925650.
• D. Abramson, M. Parashar, and P. Arzberger. “Translation computer science – Overview of the special issue,” J. Computational Sci. , 2020, ISSN 1877-7503, https://www.sciencedirect.com/journal/journal-of-computational-science/special-issue/10P6T48JS7B.

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International Handbook of Computer-Supported Collaborative Learning pp 463–478 Cite as

Case Studies in Theory and Practice

• Timothy Koschmann 8 &
• Baruch B. Schwarz 9  
• First Online: 09 October 2021

2608 Accesses

1 Citations

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 19))

What sets CSCL research apart is a principled commitment to learning in settings of collaboration. This commitment necessitates developing a foundational understanding of how participants build meaning together in practical situations. Case studies are a traditional means of investigating such matters. Researchers must be cognizant, however, of the assumptions underlying their approach. Historically, case studies have been undertaken within multiple disciplines and from a variety of theoretical perspectives. We provide here a set of examples in CSCL research. Questions that arise include: What is being construed as a “case?” How was it selected? What forms of contrast are built into the analysis and to what end? What is the role of time and sequence within the analysis? Does the study seek to alter the social phenomenon under investigation or merely document it faithfully? As case studies become a more prominent feature of CSCL research, we need to develop a keener appreciation of these issues.

• Ethnography
• Cultural-Historical Activity Theory (CHAT)
• Critical Theory
• Dialogic Theory
• Actor-Network Theory (ANT)
• Ethnomethodology
• Conversation Analysis (CA)

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Further Readings

Button, Crabtree, Rouncefield, & Tolmie (2015) is a book-length examination of how to do ethnography in CSCW. Given that researchers and designers in CSCL grapple with many of the same issues as those who work in CSCW, this book is a good starting place for CSCL researchers who would like to adopt an ethnographic approach.

Erickson (1984) serves as a useful introduction to classical ethnography in anthropology.

McDermott (1976) is a beautifully constructed classroom ethnography. It’s findings are provocative and have withstood the passage of time.

Roschelle (1992) continues to serve as a paradigm for CSCL research. Though the technology is primitive by current standards, its careful attention to interaction in joint activity continues to be an inspiration for researchers today.

Stevens & Hall (1998) reference is one of the most widely cited ethnographies in the CSCL canon. It is rich example, one that demonstrates how case studies can be used to construct a contrastive analysis and one that examines practice at the worksite.

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Koschmann, T., Schwarz, B.B. (2021). Case Studies in Theory and Practice. In: Cress, U., Rosé, C., Wise, A.F., Oshima, J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_25

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Designing and Conducting Case Studies

This guide examines case studies, a form of qualitative descriptive research that is used to look at individuals, a small group of participants, or a group as a whole. Researchers collect data about participants using participant and direct observations, interviews, protocols, tests, examinations of records, and collections of writing samples. Starting with a definition of the case study, the guide moves to a brief history of this research method. Using several well documented case studies, the guide then looks at applications and methods including data collection and analysis. A discussion of ways to handle validity, reliability, and generalizability follows, with special attention to case studies as they are applied to composition studies. Finally, this guide examines the strengths and weaknesses of case studies.

Definition and Overview

Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves. A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.

Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.

Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. Likewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.

In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.

Unlike more statistically-based studies which search for quantifiable data, the goal of a case study is to offer new variables and questions for further research. F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).

Case studies are not a new form of research; naturalistic inquiry was the primary research tool until the development of the scientific method. The fields of sociology and anthropology are credited with the primary shaping of the concept as we know it today. However, case study research has drawn from a number of other areas as well: the clinical methods of doctors; the casework technique being developed by social workers; the methods of historians and anthropologists, plus the qualitative descriptions provided by quantitative researchers like LePlay; and, in the case of Robert Park, the techniques of newspaper reporters and novelists.

Park was an ex-newspaper reporter and editor who became very influential in developing sociological case studies at the University of Chicago in the 1920s. As a newspaper professional he coined the term "scientific" or "depth" reporting: the description of local events in a way that pointed to major social trends. Park viewed the sociologist as "merely a more accurate, responsible, and scientific reporter." Park stressed the variety and value of human experience. He believed that sociology sought to arrive at natural, but fluid, laws and generalizations in regard to human nature and society. These laws weren't static laws of the kind sought by many positivists and natural law theorists, but rather, they were laws of becoming--with a constant possibility of change. Park encouraged students to get out of the library, to quit looking at papers and books, and to view the constant experiment of human experience. He writes, "Go and sit in the lounges of the luxury hotels and on the doorsteps of the flophouses; sit on the Gold Coast settees and on the slum shakedowns; sit in the Orchestra Hall and in the Star and Garter Burlesque. In short, gentlemen [sic], go get the seats of your pants dirty in real research."

But over the years, case studies have drawn their share of criticism. In fact, the method had its detractors from the start. In the 1920s, the debate between pro-qualitative and pro-quantitative became quite heated. Case studies, when compared to statistics, were considered by many to be unscientific. From the 1930's on, the rise of positivism had a growing influence on quantitative methods in sociology. People wanted static, generalizable laws in science. The sociological positivists were looking for stable laws of social phenomena. They criticized case study research because it failed to provide evidence of inter subjective agreement. Also, they condemned it because of the few number of cases studied and that the under-standardized character of their descriptions made generalization impossible. By the 1950s, quantitative methods, in the form of survey research, had become the dominant sociological approach and case study had become a minority practice.

Educational Applications

The 1950's marked the dawning of a new era in case study research, namely that of the utilization of the case study as a teaching method. "Instituted at Harvard Business School in the 1950s as a primary method of teaching, cases have since been used in classrooms and lecture halls alike, either as part of a course of study or as the main focus of the course to which other teaching material is added" (Armisted 1984). The basic purpose of instituting the case method as a teaching strategy was "to transfer much of the responsibility for learning from the teacher on to the student, whose role, as a result, shifts away from passive absorption toward active construction" (Boehrer 1990). Through careful examination and discussion of various cases, "students learn to identify actual problems, to recognize key players and their agendas, and to become aware of those aspects of the situation that contribute to the problem" (Merseth 1991). In addition, students are encouraged to "generate their own analysis of the problems under consideration, to develop their own solutions, and to practically apply their own knowledge of theory to these problems" (Boyce 1993). Along the way, students also develop "the power to analyze and to master a tangled circumstance by identifying and delineating important factors; the ability to utilize ideas, to test them against facts, and to throw them into fresh combinations" (Merseth 1991).

In addition to the practical application and testing of scholarly knowledge, case discussions can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments (i.e. classroom, board room, courtroom, or hospital). Thus, through the examination of specific cases, students are given the opportunity to work out their own professional issues through the trials, tribulations, experiences, and research findings of others. An obvious advantage to this mode of instruction is that it allows students the exposure to settings and contexts that they might not otherwise experience. For example, a student interested in studying the effects of poverty on minority secondary student's grade point averages and S.A.T. scores could access and analyze information from schools as geographically diverse as Los Angeles, New York City, Miami, and New Mexico without ever having to leave the classroom.

The case study method also incorporates the idea that students can learn from one another "by engaging with each other and with each other's ideas, by asserting something and then having it questioned, challenged and thrown back at them so that they can reflect on what they hear, and then refine what they say" (Boehrer 1990). In summary, students can direct their own learning by formulating questions and taking responsibility for the study.

Types and Design Concerns

Researchers use multiple methods and approaches to conduct case studies.

Types of Case Studies

Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:

Illustrative Case Studies These are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.

Exploratory (or pilot) Case Studies These are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.

Cumulative Case Studies These serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.

Critical Instance Case Studies These examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.

Identifying a Theoretical Perspective

Much of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers are typically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:

Individual Theories These focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject.

Organizational Theories These focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.

Social Theories These focus on urban development, group behavior, cultural institutions, or marketplace functions.

Two examples of case studies are used consistently throughout this chapter. The first, a study produced by Berkenkotter, Huckin, and Ackerman (1988), looks at a first year graduate student's initiation into an academic writing program. The study uses participant-observer and linguistic data collecting techniques to assess the student's knowledge of appropriate discourse conventions. Using the pseudonym Nate to refer to the subject, the study sought to illuminate the particular experience rather than to generalize about the experience of fledgling academic writers collectively.

