Eisenhardt 's methodological work. Yin 's guidelines and making positivist assumptions. There are substantial methodological differences between these approaches. Case selection and structure[ edit ] An average, or typical case, is often not the richest in information.
What do we mean by social inequality? How can we conceive of and talk about social inequality in ways that are general enough to apply across the range of relevant phenomena, consistent enough to minimize conceptual ambiguities, and precise enough to be analytically effective?
People are unequal in every conceivable way in endless circumstances, both immediate and enduring, by both objective criteria and subjective experience.
So, what counts as social inequality? Can we characterize it in ways that let us confidently and impartially assess when there is more or less of it? Analytical Task Analytical task: What is social inequality? We often think that the meaning of social inequality is self-evident or easy.
Perhaps it is when we focus on extreme versions of the more obvious forms of social inequality, such as the rich compared to the poor. We want to begin by looking a little deeper into our conceptualization of social inequalities.
Choose two kinds of inequality. For each of these two kinds Multiple case study analysis robert stake inequality, consider an example showing a high degree of inequality and another showing equality or a minimal amount of inequality.
For example, if we used political inequality as one kind, we might select one highly authoritarian nation and one highly democratic one, or we might compare two unions or two professional organizations.
Here we are simply trying to conceive a simple 2 x 2 table, showing two kinds of inequality and two levels of inequality for each kind. This is the simplest design for doing social analyses, whether that analysis is empirical or theoretical.
It is fine to use standard, commonly discussed kinds of inequality, but being original and creative about kinds of inequality to consider is also good.
Describe briefly how the relevant groups are unequal for each type. Do not worry about why such inequality exists. For now, we are concerned with what we mean by inequality, not what causes it.
Try to specify the crucial experiences, opportunities, or other circumstances that distinguish the beneficiaries of the inequality from those who are disadvantaged. Consider also the relationships between the disadvantaged and advantaged, both direct and indirect.
The idea of "indirect relationships" refers to ways that the advantaged or disadvantaged influence the circumstances or actions of those who are differently situated without direct interaction, e. In short, for each of the two types of inequality, what induces us to call one example high inequality and another low?
After working through the questions above, try to complete a definition sentence beginning "In general, social inequality exists when The implicit strategy is compare what social inequality means for the two chosen examples, then to try to identify the common conditions that make them and other forms all merit being called "social inequality" distinguished from the characteristics specific to certain types of inequality or concrete historical and cultural conditions.
To do this involves not only the empirical comparison, but the appropriate conceptual abstraction. For the ambitious to develop a deeper grasp Here are some other issues that you might integrate into your initial assessment of inequalities Vantage points. Might some people scholars, political actors, others disagree that any of the components you identify should really be considered inequality?
The goal here is to think through the reasons that people disagree about what should be called inequality? Try to figure out how we might measure the amount of inequality. Of the ways that you have listed people being unequal, select which of these differences seem most important.
What might be reasonable ways to measure each identified facet of inequality? For each kind of inequality you have selected an example where inequality is high and another where it is low.
Can you think of a measurement procedure that will allow one to look at any society or group and determine if some aspect of inequality is high, medium, or low? Focus on realistic means that could be applied in research, that could be used for the same aspects of inequality when they apply to other kinds of inequality.
Do this only for the two or three facets of inequality in your examples that seem most decisive. For each of the two types of inequality, if we put aside differences in the circumstances of advantaged and disadvantaged people, what important differences in social organization distinguish societies or other social groupings such as communities or organizations where that type of inequality is high from those where it is low?
The goal here is to consider if societies or other levels of social organization containing inequality that have high levels of some type of inequality consistently differ from societies that have low levels, in ways other than the difference in the level of this kind of inequality.
Most people responding to the prompts above will think about inequality between kinds of people. Consider two other important concerns. First, inequality may be between positions rather than people this is a critical concern which we will address later.
Second, inequality may concern "units" other that people, such as families or organizations or nations.Multiple Case Study Analysis has 27 ratings and 0 reviews.
Examining situational complexity is a vital part of social and behavioral science research. Th /5(22). Robert Stake's careful analysis lays out the problems, the pitfalls, and the dangers of such an enterprise, and provides masterful, amply illustrated, easily understood, and reproducible solutions.
All of us who study multiple sites will be grateful for this enormous gift, which analyzes and teaches simultaneously."--Howard S.
Becker, PhD Reviews: 2. Robert E. Stake is Director of the Center for Instructional Research and Curriculum Evaluation at the University of Illinois at Urbana-Champaign. Robert E. Stake, PhD, is a specialist in the evaluation of educational programs and case study methods. He is director of the Center for Instructional Research and Curriculum Evaluation at /5(15).
Robert Stake's careful analysis lays out the problems, the pitfalls, and the dangers of such an enterprise, and provides masterful, amply illustrated, easily understood, and reproducible solutions.
All of us who study multiple sites will be grateful for this enormous gift, which analyzes and teaches simultaneously."--Howard S. Becker, PhD 5/5(1). Volume 7, No. 1, Art. 21 – January The Use of Qualitative Content Analysis in Case Study Research.
Florian Kohlbacher. Abstract: This paper aims at exploring and discussing the possibilities of applying qualitative content analysis as a (text) interpretation method in case study research. First, case study research as a research strategy within qualitative social research is briefly.