Unpacking the Predominance of Case Study Methodology in South African Postgraduate Educational Research, 1995-2004

Autor/inn/en	Rule, P.; Davey, B.; Balfour, R. J.
Titel	Unpacking the Predominance of Case Study Methodology in South African Postgraduate Educational Research, 1995-2004
Quelle	In: South African Journal of Higher Education, 25 (2011) 2, S.301-321 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Foreign Countries; Educational Research; Case Studies; Research Methodology; Student Research; Graduate Students; Doctoral Dissertations; Masters Theses; Data Collection; Data Analysis; Research Problems; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Studentenforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Data capture; Datensammlung; Auswertung; Forschungskritik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Project Postgraduate Educational Research (PPER) data indicate that case study is the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This article reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links between the methodological choice of case study, on the one hand, and the thematic focus and sectoral location of theses, on the other. While acknowledging the strengths of case study methodology regarding manageability, depth and experiential texture, the article argues that the predominance of case study limits the applicability of research to wider questions of policy and implementation, and thus contributes to the hiddenness of students' voices in public discourse around education. It suggests ways of enhancing the wider relevance of case studies through multiple case designs, sequential case studies, mixed method designs and synoptic reviews. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10