For example, in Berkenkotter, Huckin, and Ackerman's (1988) study we are told that the researchers are interested in disciplinary communities. In the first paragraph, they ask what constitutes membership in a disciplinary community and how achieving membership might affect a writer's understanding and production of texts. In the third paragraph they state that researchers must negotiate their claims "within the context of his sub specialty's accepted knowledge and methodology." In the next paragraph they ask, "How is literacy acquired? What is the process through which novices gain community membership? And what factors either aid or hinder students learning the requisite linguistic behaviors?" This introductory section ends with a paragraph in which the study's authors claim that during the course of the study, the subject, Nate, successfully makes the transition from "skilled novice" to become an initiated member of the academic discourse community and that his texts exhibit linguistic changes which indicate this transition. In the next section the authors make explicit the sociolinguistic theoretical and methodological assumptions on which the study is based (1988). Thus the reader has a good understanding of the authors' theoretical background and purpose in conducting the study even before it is explicitly stated on the fourth page of the study. "Our purpose was to examine the effects of the educational context on one graduate student's production of texts as he wrote in different courses and for different faculty members over the academic year 1984-85." The goal of the study then, was to explore the idea that writers must be initiated into a writing community, and that this initiation will change the way one writes.

The second example is Janet Emig's (1971) study of the composing process of a group of twelfth graders. In this study, Emig seeks to answer the question of what happens to the self as a result educational stimuli in terms of academic writing. The case study used methods such as protocol analysis, tape-recorded interviews, and discourse analysis.

In the case of Janet Emig's (1971) study of the composing process of eight twelfth graders, four specific hypotheses were made:

• Twelfth grade writers engage in two modes of composing: reflexive and extensive.
• These differences can be ascertained and characterized through having the writers compose aloud their composition process.
• A set of implied stylistic principles governs the writing process.
• For twelfth grade writers, extensive writing occurs chiefly as a school-sponsored activity, or reflexive, as a self-sponsored activity.

In this study, the chief distinction is between the two dominant modes of composing among older, secondary school students. The distinctions are:

• The reflexive mode, which focuses on the writer's thoughts and feelings.
• The extensive mode, which focuses on conveying a message.

Emig also outlines the specific questions which guided the research in the opening pages of her Review of Literature , preceding the report.

Designing a Case Study

After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:

• What questions to study
• What data are relevant
• What data to collect
• How to analyze that data

In other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.

Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:

• A study's questions.
• A study's propositions (if any).
• A study's units of analysis.
• The logic that links the data to the propositions.
• The criteria for interpreting the findings.

In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.

Conducting Case Studies

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.

Method: Single or Multi-modal?

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews , protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).

Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.

A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method.

Participant Selection

Case studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.

For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-class suburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.

Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.

Data Collection

There are six types of data collected in case studies:

• Archival records.
• Interviews.
• Direct observation.
• Participant observation.

In the field of composition research, these six sources might be:

• A writer's drafts.
• School records of student writers.
• Transcripts of interviews with a writer.
• Transcripts of conversations between writers (and protocols).
• Videotapes and notes from direct field observations.
• Hard copies of a writer's work on computer.

Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or any combination of these sources.

Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.

In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.

Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.

It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."

It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.

Data Analysis

As the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.

However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in the study. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:

• The role of participants.
• The network analysis of formal and informal exchanges among groups.
• Historical.
• Thematical.
• Ritual and symbolism.
• Critical incidents that challenge or reinforce fundamental beliefs, practices, and values.

There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.

As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.

Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.

Composing the Case Study Report

In the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.

This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of data collection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.

Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.

For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?

Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.

Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:

• Prepare specialized condensations for appropriate groups.
• Replace narrative sections with a series of answers to open-ended questions.
• Present "skimmer's" summaries at beginning of each section.
• Incorporate headlines that encapsulate information from text.
• Prepare analytic summaries with supporting data appendixes.
• Present data in colorful and/or unique graphic representations.

Issues of Validity and Reliability

Once key variables have been identified, they can be analyzed. Reliability becomes a key concern at this stage, and many case study researchers go to great lengths to ensure that their interpretations of the data will be both reliable and valid. Because issues of validity and reliability are an important part of any study in the social sciences, it is important to identify some ways of dealing with results.

Multi-modal case study researchers often balance the results of their coding with data from interviews or writer's reflections upon their own work. Consequently, the researchers' conclusions become highly contextualized. For example, in a case study which looked at the time spent in different stages of the writing process, Berkenkotter concluded that her participant, Donald Murray, spent more time planning his essays than in other writing stages. The report of this case study is followed by Murray's reply, wherein he agrees with some of Berkenkotter's conclusions and disagrees with others.

As is the case with other research methodologies, issues of external validity, construct validity, and reliability need to be carefully considered.

Commentary on Case Studies

Researchers often debate the relative merits of particular methods, among them case study. In this section, we comment on two key issues. To read the commentaries, choose any of the items below:

Strengths and Weaknesses of Case Studies

Most case study advocates point out that case studies produce much more detailed information than what is available through a statistical analysis. Advocates will also hold that while statistical methods might be able to deal with situations where behavior is homogeneous and routine, case studies are needed to deal with creativity, innovation, and context. Detractors argue that case studies are difficult to generalize because of inherent subjectivity and because they are based on qualitative subjective data, generalizable only to a particular context.

Flexibility

The case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.

Emphasis on Context

By seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.

Inherent Subjectivity

"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.

High Investment

Case studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.

Ethical Considerations

Researchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study.

The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.

A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.

Concerns about Reliability, Validity, and Generalizability

Merriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:

• Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concrete information upon which to formulate interpretations.
• Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example of such a data check would be what McClintock, Brannon, and Maynard (1985) refer to as a "case cluster method," that is, when a single unit within a larger case is randomly sampled, and that data treated quantitatively." For instance, in Emig's (1971) study, the case cluster method was employed, singling out the productivity of a single student named Lynn. This cluster profile included an advanced case history of the subject, specific examination and analysis of individual compositions and protocols, and extensive interview sessions. The seven remaining students were then compared with the case of Lynn, to ascertain if there are any shared, or unique dimensions to the composing process engaged in by these eight students.
• Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided the data. In other words, talk to your subjects.
• Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971) supports her initial propositions with historical accounts by writers such as T.S. Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples of theoretical research done with regards to the creative process, as well as examples of empirical research dealing with the writing of adolescents. Specific attention is then given to the four stages description of the composing process delineated by Helmoltz, Wallas, and Cowley, as it serves as the focal point in this study.
• Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validity through pooled judgment.

Although little can be done to combat challenges concerning the generalizability of case studies, "most writers suggest that qualitative research should be judged as credible and confirmable as opposed to valid and reliable" (Merriam 1985). Likewise, it has been argued that "rather than transplanting statistical, quantitative notions of generalizability and thus finding qualitative research inadequate, it makes more sense to develop an understanding of generalization that is congruent with the basic characteristics of qualitative inquiry" (1985). After all, criticizing the case study method for being ungeneralizable is comparable to criticizing a washing machine for not being able to tell the correct time. In other words, it is unjust to criticize a method for not being able to do something which it was never originally designed to do in the first place.

Annotated Bibliography

Armisted, C. (1984). How Useful are Case Studies. Training and Development Journal, 38 (2), 75-77.

This article looks at eight types of case studies, offers pros and cons of using case studies in the classroom, and gives suggestions for successfully writing and using case studies.

Bardovi-Harlig, K. (1997). Beyond Methods: Components of Second Language Teacher Education . New York: McGraw-Hill.

A compilation of various research essays which address issues of language teacher education. Essays included are: "Non-native reading research and theory" by Lee, "The case for Psycholinguistics" by VanPatten, and "Assessment and Second Language Teaching" by Gradman and Reed.

Bartlett, L. (1989). A Question of Good Judgment; Interpretation Theory and Qualitative Enquiry Address. 70th Annual Meeting of the American Educational Research Association. San Francisco.

Bartlett selected "quasi-historical" methodology, which focuses on the "truth" found in case records, as one that will provide "good judgments" in educational inquiry. He argues that although the method is not comprehensive, it can try to connect theory with practice.

Baydere, S. et. al. (1993). Multimedia conferencing as a tool for collaborative writing: a case study in Computer Supported Collaborative Writing. New York: Springer-Verlag.

The case study by Baydere et. al. is just one of the many essays in this book found in the series "Computer Supported Cooperative Work." Denley, Witefield and May explore similar issues in their essay, "A case study in task analysis for the design of a collaborative document production system."

Berkenkotter, C., Huckin, T., N., & Ackerman J. (1988). Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program. Research in the Teaching of English, 22, 9-44.

The authors focused on how the writing of their subject, Nate or Ackerman, changed as he became more acquainted or familiar with his field's discourse community.

