conclusion of case study pdf

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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What Is a Case Study?

Weighing the pros and cons of this method of research

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

• Introduction
• About Case Study Reports
• Section A: Overview
• Section B: Planning and Researching

Section C: Parts of a Case Study

• Section D: Reviewing and Presenting
• Section E: Revising Your Work
• Section F: Resources
• Your Workspace
• Guided Writing Tools

• About Lab Reports
• Section C: Critical Features
• Section D: Parts of a Lab Report

• About Literature Review
• Section C: Parts of a Literature Review
• Section D: Critical Writing Skills

• About Reflective Writing
• Section B: How Can I Reflect?
• Section C: How Do I Get Started?
• Section D: Writing a Reflection

Case Study Report Prepared by University of Guelph

In this section, we will take a closer look at the common components of case study reports and what readers expect to find in them.

What Will I Learn?

By successfully completing this section, you should be able to:

• analyze the purpose and features of the sections of a case study report,
• develop writing and organization strategies for writing each section, and
• examine a case study report for strengths and weaknesses.

Prepared by

What Do I Need to Include in Each Section?

Each section of the case study report serves a unique purpose and includes key elements. While reports will vary from case to case and course to course, there are some “moves” that you will typically see writers make in each section.

In this part of the guide, we will help you learn what these moves are and how you can make them in your own case study report.

Worksheet: Case Study Report Outline

You were introduced to the Case Study Report Outline Template in Section A of this guide. It contains an outline of the major components of a case study report that you can consider using as a template when completing case study reports. If you haven’t already, it is recommended that you download the template now.

Case Study Report Outline Template

This outline sample of a Case Study Report should serve as a useful guide to help you get started.

Download PDF

Download the Case Study Report Outline Template .

Preview: PDF Worksheet

Tip: The components of a case study report will vary depending on the preferences of your institution and instructor. Be sure to refer to your assignment instructions in order to find out exactly what will be required when it comes to sections as well as formatting requirements for your report.

The Executive Summary

What is the purpose of an executive summary.

An executive summary typically provides a one-page snapshot of the entire report, focusing on the main highlights. It is usually included at the start of a case report before the main text. Depending on the preferences of your instructor and institution, the executive summary can be written in either paragraph- or point-form.

What should be included in an executive summary?

The executive summary of a case study report should include the following:

• Problem statement

Tell readers in 1–2 sentences what the issue at hand is.

Example: The main problem facing Company XYZ is that sales are declining and employee morale is low. Without addressing these concerns, Company XYZ will be in serious trouble and may not be able to regain their standing as an industry leader.

Recommendation

What should be done to address the problem?

Example : In order to solve this problem it is recommended that Company XYZ undergo a change in strategy, structure, and culture. Specifically, it is recommended that Company XYZ

• pursue a strategy that places a high level of importance on innovation;
• restructure the organization so that it is flexible, innovative, and appropriate for the size of the organization; and
• begin to reshape the company’s organizational culture and the way in which day-to-day business is conducted; managers at all levels of Company XYZ will need to emphasize the values of ethics, creativity, and trust.

Supporting arguments and evidence

Summary of all of the major sections of your report, highlighting the arguments and evidence that support your recommendation.

What is the key message you want readers to take away? Why is it important to solve this problem and what do you anticipate the outcomes will be if the recommendations are followed?

Tip: Keep these arguments in the same order they appear in the main text.

What Tips And Strategies Can I Employ to Write the Executive Summary?

The following is a list of tips and strategies for writing the executive summary section of a case study report:

• Write the executive summary after all of the other sections of the report have been written.
• Consider your role. Write from the perspective that you are asked to adopt; for example, did the case instructions ask you to assume the role of an internal organizational member? An external organizational consultant? Some other stakeholder? How will this influence the tone and content of the summary?
• Avoid repeating case facts in detail. There can be a more general, summative opening sentence but the remainder of your executive summary should focus on going beyond the case information that was provided.
• Clearly state and justify the specific recommendation that will solve the problem that is being encountered. Imagine a skeptical audience: Why should they believe you?
• Include only key financial numbers and associated costing information.
• Make the executive summary can stand alone. Readers should be able to understand the Executive Summary even if they don’t read the rest of the report.

Example: Annotated Case Study Report

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The Introduction

What is the purpose of the introduction.

The introduction should briefly introduce the report to the reader and should then clearly, succinctly, and accurately identify the main problem being faced by the key decision-maker.

What Should Be Included In An Introduction?

The introduction of a case study report should include the following:

• Introductory sentence
• Details about the problem (stick to details that relate to your recommendation)
• Who are the most important decision-makers? Stakeholders?
• What are the most important issues?
• Why is this problem occurring? What are the root causes? Underlying factors?
• When does this decision need to be made by? What is the decision timeline? Due date?
• Recommendation: “It is recommended in the current report that [Company XYZ] pursue [this course of action] to address [these issues].”
• Outline or road map of the remainder of the report

What Tips And Strategies Can I Employ to Write the Introduction?

