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Feb 16, 2017 · If case study research design is differentiated from qualitative research, the intended contribution to theory is stated and designs that fit the aimed contribution to theory are outlined and substantiated; this will critically enhance the rigor of case study research.
- Hans Gerd Ridder
- ridder@pua.uni-hannover.de
- 2017
Oct 30, 2015 · Case study research that is contextually sensitive and theoretically astute can contribute not only to the application and revision of existing theory but also to the development of new theory. The case thus provides a potentially generative nexus for the engagement of theory, context, and research.
- Peter Rule, Vaughn Mitchell John
- 2015
Feb 16, 2017 · The specific case study research design’s contribution to theory is in building concrete, context-dependent knowledge with regard to the identification of new phenomena and trends.
Aug 30, 2018 · The belief that preconceived notions do not exist or impact a study is, in fact, a theoretical disposition. This article maps the advantages of a theory-centric approach to qualitative research, while also considering the critiques and disadvantages of overreliance on a theory.
- Christopher S. Collins, Carrie M. Stockton
- 2018
This chapter presents definitions, purposes, and elements of case study research for the purpose of understanding how case study research can be used to build theory in applied disciplines.
- Larry M. Dooley
- 2002
Building theory from case studies is a research strategy that involves using one or more cases to create theoretical constructs, propositions and/or midrange theory from case-based, empirical evi dence (Eisenhardt, 1989b). Case studies are rich, empirical descriptions of particular instances of a phenomenon that are typically based on a variety of
Jan 13, 2023 · Case study research that is contextually sensitive and theoretically astute can contribute not only to the application and revision of existing theory but also to the development of new theory. The case thus provides a potentially generative nexus for the engagement of theory, context, and research. Thomas, G. (2011).