Berninger, V., W., and Gans, B., M. (1986). Language Profiles in Nonspeaking Individuals of Normal Intelligence with Severe Cerebral Palsy. Augmentative and Alternative Communication, 2, 45-50.

Argues that generalizations about language abilities in patients with severe cerebral palsy (CP) should be avoided. Standardized tests of different levels of processing oral language, of processing written language, and of producing written language were administered to 3 male participants (aged 9, 16, and 40 yrs).

Bockman, J., R., and Couture, B. (1984). The Case Method in Technical Communication: Theory and Models. Texas: Association of Teachers of Technical Writing.

Examines the study and teaching of technical writing, communication of technical information, and the case method in terms of those applications.

Boehrer, J. (1990). Teaching With Cases: Learning to Question. New Directions for Teaching and Learning, 42 41-57.

This article discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for the case discussion, including the role of the question, and new directions for case teaching.

Bowman, W. R. (1993). Evaluating JTPA Programs for Economically Disadvantaged Adults: A Case Study of Utah and General Findings . Washington: National Commission for Employment Policy.

"To encourage state-level evaluations of JTPA, the Commission and the State of Utah co-sponsored this report on the effectiveness of JTPA Title II programs for adults in Utah. The technique used is non-experimental and the comparison group was selected from registrants with Utah's Employment Security. In a step-by-step approach, the report documents how non-experimental techniques can be applied and several specific technical issues can be addressed."

Boyce, A. (1993) The Case Study Approach for Pedagogists. Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance. (Address). Washington DC.

This paper addresses how case studies 1) bridge the gap between teaching theory and application, 2) enable students to analyze problems and develop solutions for situations that will be encountered in the real world of teaching, and 3) helps students to evaluate the feasibility of alternatives and to understand the ramifications of a particular course of action.

Carson, J. (1993) The Case Study: Ideal Home of WAC Quantitative and Qualitative Data. Annual Meeting of the Conference on College Composition and Communication. (Address). San Diego.

"Increasingly, one of the most pressing questions for WAC advocates is how to keep [WAC] programs going in the face of numerous difficulties. Case histories offer the best chance for fashioning rhetorical arguments to keep WAC programs going because they offer the opportunity to provide a coherent narrative that contextualizes all documents and data, including what is generally considered scientific data. A case study of the WAC program, . . . at Robert Morris College in Pittsburgh demonstrates the advantages of this research method. Such studies are ideal homes for both naturalistic and positivistic data as well as both quantitative and qualitative information."

---. (1991). A Cognitive Process Theory of Writing. College Composition and Communication. 32. 365-87.

No abstract available.

Cromer, R. (1994) A Case Study of Dissociations Between Language and Cognition. Constraints on Language Acquisition: Studies of Atypical Children . Hillsdale: Lawrence Erlbaum Associates, 141-153.

Crossley, M. (1983) Case Study in Comparative and International Education: An Approach to Bridging the Theory-Practice Gap. Proceedings of the 11th Annual Conference of the Australian Comparative and International Education Society. Hamilton, NZ.

Case study research, as presented here, helps bridge the theory-practice gap in comparative and international research studies of education because it focuses on the practical, day-to-day context rather than on the national arena. The paper asserts that the case study method can be valuable at all levels of research, formation, and verification of theories in education.

Daillak, R., H., and Alkin, M., C. (1982). Qualitative Studies in Context: Reflections on the CSE Studies of Evaluation Use . California: EDRS

The report shows how the Center of the Study of Evaluation (CSE) applied qualitative techniques to a study of evaluation information use in local, Los Angeles schools. It critiques the effectiveness and the limitations of using case study, evaluation, field study, and user interview survey methodologies.

Davey, L. (1991). The Application of Case Study Evaluations. ERIC/TM Digest.

This article examines six types of case studies, the type of evaluation questions that can be answered, the functions served, some design features, and some pitfalls of the method.

Deutch, C. E. (1996). A course in research ethics for graduate students. College Teaching, 44, 2, 56-60.

This article describes a one-credit discussion course in research ethics for graduate students in biology. Case studies are focused on within the four parts of the course: 1) major issues, 2 )practical issues in scholarly work, 3) ownership of research results, and 4) training and personal decisions.

DeVoss, G. (1981). Ethics in Fieldwork Research. RIE 27p. (ERIC)

This article examines four of the ethical problems that can happen when conducting case study research: acquiring permission to do research, knowing when to stop digging, the pitfalls of doing collaborative research, and preserving the integrity of the participants.

Driscoll, A. (1985). Case Study of a Research Intervention: the University of Utah’s Collaborative Approach . San Francisco: Far West Library for Educational Research Development.

Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Denver, CO, March 1985. Offers information of in-service training, specifically case studies application.

Ellram, L. M. (1996). The Use of the Case Study Method in Logistics Research. Journal of Business Logistics, 17, 2, 93.

This article discusses the increased use of case study in business research, and the lack of understanding of when and how to use case study methodology in business.

Emig, J. (1971) The Composing Processes of Twelfth Graders . Urbana: NTCE.

This case study uses observation, tape recordings, writing samples, and school records to show that writing in reflexive and extensive situations caused different lengths of discourse and different clusterings of the components of the writing process.

Feagin, J. R. (1991). A Case For the Case Study . Chapel Hill: The University of North Carolina Press.

This book discusses the nature, characteristics, and basic methodological issues of the case study as a research method.

Feldman, H., Holland, A., & Keefe, K. (1989) Language Abilities after Left Hemisphere Brain Injury: A Case Study of Twins. Topics in Early Childhood Special Education, 9, 32-47.

"Describes the language abilities of 2 twin pairs in which 1 twin (the experimental) suffered brain injury to the left cerebral hemisphere around the time of birth and1 twin (the control) did not. One pair of twins was initially assessed at age 23 mo. and the other at about 30 mo.; they were subsequently evaluated in their homes 3 times at about 6-mo intervals."

Fidel, R. (1984). The Case Study Method: A Case Study. Library and Information Science Research, 6.

The article describes the use of case study methodology to systematically develop a model of online searching behavior in which study design is flexible, subject manner determines data gathering and analyses, and procedures adapt to the study's progressive change.

Flower, L., & Hayes, J. R. (1984). Images, Plans and Prose: The Representation of Meaning in Writing. Written Communication, 1, 120-160.

Explores the ways in which writers actually use different forms of knowing to create prose.

Frey, L. R. (1992). Interpreting Communication Research: A Case Study Approach Englewood Cliffs, N.J.: Prentice Hall.

The book discusses research methodologies in the Communication field. It focuses on how case studies bridge the gap between communication research, theory, and practice.

Gilbert, V. K. (1981). The Case Study as a Research Methodology: Difficulties and Advantages of Integrating the Positivistic, Phenomenological and Grounded Theory Approaches . The Annual Meeting of the Canadian Association for the Study of Educational Administration. (Address) Halifax, NS, Can.

This study on an innovative secondary school in England shows how a "low-profile" participant-observer case study was crucial to the initial observation, the testing of hypotheses, the interpretive approach, and the grounded theory.

Gilgun, J. F. (1994). A Case for Case Studies in Social Work Research. Social Work, 39, 4, 371-381.

This article defines case study research, presents guidelines for evaluation of case studies, and shows the relevance of case studies to social work research. It also looks at issues such as evaluation and interpretations of case studies.

Glennan, S. L., Sharp-Bittner, M. A. & Tullos, D. C. (1991). Augmentative and Alternative Communication Training with a Nonspeaking Adult: Lessons from MH. Augmentative and Alternative Communication, 7, 240-7.

"A response-guided case study documented changes in a nonspeaking 36-yr-old man's ability to communicate using 3 trained augmentative communication modes. . . . Data were collected in videotaped interaction sessions between the nonspeaking adult and a series of adult speaking."

Graves, D. (1981). An Examination of the Writing Processes of Seven Year Old Children. Research in the Teaching of English, 15, 113-134.

Hamel, J. (1993). Case Study Methods . Newbury Park: Sage. .

"In a most economical fashion, Hamel provides a practical guide for producing theoretically sharp and empirically sound sociological case studies. A central idea put forth by Hamel is that case studies must "locate the global in the local" thus making the careful selection of the research site the most critical decision in the analytic process."

Karthigesu, R. (1986, July). Television as a Tool for Nation-Building in the Third World: A Post-Colonial Pattern, Using Malaysia as a Case-Study. International Television Studies Conference. (Address). London, 10-12.

