Anyway, these are some musings about research methods. For my research proposal, my chosen methodology is the case study, and reading about case studies has been a surprisingly inspiring experience! Before beginning the course, I knew very little about case studies (as a research method), but had heard the term often before, as it is used in a number of contexts, including education. Cases are useful teaching methods (especially in law, psychology, medicine, business, and more), in order to provide more contextual examples for students, setting theories and ideas into action.
Perhaps because the term "case study" is used as an umbrella concept to describe a number of different research and teaching approaches, that it is difficult to pin down the word in an easily definable definition. However, this is somewhat appropriate, as case studies are often detailed and complex narratives about microcosms of the world, and can be fascinating to read about.
Back to the inspirational moment! When thinking of research methods, the "aha!" moment often comes to mind, in which the intrepid researcher reveals an amazing fact about human existence, or whichever field their research focuses on. Not that I believed research was always about facts, but that it was about finding some sort specific result, which could be packaged into a sentence and shared with the world. So, essentially I always though more about the end, rather than the process. However, reading more and more about case studies and other forms of qualititative research, I have learned about the value in research in which the aim is not necessarily generalizability, and that this fact does not detract from its worth and relevance. Within the context of case studies, the case study itself is often the most important part, and not necessarily a clearly defined conclusion. Flyvbjerg's article regarding myths about case-study research (2006) is a really engaging read, revealing the intricacies of a misunderstood research method, and developing a detailed insight into what he believes (with the support of other scholars) research can be all about.
Reference
Flyvbjerg,
B. (2006). Five misunderstandings about case-study research. Qualitative
Inquiry, 12(2), 219-245. doi: 10.1177/1077800405284363
I like your comment that the case study itself can be the most important component, not the conclusion. Your comment is practical. However, it has triggered off a philosophical tangent. Research supports research. A good research project sustains the development of knowledge through means. Wisdom isn't an academic conclusion but an approach to learning. These comments don't necessarily relate to what you were saying. However, it is beautiful to contemplate the interelaionships and support structures of knowledge vehicles.
ReplyDeleteThank you for your comment Cynthia. I am very interested in the "interrelationships" you describe, as they are both exciting and exhilarating to explore, but also often mind boggling and frustrating beyond belief, as you make connection upon connection between thoughts, ideas, words, sentences. It can go on forever, and it's hard to see when or where or if it might end. But that is sort of what I think is the point, and that "endings" are not the ultimate form of conclusion in academic research, and other explorations. It is a good kind of difficulty, if that makes sense, which involves piecing thoughts together, layering ideas, pulling concepts apart and rebuilding them.
ReplyDeleteHi Eva, I agree with you. It's mind boggling. When I read your comment, I started to feel a little dizzy thinking about it all. I felt like a kid running around in an intellectual playground. Cheers, Cynthia
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