"The extent to which Television Malaysia, as a national mass media organization, has been able to play a role in nation building in the post-colonial period is . . . studied in two parts: how the choice of a model of nation building determines the character of the organization; and how the character of the organization influences the output of the organization."

Kenny, R. (1984). Making the Case for the Case Study. Journal of Curriculum Studies, 16, (1), 37-51.

The article looks at how and why the case study is justified as a viable and valuable approach to educational research and program evaluation.

Knirk, F. (1991). Case Materials: Research and Practice. Performance Improvement Quarterly, 4 (1 ), 73-81.

The article addresses the effectiveness of case studies, subject areas where case studies are commonly used, recent examples of their use, and case study design considerations.

Klos, D. (1976). Students as Case Writers. Teaching of Psychology, 3.2, 63-66.

This article reviews a course in which students gather data for an original case study of another person. The task requires the students to design the study, collect the data, write the narrative, and interpret the findings.

Leftwich, A. (1981). The Politics of Case Study: Problems of Innovation in University Education. Higher Education Review, 13.2, 38-64.

The article discusses the use of case studies as a teaching method. Emphasis is on the instructional materials, interdisciplinarity, and the complex relationships within the university that help or hinder the method.

Mabrito, M. (1991, Oct.). Electronic Mail as a Vehicle for Peer Response: Conversations of High and Low Apprehensive Writers. Written Communication, 509-32.

McCarthy, S., J. (1955). The Influence of Classroom Discourse on Student Texts: The Case of Ella . East Lansing: Institute for Research on Teaching.

A look at how students of color become marginalized within traditional classroom discourse. The essay follows the struggles of one black student: Ella.

Matsuhashi, A., ed. (1987). Writing in Real Time: Modeling Production Processes Norwood, NJ: Ablex Publishing Corporation.

Investigates how writers plan to produce discourse for different purposes to report, to generalize, and to persuade, as well as how writers plan for sentence level units of language. To learn about planning, an observational measure of pause time was used" (ERIC).

Merriam, S. B. (1985). The Case Study in Educational Research: A Review of Selected Literature. Journal of Educational Thought, 19.3, 204-17.

The article examines the characteristics of, philosophical assumptions underlying the case study, the mechanics of conducting a case study, and the concerns about the reliability, validity, and generalizability of the method.

---. (1988). Case Study Research in Education: A Qualitative Approach San Francisco: Jossey Bass.

Merry, S. E., & Milner, N. eds. (1993). The Possibility of Popular Justice: A Case Study of Community Mediation in the United States . Ann Arbor: U of Michigan.

". . . this volume presents a case study of one experiment in popular justice, the San Francisco Community Boards. This program has made an explicit claim to create an alternative justice, or new justice, in the midst of a society ordered by state law. The contributors to this volume explore the history and experience of the program and compare it to other versions of popular justice in the United States, Europe, and the Third World."

Merseth, K. K. (1991). The Case for Cases in Teacher Education. RIE. 42p. (ERIC).

This monograph argues that the case method of instruction offers unique potential for revitalizing the field of teacher education.

Michaels, S. (1987). Text and Context: A New Approach to the Study of Classroom Writing. Discourse Processes, 10, 321-346.

"This paper argues for and illustrates an approach to the study of writing that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The approach is illustrated through a case study of writing in a single sixth grade classroom during a single writing assignment."

Milburn, G. (1995). Deciphering a Code or Unraveling a Riddle: A Case Study in the Application of a Humanistic Metaphor to the Reporting of Social Studies Teaching. Theory and Research in Education, 13.

This citation serves as an example of how case studies document learning procedures in a senior-level economics course.

Milley, J. E. (1979). An Investigation of Case Study as an Approach to Program Evaluation. 19th Annual Forum of the Association for Institutional Research. (Address). San Diego.

The case study method merged a narrative report focusing on the evaluator as participant-observer with document review, interview, content analysis, attitude questionnaire survey, and sociogram analysis. Milley argues that case study program evaluation has great potential for widespread use.

Minnis, J. R. (1985, Sept.). Ethnography, Case Study, Grounded Theory, and Distance Education Research. Distance Education, 6.2.

This article describes and defines the strengths and weaknesses of ethnography, case study, and grounded theory.

Nunan, D. (1992). Collaborative language learning and teaching . New York: Cambridge University Press.

Included in this series of essays is Peter Sturman’s "Team Teaching: a case study from Japan" and David Nunan’s own "Toward a collaborative approach to curriculum development: a case study."

Nystrand, M., ed. (1982). What Writers Know: The Language, Process, and Structure of Written Discourse . New York: Academic Press.

Owenby, P. H. (1992). Making Case Studies Come Alive. Training, 29, (1), 43-46. (ERIC)

This article provides tips for writing more effective case studies.

---. (1981). Pausing and Planning: The Tempo of Writer Discourse Production. Research in the Teaching of English, 15 (2),113-34.

Perl, S. (1979). The Composing Processes of Unskilled College Writers. Research in the Teaching of English, 13, 317-336.

"Summarizes a study of five unskilled college writers, focusing especially on one of the five, and discusses the findings in light of current pedagogical practice and research design."

Pilcher J. and A. Coffey. eds. (1996). Gender and Qualitative Research . Brookfield: Aldershot, Hants, England.

This book provides a series of essays which look at gender identity research, qualitative research and applications of case study to questions of gendered pedagogy.

Pirie, B. S. (1993). The Case of Morty: A Four Year Study. Gifted Education International, 9 (2), 105-109.

This case study describes a boy from kindergarten through third grade with above average intelligence but difficulty in learning to read, write, and spell.

Popkewitz, T. (1993). Changing Patterns of Power: Social Regulation and Teacher Education Reform. Albany: SUNY Press.

Popkewitz edits this series of essays that address case studies on educational change and the training of teachers. The essays vary in terms of discipline and scope. Also, several authors include case studies of educational practices in countries other than the United States.

---. (1984). The Predrafting Processes of Four High- and Four Low Apprehensive Writers. Research in the Teaching of English, 18, (1), 45-64.

Rasmussen, P. (1985, March) A Case Study on the Evaluation of Research at the Technical University of Denmark. International Journal of Institutional Management in Higher Education, 9 (1).

This is an example of a case study methodology used to evaluate the chemistry and chemical engineering departments at the University of Denmark.

Roth, K. J. (1986). Curriculum Materials, Teacher Talk, and Student Learning: Case Studies in Fifth-Grade Science Teaching . East Lansing: Institute for Research on Teaching.

Roth offers case studies on elementary teachers, elementary school teaching, science studies and teaching, and verbal learning.

Selfe, C. L. (1985). An Apprehensive Writer Composes. When a Writer Can't Write: Studies in Writer's Block and Other Composing-Process Problems . (pp. 83-95). Ed. Mike Rose. NMY: Guilford.

Smith-Lewis, M., R. and Ford, A. (1987). A User's Perspective on Augmentative Communication. Augmentative and Alternative Communication, 3, 12-7.

"During a series of in-depth interviews, a 25-yr-old woman with cerebral palsy who utilized augmentative communication reflected on the effectiveness of the devices designed for her during her school career."

St. Pierre, R., G. (1980, April). Follow Through: A Case Study in Metaevaluation Research . 64th Annual Meeting of the American Educational Research Association. (Address).

The three approaches to metaevaluation are evaluation of primary evaluations, integrative meta-analysis with combined primary evaluation results, and re-analysis of the raw data from a primary evaluation.

Stahler, T., M. (1996, Feb.) Early Field Experiences: A Model That Worked. ERIC.

"This case study of a field and theory class examines a model designed to provide meaningful field experiences for preservice teachers while remaining consistent with the instructor's beliefs about the role of teacher education in preparing teachers for the classroom."

Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks: Sage Publications.

This book examines case study research in education and case study methodology.

Stiegelbauer, S. (1984) Community, Context, and Co-curriculum: Situational Factors Influencing School Improvements in a Study of High Schools. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Discussion of several case studies: one looking at high school environments, another examining educational innovations.

Stolovitch, H. (1990). Case Study Method. Performance And Instruction, 29, (9), 35-37.

This article describes the case study method as a form of simulation and presents guidelines for their use in professional training situations.

Thaller, E. (1994). Bibliography for the Case Method: Using Case Studies in Teacher Education. RIE. 37 p.

This bibliography presents approximately 450 citations on the use of case studies in teacher education from 1921-1993.

Thrane, T. (1986). On Delimiting the Senses of Near-Synonyms in Historical Semantics: A Case Study of Adjectives of 'Moral Sufficiency' in the Old English Andreas. Linguistics Across Historical and Geographical Boundaries: In Honor of Jacek Fisiak on the Occasion of his Fiftieth Birthday . Berlin: Mouton de Gruyter.

United Nations. (1975). Food and Agriculture Organization. Report on the FAO/UNFPA Seminar on Methodology, Research and Country: Case Studies on Population, Employment and Productivity . Rome: United Nations.

This example case study shows how the methodology can be used in a demographic and psychographic evaluation. At the same time, it discusses the formation and instigation of the case study methodology itself.

Van Vugt, J. P., ed. (1994). Aids Prevention and Services: Community Based Research . Westport: Bergin and Garvey.

"This volume has been five years in the making. In the process, some of the policy applications called for have met with limited success, such as free needle exchange programs in a limited number of American cities, providing condoms to prison inmates, and advertisements that depict same-sex couples. Rather than dating our chapters that deal with such subjects, such policy applications are verifications of the type of research demonstrated here. Furthermore, they indicate the critical need to continue community based research in the various communities threatened by acquired immuno-deficiency syndrome (AIDS) . . . "

Welch, W., ed. (1981, May). Case Study Methodology in Educational Evaluation. Proceedings of the Minnesota Evaluation Conference. Minnesota. (Address).

The four papers in these proceedings provide a comprehensive picture of the rationale, methodology, strengths, and limitations of case studies.

Williams, G. (1987). The Case Method: An Approach to Teaching and Learning in Educational Administration. RIE, 31p.

This paper examines the viability of the case method as a teaching and learning strategy in instructional systems geared toward the training of personnel of the administration of various aspects of educational systems.

Yin, R. K. (1993). Advancing Rigorous Methodologies: A Review of 'Towards Rigor in Reviews of Multivocal Literatures.' Review of Educational Research, 61, (3).

"R. T. Ogawa and B. Malen's article does not meet its own recommended standards for rigorous testing and presentation of its own conclusions. Use of the exploratory case study to analyze multivocal literatures is not supported, and the claim of grounded theory to analyze multivocal literatures may be stronger."

---. (1989). Case Study Research: Design and Methods. London: Sage Publications Inc.

This book discusses in great detail, the entire design process of the case study, including entire chapters on collecting evidence, analyzing evidence, composing the case study report, and designing single and multiple case studies.

Related Links

Consider the following list of related Web sites for more information on the topic of case study research. Note: although many of the links cover the general category of qualitative research, all have sections that address issues of case studies.

• Sage Publications on Qualitative Methodology: Search here for a comprehensive list of new books being published about "Qualitative Methodology" http://www.sagepub.co.uk/
• The International Journal of Qualitative Studies in Education: An on-line journal "to enhance the theory and practice of qualitative research in education." On-line submissions are welcome. http://www.tandf.co.uk/journals/tf/09518398.html
• Qualitative Research Resources on the Internet: From syllabi to home pages to bibliographies. All links relate somehow to qualitative research. http://www.nova.edu/ssss/QR/qualres.html

Becker, Bronwyn, Patrick Dawson, Karen Devine, Carla Hannum, Steve Hill, Jon Leydens, Debbie Matuskevich, Carol Traver, & Mike Palmquist. (2005). Case Studies. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=60

Home Blog Business How to Present a Case Study: Examples and Best Practices

How to Present a Case Study: Examples and Best Practices

Marketers, consultants, salespeople, and all other types of business managers often use case study analysis to highlight a success story, showing how an exciting problem can be or was addressed. But how do you create a compelling case study and then turn it into a memorable presentation? Get a lowdown from this post! 

Table of Content s

• Why Case Studies are a Popular Marketing Technique 

Popular Case Study Format Types

How to write a case study: a 4-step framework, how to do a case study presentation: 3 proven tips, how long should a case study be, final tip: use compelling presentation visuals, business case study examples, what is a case study .

Let’s start with this great case study definition by the University of South Caroline:

In the social sciences, the term case study refers to both a method of analysis and a specific research design for examining a problem, both of which can generalize findings across populations.

In simpler terms — a case study is investigative research into a problem aimed at presenting or highlighting solution(s) to the analyzed issues.

A standard business case study provides insights into:

• General business/market conditions 
• The main problem faced 
• Methods applied 
• The outcomes gained using a specific tool or approach

Case studies (also called case reports) are also used in clinical settings to analyze patient outcomes outside of the business realm. 

But this is a topic for another time. In this post, we’ll focus on teaching you how to write and present a business case, plus share several case study PowerPoint templates and design tips! 

Why Case Studies are a Popular Marketing Technique 

Besides presenting a solution to an internal issue, case studies are often used as a content marketing technique . According to a 2020 Content Marketing Institute report, 69% of B2B marketers use case studies as part of their marketing mix.

A case study informs the reader about a possible solution and soft-sells the results, which can be achieved with your help (e.g., by using your software or by partnering with your specialist). 

For the above purpose, case studies work like a charm. Per the same report: 

• For 9% of marketers, case studies are also the best method for nurturing leads. 
• 23% admit that case studies are beneficial for improving conversions. 

Moreover, case studies also help improve your brand’s credibility, especially in the current fake news landscape and dubious claims made without proper credit. 

Ultimately, case studies naturally help build up more compelling, relatable stories and showcase your product benefits through the prism of extra social proof, courtesy of the case study subject. 

Most case studies come either as a slide deck or as a downloadable PDF document. 

Typically, you have several options to distribute your case study for maximum reach:

• Case study presentations — in-person, virtual, or pre-recorded, there are many times when a case study presentation comes in handy. For example, during client workshops, sales pitches, networking events, conferences, trade shows, etc. 
• Dedicated website page — highlighting case study examples on your website is a great way to convert middle-on-the-funnel prospects. Google’s Think With Google case study section is a great example of a web case study design done right.

• Blog case studies — data-driven storytelling is a staunch way to stand apart from your competition by providing unique insights, no other brand can tell. 
• Video case studies — video is a great medium for showcasing more complex business cases and celebrating customer success stories.

Once you decide on your case study format, the next step is collecting data and then translating it into a storyline. There are different case study methods and research approaches you can use to procure data. 

But let’s say you already have all your facts straight and need to organize them in a clean copy for your presentation deck. Here’s how you should do it. 

1. Identify the Problem 

Every compelling case study research starts with a problem statement definition. While in business settings, there’s no need to explain your methodology in-depth; you should still open your presentation with a quick problem recap slide.

Be sure to mention: 

• What’s the purpose of the case study? What will the audience learn? 
• Set the scene. Explain the before, aka the problems someone was facing. 
• Advertise the main issues and findings without highlighting specific details.

The above information should nicely fit in several paragraphs or 2-3 case study template slides

2. Explain the Solution 

The bulk of your case study copy and presentation slides should focus on the provided solution(s). This is the time to speak at length about how the subject went from before to the glorious after. 

Here are some writing prompts to help you articulate this better:

• State the subject’s main objective and goals. What outcomes were they after?
• Explain the main solution(s) provided. What was done? Why this, but not that? 
• Mention if they tried any alternatives. Why did those work? Why were you better?

This part may take the longest to write. Don’t rush it and reiterate several times. Sprinkle in some powerful words and catchphrases to make your copy more compelling.

3. Collect Testimonials 

Persuasive case studies feature the voice of customer (VoC) data — first-party testimonials and assessments of how well the solution works. These provide extra social proof and credibility to all the claims you are making. 

So plan and schedule interviews with your subjects to collect their input and testimonials. Also, design your case study interview questions in a way that lets you obtain quantifiable results.

4. Package The Information in a Slide Deck

Once you have a rough first draft, try different business case templates and designs to see how these help structure all the available information. 

As a rule of thumb, try to keep one big idea per slide. If you are talking about a solution, first present the general bullet points. Then give each solution a separate slide where you’ll provide more context and perhaps share some quantifiable results.

For example, if you look at case study presentation examples from AWS like this one about Stripe , you’ll notice that the slide deck has few texts and really focuses on the big picture, while the speaker provides extra context.

Need some extra case study presentation design help? Download our Business Case Study PowerPoint template with 100% editable slides. 

Your spoken presentation (and public speaking skills ) are equally if not more important than the case study copy and slide deck. To make a strong business case, follow these quick techniques. 

Focus on Telling a Great Story

A case study is a story of overcoming a challenge, and achieving something grand. Your delivery should reflect that. Step away from the standard “features => benefits” sales formula. Instead, make your customer the hero of the study. Describe the road they went through and how you’ve helped them succeed. 

The premises of your story can be as simple as:

• Help with overcoming a hurdle
• Gaining major impact
• Reaching a new milestone
• Solving a persisting issue no one else code 

Based on the above, create a clear story arc. Show where your hero started. Then explain what type of journey they went through. Inject some emotions into the mix to make your narrative more relatable and memorable. 

Experiment with Copywriting Formulas 

Copywriting is the art and science of organizing words into compelling and persuasive combinations that help readers retain the right ideas. 

To ensure that the audience retains the right takeaways from your case study presentation, you can try using some of the classic copywriting formulas to structure your delivery. These include:

• AIDCA — short for A ttention, I nterest, D esire, C onviction, and A ction. First, grab the audience’s attention by addressing the major problem. Next, pique their interest with some teaser facts. Spark their desire by showing that you know the right way out. Then, show a conviction that you know how to solve the issue—finally, prompt follow-up action such as contacting you to learn more. 
• PADS — is short for Problem, Agitation, Discredit, or Solution. This is more of a sales approach to case study narration. Again, you start with a problem, agitate about its importance, discredit why other solutions won’t cut it, and then present your option. 
• 4Ps — short for P roblem, P romise, P roof, P roposal. This is a middle-ground option that prioritizes storytelling over hard pitches. Set the scene first with a problem. Then make a promise of how you can solve it. Show proof in the form of numbers, testimonials, and different scenarios. Round it up with a proposal for getting the same outcomes. 

Take an Emotion-Inducing Perspective

The key to building a strong rapport with an audience is showing that you are one of them and fully understand what they are going through. 

One of the ways to build this connection is by speaking from an emotion-inducing perspective. This is best illustrated with an example: 

• A business owner went to the bank
• A business owner came into a bank branch 

In the second case, the wording prompts listeners to paint a mental picture from the perspective of the bank employees — a role you’d like them to relate to. By placing your audience in the right visual perspective, you can make them more receptive to your pitches. 

One common question that arises when creating a case study is determining its length. The length of a case study can vary depending on the complexity of the problem and the level of detail you want to provide. Here are some general guidelines to help you decide how long your case study should be:

• Concise and Informative: A good case study should be concise and to the point. Avoid unnecessary fluff and filler content. Focus on providing valuable information and insights.
• Tailor to Your Audience: Consider your target audience when deciding the length. If you’re presenting to a technical audience, you might include more in-depth technical details. For a non-technical audience, keep it more high-level and accessible.
• Cover Key Points: Ensure that your case study covers the key points effectively. These include the problem statement, the solution, and the outcomes. Provide enough information for the reader to understand the context and the significance of your case.
• Visuals: Visual elements such as charts, graphs, images, and diagrams can help convey information more effectively. Use visuals to supplement your written content and make complex information easier to understand.
• Engagement: Keep your audience engaged. A case study that is too long may lose the reader’s interest. Make sure the content is engaging and holds the reader’s attention throughout.
• Consider the Format: Depending on the format you choose (e.g., written document, presentation, video), the ideal length may vary. For written case studies, aim for a length that can be easily read in one sitting.

In general, a written case study for business purposes often falls in the range of 1,000 to 2,000 words. However, this is not a strict rule, and the length can be shorter or longer based on the factors mentioned above.

Our brain is wired to process images much faster than text. So when you are presenting a case study, always look for an opportunity to tie in some illustrations such as: 

• A product demo/preview
• Processes chart 
• Call-out quotes or numbers
• Custom illustrations or graphics 
• Customer or team headshots 

Use icons to minimize the volume of text. Also, opt for readable fonts that can look good in a smaller size too.

To better understand how to create an effective business case study, let’s explore some examples of successful case studies:

Apple Inc.: Apple’s case study on the launch of the iPhone is a classic example. It covers the problem of a changing mobile phone market, the innovative solution (the iPhone), and the outstanding outcomes, such as market dominance and increased revenue.

Tesla, Inc.: Tesla’s case study on electric vehicles and sustainable transportation is another compelling example. It addresses the problem of environmental concerns and the need for sustainable transportation solutions. The case study highlights Tesla’s electric cars as the solution and showcases the positive impact on reducing carbon emissions.

Amazon.com: Amazon’s case study on customer-centricity is a great illustration of how the company transformed the e-commerce industry. It discusses the problem of customer dissatisfaction with traditional retail, Amazon’s customer-focused approach as the solution, and the remarkable outcomes in terms of customer loyalty and market growth.

Coca-Cola: Coca-Cola’s case study on brand evolution is a valuable example. It outlines the challenge of adapting to changing consumer preferences and demographics. The case study demonstrates how Coca-Cola continually reinvented its brand to stay relevant and succeed in the global market.

Airbnb: Airbnb’s case study on the sharing economy is an intriguing example. It addresses the problem of travelers seeking unique and affordable accommodations. The case study presents Airbnb’s platform as the solution and highlights its impact on the hospitality industry and the sharing economy.

These examples showcase the diversity of case studies in the business world and how they effectively communicate problems, solutions, and outcomes. When creating your own business case study, use these examples as inspiration and tailor your approach to your specific industry and target audience.

Finally, practice your case study presentation several times — solo and together with your team — to collect feedback and make last-minute refinements! 

1. Business Case Study PowerPoint Template

To efficiently create a Business Case Study it’s important to ask all the right questions and document everything necessary, therefore this PowerPoint Template will provide all the sections you need.

Use This Template

2. Medical Case Study PowerPoint Template

3. Medical Infographics PowerPoint Templates

4. Success Story PowerPoint Template

5. Detective Research PowerPoint Template

6. Animated Clinical Study PowerPoint Templates

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Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

• Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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• Case Study | Definition, Examples & Methods

Case Study | Definition, Examples & Methods

Published on 5 May 2022 by Shona McCombes . Revised on 30 January 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organisation, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating, and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyse the case.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

Unlike quantitative or experimental research, a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

If you find yourself aiming to simultaneously investigate and solve an issue, consider conducting action research . As its name suggests, action research conducts research and takes action at the same time, and is highly iterative and flexible. 

However, you can also choose a more common or representative case to exemplify a particular category, experience, or phenomenon.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews, observations, and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data .

The aim is to gain as thorough an understanding as possible of the case and its context.

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis, with separate sections or chapters for the methods , results , and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyse its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

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How to write a case study — examples, templates, and tools

It’s a marketer’s job to communicate the effectiveness of a product or service to potential and current customers to convince them to buy and keep business moving. One of the best methods for doing this is to share success stories that are relatable to prospects and customers based on their pain points, experiences, and overall needs.

That’s where case studies come in. Case studies are an essential part of a content marketing plan. These in-depth stories of customer experiences are some of the most effective at demonstrating the value of a product or service. Yet many marketers don’t use them, whether because of their regimented formats or the process of customer involvement and approval.

A case study is a powerful tool for showcasing your hard work and the success your customer achieved. But writing a great case study can be difficult if you’ve never done it before or if it’s been a while. This guide will show you how to write an effective case study and provide real-world examples and templates that will keep readers engaged and support your business.

In this article, you’ll learn:

What is a case study?

How to write a case study, case study templates, case study examples, case study tools.

A case study is the detailed story of a customer’s experience with a product or service that demonstrates their success and often includes measurable outcomes. Case studies are used in a range of fields and for various reasons, from business to academic research. They’re especially impactful in marketing as brands work to convince and convert consumers with relatable, real-world stories of actual customer experiences.

The best case studies tell the story of a customer’s success, including the steps they took, the results they achieved, and the support they received from a brand along the way. To write a great case study, you need to:

• Celebrate the customer and make them — not a product or service — the star of the story.
• Craft the story with specific audiences or target segments in mind so that the story of one customer will be viewed as relatable and actionable for another customer.
• Write copy that is easy to read and engaging so that readers will gain the insights and messages intended.
• Follow a standardized format that includes all of the essentials a potential customer would find interesting and useful.
• Support all of the claims for success made in the story with data in the forms of hard numbers and customer statements.

Case studies are a type of review but more in depth, aiming to show — rather than just tell — the positive experiences that customers have with a brand. Notably, 89% of consumers read reviews before deciding to buy, and 79% view case study content as part of their purchasing process. When it comes to B2B sales, 52% of buyers rank case studies as an important part of their evaluation process.

Telling a brand story through the experience of a tried-and-true customer matters. The story is relatable to potential new customers as they imagine themselves in the shoes of the company or individual featured in the case study. Showcasing previous customers can help new ones see themselves engaging with your brand in the ways that are most meaningful to them.

Besides sharing the perspective of another customer, case studies stand out from other content marketing forms because they are based on evidence. Whether pulling from client testimonials or data-driven results, case studies tend to have more impact on new business because the story contains information that is both objective (data) and subjective (customer experience) — and the brand doesn’t sound too self-promotional.

Case studies are unique in that there’s a fairly standardized format for telling a customer’s story. But that doesn’t mean there isn’t room for creativity. It’s all about making sure that teams are clear on the goals for the case study — along with strategies for supporting content and channels — and understanding how the story fits within the framework of the company’s overall marketing goals.

Here are the basic steps to writing a good case study.

1. Identify your goal

Start by defining exactly who your case study will be designed to help. Case studies are about specific instances where a company works with a customer to achieve a goal. Identify which customers are likely to have these goals, as well as other needs the story should cover to appeal to them.

The answer is often found in one of the buyer personas that have been constructed as part of your larger marketing strategy. This can include anything from new leads generated by the marketing team to long-term customers that are being pressed for cross-sell opportunities. In all of these cases, demonstrating value through a relatable customer success story can be part of the solution to conversion.

2. Choose your client or subject

Who you highlight matters. Case studies tie brands together that might otherwise not cross paths. A writer will want to ensure that the highlighted customer aligns with their own company’s brand identity and offerings. Look for a customer with positive name recognition who has had great success with a product or service and is willing to be an advocate.

The client should also match up with the identified target audience. Whichever company or individual is selected should be a reflection of other potential customers who can see themselves in similar circumstances, having the same problems and possible solutions.

Some of the most compelling case studies feature customers who:

• Switch from one product or service to another while naming competitors that missed the mark.
• Experience measurable results that are relatable to others in a specific industry.
• Represent well-known brands and recognizable names that are likely to compel action.
• Advocate for a product or service as a champion and are well-versed in its advantages.

Whoever or whatever customer is selected, marketers must ensure they have the permission of the company involved before getting started. Some brands have strict review and approval procedures for any official marketing or promotional materials that include their name. Acquiring those approvals in advance will prevent any miscommunication or wasted effort if there is an issue with their legal or compliance teams.

3. Conduct research and compile data

Substantiating the claims made in a case study — either by the marketing team or customers themselves — adds validity to the story. To do this, include data and feedback from the client that defines what success looks like. This can be anything from demonstrating return on investment (ROI) to a specific metric the customer was striving to improve. Case studies should prove how an outcome was achieved and show tangible results that indicate to the customer that your solution is the right one.

This step could also include customer interviews. Make sure that the people being interviewed are key stakeholders in the purchase decision or deployment and use of the product or service that is being highlighted. Content writers should work off a set list of questions prepared in advance. It can be helpful to share these with the interviewees beforehand so they have time to consider and craft their responses. One of the best interview tactics to keep in mind is to ask questions where yes and no are not natural answers. This way, your subject will provide more open-ended responses that produce more meaningful content.

4. Choose the right format

There are a number of different ways to format a case study. Depending on what you hope to achieve, one style will be better than another. However, there are some common elements to include, such as:

• An engaging headline
• A subject and customer introduction
• The unique challenge or challenges the customer faced
• The solution the customer used to solve the problem
• The results achieved
• Data and statistics to back up claims of success
• A strong call to action (CTA) to engage with the vendor

It’s also important to note that while case studies are traditionally written as stories, they don’t have to be in a written format. Some companies choose to get more creative with their case studies and produce multimedia content, depending on their audience and objectives. Case study formats can include traditional print stories, interactive web or social content, data-heavy infographics, professionally shot videos, podcasts, and more.

5. Write your case study

We’ll go into more detail later about how exactly to write a case study, including templates and examples. Generally speaking, though, there are a few things to keep in mind when writing your case study.

• Be clear and concise. Readers want to get to the point of the story quickly and easily, and they’ll be looking to see themselves reflected in the story right from the start.
• Provide a big picture. Always make sure to explain who the client is, their goals, and how they achieved success in a short introduction to engage the reader.
• Construct a clear narrative. Stick to the story from the perspective of the customer and what they needed to solve instead of just listing product features or benefits.
• Leverage graphics. Incorporating infographics, charts, and sidebars can be a more engaging and eye-catching way to share key statistics and data in readable ways.
• Offer the right amount of detail. Most case studies are one or two pages with clear sections that a reader can skim to find the information most important to them.
• Include data to support claims. Show real results — both facts and figures and customer quotes — to demonstrate credibility and prove the solution works.

6. Promote your story

Marketers have a number of options for distribution of a freshly minted case study. Many brands choose to publish case studies on their website and post them on social media. This can help support SEO and organic content strategies while also boosting company credibility and trust as visitors see that other businesses have used the product or service.

Marketers are always looking for quality content they can use for lead generation. Consider offering a case study as gated content behind a form on a landing page or as an offer in an email message. One great way to do this is to summarize the content and tease the full story available for download after the user takes an action.

Sales teams can also leverage case studies, so be sure they are aware that the assets exist once they’re published. Especially when it comes to larger B2B sales, companies often ask for examples of similar customer challenges that have been solved.

Now that you’ve learned a bit about case studies and what they should include, you may be wondering how to start creating great customer story content. Here are a couple of templates you can use to structure your case study.

Template 1 — Challenge-solution-result format

• Start with an engaging title. This should be fewer than 70 characters long for SEO best practices. One of the best ways to approach the title is to include the customer’s name and a hint at the challenge they overcame in the end.
• Create an introduction. Lead with an explanation as to who the customer is, the need they had, and the opportunity they found with a specific product or solution. Writers can also suggest the success the customer experienced with the solution they chose.
• Present the challenge. This should be several paragraphs long and explain the problem the customer faced and the issues they were trying to solve. Details should tie into the company’s products and services naturally. This section needs to be the most relatable to the reader so they can picture themselves in a similar situation.
• Share the solution. Explain which product or service offered was the ideal fit for the customer and why. Feel free to delve into their experience setting up, purchasing, and onboarding the solution.
• Explain the results. Demonstrate the impact of the solution they chose by backing up their positive experience with data. Fill in with customer quotes and tangible, measurable results that show the effect of their choice.
• Ask for action. Include a CTA at the end of the case study that invites readers to reach out for more information, try a demo, or learn more — to nurture them further in the marketing pipeline. What you ask of the reader should tie directly into the goals that were established for the case study in the first place.

Template 2 — Data-driven format

• Start with an engaging title. Be sure to include a statistic or data point in the first 70 characters. Again, it’s best to include the customer’s name as part of the title.
• Create an overview. Share the customer’s background and a short version of the challenge they faced. Present the reason a particular product or service was chosen, and feel free to include quotes from the customer about their selection process.
• Present data point 1. Isolate the first metric that the customer used to define success and explain how the product or solution helped to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Present data point 2. Isolate the second metric that the customer used to define success and explain what the product or solution did to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Present data point 3. Isolate the final metric that the customer used to define success and explain what the product or solution did to achieve this goal. Provide data points and quotes to substantiate the claim that success was achieved.
• Summarize the results. Reiterate the fact that the customer was able to achieve success thanks to a specific product or service. Include quotes and statements that reflect customer satisfaction and suggest they plan to continue using the solution.
• Ask for action. Include a CTA at the end of the case study that asks readers to reach out for more information, try a demo, or learn more — to further nurture them in the marketing pipeline. Again, remember that this is where marketers can look to convert their content into action with the customer.

While templates are helpful, seeing a case study in action can also be a great way to learn. Here are some examples of how Adobe customers have experienced success.

Juniper Networks

One example is the Adobe and Juniper Networks case study , which puts the reader in the customer’s shoes. The beginning of the story quickly orients the reader so that they know exactly who the article is about and what they were trying to achieve. Solutions are outlined in a way that shows Adobe Experience Manager is the best choice and a natural fit for the customer. Along the way, quotes from the client are incorporated to help add validity to the statements. The results in the case study are conveyed with clear evidence of scale and volume using tangible data.

The story of Lenovo’s journey with Adobe is one that spans years of planning, implementation, and rollout. The Lenovo case study does a great job of consolidating all of this into a relatable journey that other enterprise organizations can see themselves taking, despite the project size. This case study also features descriptive headers and compelling visual elements that engage the reader and strengthen the content.

Tata Consulting

When it comes to using data to show customer results, this case study does an excellent job of conveying details and numbers in an easy-to-digest manner. Bullet points at the start break up the content while also helping the reader understand exactly what the case study will be about. Tata Consulting used Adobe to deliver elevated, engaging content experiences for a large telecommunications client of its own — an objective that’s relatable for a lot of companies.

Case studies are a vital tool for any marketing team as they enable you to demonstrate the value of your company’s products and services to others. They help marketers do their job and add credibility to a brand trying to promote its solutions by using the experiences and stories of real customers.

When you’re ready to get started with a case study:

• Think about a few goals you’d like to accomplish with your content.
• Make a list of successful clients that would be strong candidates for a case study.
• Reach out to the client to get their approval and conduct an interview.
• Gather the data to present an engaging and effective customer story.

Adobe can help

There are several Adobe products that can help you craft compelling case studies. Adobe Experience Platform helps you collect data and deliver great customer experiences across every channel. Once you’ve created your case studies, Experience Platform will help you deliver the right information to the right customer at the right time for maximum impact.

To learn more, watch the Adobe Experience Platform story .

Keep in mind that the best case studies are backed by data. That’s where Adobe Real-Time Customer Data Platform and Adobe Analytics come into play. With Real-Time CDP, you can gather the data you need to build a great case study and target specific customers to deliver the content to the right audience at the perfect moment.

Watch the Real-Time CDP overview video to learn more.

Finally, Adobe Analytics turns real-time data into real-time insights. It helps your business collect and synthesize data from multiple platforms to make more informed decisions and create the best case study possible.

Request a demo to learn more about Adobe Analytics.

https://business.adobe.com/blog/perspectives/b2b-ecommerce-10-case-studies-inspire-you

https://business.adobe.com/blog/basics/business-case

https://business.adobe.com/blog/basics/what-is-real-time-analytics

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Case study definition

Case study, a term which some of you may know from the "Case Study of Vanitas" anime and manga, is a thorough examination of a particular subject, such as a person, group, location, occasion, establishment, phenomena, etc. They are most frequently utilized in research of business, medicine, education and social behaviour. There are a different types of case studies that researchers might use:

• Collective case studies

• Descriptive case studies

• Explanatory case studies

• Exploratory case studies

• Instrumental case studies

• Intrinsic case studies

Case studies are usually much more sophisticated and professional than regular essays and courseworks, as they require a lot of verified data, are research-oriented and not necessarily designed to be read by the general public.

How to write a case study?

It very much depends on the topic of your case study, as a medical case study and a coffee business case study have completely different sources, outlines, target demographics, etc. But just for this example, let's outline a coffee roaster case study. Firstly, it's likely going to be a problem-solving case study, like most in the business and economics field are. Here are some tips for these types of case studies:

• Your case scenario should be precisely defined in terms of your unique assessment criteria.

• Determine the primary issues by analyzing the scenario. Think about how they connect to the main ideas and theories in your piece.

• Find and investigate any theories or methods that might be relevant to your case.

• Keep your audience in mind. Exactly who are your stakeholder(s)? If writing a case study on coffee roasters, it's probably gonna be suppliers, landlords, investors, customers, etc.

• Indicate the best solution(s) and how they should be implemented. Make sure your suggestions are grounded in pertinent theories and useful resources, as well as being realistic, practical, and attainable.

• Carefully proofread your case study. Keep in mind these four principles when editing: clarity, honesty, reality and relevance.

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Case Study: Meaning and Types

The case studies have been chosen to provide examples of topics covered in previous sections. Compared to real-world instances, some rules outlined in workplace safety, accident frequency, workers' compensation, environmental pollution, waste management, disasters, and training will be more clearly understood. Due to the goal of making writing concise and manageable, there are some instances when precise laws and rules have been established but could not be presented in the text. Similarly, specific facts may be provided. Here, an attempt is made to compile such information and group it under case studies.

What is Case Study?

Case studies offer a methodical and scientific approach to observing or analyzing occurrences, gathering data, analyzing information, and creating reports. Consequently, the researcher may have a clearer grasp of why the incident occurred as it did and what could be crucial to examine in further detail in a subsequent study. Case studies are useful for both coming up with and evaluating theories. To put it another way, a case study should be considered a research strategy—an empirical inquiry that explores phenomena in their actual setting. Case study research includes single and numerous case studies, is supported by various sources of evidence, and gains from the earlier formulation of theoretical hypotheses. All available evidence from both quantitative and qualitative research supports case studies.

Types of Case Study

Illustrative case studies, exploratory case studies, cumulative case studies, and critical instance case studies are the four different types of case studies.

Descriptive Case Studies − These are studies that serve as examples. Usually, they use one or two instances of an occurrence to illustrate how a condition is. Illustrative case studies primarily familiarise the unknown and provide readers with a common language about the subject under discussion.

Exploratory (or pilot) Case Studies − These are carried out before a significant study starts. Before the primary study, they provide the fundamental purpose of assisting with question identification and measurement type selection. The main weakness of this kind of research is that preliminary results could be deemed conclusive too quickly.

Cumulative Case Studies − These compile data from many websites gathered over time. These investigations are based on the theory that pooling prior research will enable better generalization without requiring more funding or effort for brand-new, perhaps redundant experiments.

Critical Instance Case Studies − These look at one or more locations to study a scenario of particular interest with little to no interest in generalizability or to contest or refute a generalized or universal claim. For addressing cause and effect queries, adopt this approach.

Case Study and Case Work

In social research, the words case study and casework are frequently employed. Understanding the difference between these two phrases is crucial in this situation. Casework refers to the developmental and rehabilitative process after diagnosis, whereas case study refers to the comprehensive analysis of a specific unit. These two concepts are, of course, distinct aspects of the same problem-solving strategy; they are connected and complementary. According to M. H. Gopal, case studies are frequently viewed as a method, occasionally as a technique, rarely as an "approach" to social reality, and sporadically as a way to organize data in terms of specific units. He continues by saying that it is a method that carefully examines a situation while considering all relevant factors. It uses a person, organization, or group as the study unit.

Ways of Case Studies

Case studies can be used in a variety of ways, some of which are included below  −

Composing a case study analysis − A written case study examination is likely to yield the most thorough results. You can utilize case studies in term papers and other relevant readings and sources.

Experts' panel − Even if group members miss out on the benefits of involvement, hearing a panel of experts discuss a case can be helpful, especially when learning about the case method. Using a panel of experts to analyze a case after a group has done so would be a version of this strategy.

Evaluation of comparable case studies − Collecting episodes from group members' experiences that are comparable to the case being discussed is another variant of the case discussion technique. Generalizations about the subject under discussion could also apply to other members' experiences.

Cross-examination − They will learn that thorough planning and preparation are required before beginning a case study by cross-examining group members with questions they have already prepared. The researcher is given several opportunities to ask participants to defend their points of view in light of the evidence offered by this approach, which is especially suitable for use in instances having much information.

Main Features of Case Study Method

A typical qualitative research technique, the case study, is widely utilized in anthropology, psychology, management, medicine, and history. The case studies may be traced back to the 1920s to 1950s, the early years of contemporary social and cultural study. The Chicago School was associated with the case study approach, particularly in the writings of Paul Lazarsfeld and Elihu Katz, and it followed the same principles as Frankfurt School. The definition of a case is a challenge for the case study technique. Individuals, social groups, cultural entities like media organizations, goods, and events, as well as interpretive communities or sociocultural processes, can all be considered cases. Focusing on case studies is a current trend in the Case Study Method.

Case studies are the best method for academics who wish to comprehend phenomena fully. Writing case studies of his patients is ascribed to Sigmund Freud in psychology, while Margaret Mead used them to do anthropological studies. However, to comprehend people, groups, events, and organizations, the case study researcher gathers information from as many sources as possible. The case study approach has also been defined as an empirical investigation that uses various sources of data to examine a current phenomenon in its actual setting, even though the boundaries between the phenomenon and its setting are not always immediately obvious.

The case study method's key characteristics are:

It may include many techniques and analytical frameworks.

A case study must be defined within the framework of an approach; otherwise, the phrase would remain ambiguous and imprecise.

Setting case study boundaries or limits is a crucial and challenging problem.

A case study is a significant field of research that aids in the individual's study and the creation of solutions for corrective education. This course aims to familiarise you with the methodical case study processes that may be used to create strategic interventions for the growth of a certain feature. Case studies are also helpful in psychology, and it alludes to the utilization of a descriptive research methodology to acquire a comprehensive study of an individual or group. Numerous methods can be used to study the topic, including in-person interviews, observation, psychometric testing, and historical documents.

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