The following is a list of tips and strategies for writing the introduction section of a case study report:

• Avoid repeating case facts in detail and unnecessarily summarizing case facts that are already familiar to the reader.
• State the main problem up front—be as specific and simple as possible.
• Create a sense of urgency and importance associated with the situation by identifying the key stakeholders, problems, underlying factors, and timeline issues. Engage the reader by explaining the tension and complexity underlying the situation.
• State your recommendation so that the reader can consider the rest of your report based on the solution being proposed; this will help to provide context for your analysis and other major report sections.
• Remember: There should be no surprises when the reader gets to the actual recommendation section.

Learn more about writing strategies for the Introduction section of your paper.

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What Is The Purpose Of An Analysis Section?

The analysis section of your case study report is likely to be a very substantial part of your report. In this section you will examine the problem that you identified in the preceding section through a systematic and thorough application of your course and program content.

What Should Be Included?

The analysis section of a case study report should include the following:

• Application of course and/or program content to: examine the problem being faced, and to prepare the reader for the justification and specifics of your Recommendation, Implementation Plan
• References to related exhibits, which are appendices that appear at the end of the report in order to provide further elaboration or evidence regarding your analysis (e.g., graphs, figures, tables, financial documents)

How Should The Analysis Be Structured?

Be sure to check with your instructor to verify whether there is a specific format (e.g., SWOT, PEST) that should be followed. If no format is given, here are some general guidelines:

• Begin with an examination of the problem, highlighting the most important parts. Avoid including unnecessary detail—focus only on the problem and its parts.
• Apply course concepts or theories to the problem to provide insight into causes and effects, using headings to identify each section.
• Conclude with a summary of what your analysis has revealed. Think of this final section as an answer to the question “So what?”

What Tips And Strategies Can I Employ to Write The Analysis Section?

The following is a list of tips and strategies for writing the analysis section of a case study report:

• Use headings to subdivide the section.
• Show your understanding of the course and/or program content by systematically applying what you have been learning to the specific problem.
• Avoid using academic jargon. Instead, explain the concepts in your own words while referencing key sources.
• Only include information that is directly relevant to the problem at hand. Avoid including course and program content that does not relate to the problem that you identified in the preceding section.
• Be sure to discuss course and program concepts that will have an impact on your recommendation and implementation plan.
• Use exhibits strategically to elaborate on ideas in the report; however, ensure that the exhibits expand on ideas you’ve already discussed. Avoid introducing exhibits that don’t tie into the main text.

Learn more about writing strategies for the Analysis section of your paper.

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Alternatives and Decision Criteria

What is the purpose of an alternatives and decision criteria section.

This section helps decision-makers consider all the possible ways they could address the problem by:

• Presenting all viable, mutually exclusive solutions to the problem.
• Outlining the criteria that will be systematically applied to determine the best solution to the problem.

What Are “Mutually Exclusive” Alternatives?

Alternatives are mutually exclusive if choosing one alternative rules out the others. Using mutually exclusive alternatives prevents a situation in which an organization has to implement multiple alternatives.

What Are “Decision Criteria”?

Key requirements that the recommendation will need to meet to successfully solve the problem.

The alternatives and decision criteria section of a case study report should include the following:

• All viable, mutually exclusive alternatives
• Decision criteria including:
• Ranking of importance in terms of which decision criterion is the most important factor in order to be confident that the recommendation will solve the problem, second most important, etc.*
• Weighting in terms of how important each of the decision criteria are in order to be confident that the recommendation will solve the problem.*
• *Not all instructors or institutions will require ranking and weighting information as it is mostly determined in a subjective manner based on your analysis of the problem; nevertheless, it may assist in helping you to decide in a more systematic manner between two or more viable alternatives.

What Tips And Strategies Can I Employ to Write The Alternatives and Decision Section?

The following is a list of tips and strategies for writing the alternatives and decision section of a case study report:

• Your instructor may make the alternatives section of a case study report optional; however, if you can think of at least one reasonable and viable alternative in addition to your recommendation, then this section should be included.
• Be sure to list all reasonable and viable alternatives (including your recommendation).
• Ensure that the alternatives listed are mutually exclusive.
• In the decision criteria section, include the criteria that will be most effective for evaluating the alternative solutions to the problem being faced.
• For a more systematic application of the decision criteria, assign importance and weighting to your decision criteria factors and then apply them to each of the alternatives.
• Be sure to convincingly demonstrate that your recommendation is in fact the best choice compared with the other alternatives. Be explicit about how the criteria apply to the recommendations—do not assume that the reader will see the connection.

Learn more about writing strategies for the Alternatives and Decision Criteria section of your paper.

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Recommendations and Implementation Plan

What is the purpose of the recommendations and implementation plan section.

Although the reader will by now be well aware of your recommendation, in this section you will discuss all of the specifics of the recommendation for solving the problem. Moreover, you should also present a thorough and well thought-out implementation plan for executing the recommendation and ensuring its success.

The recommendations and implementation plan section of a case study report should include the following:

• Detailed explanation of what your recommendation entails. What is it that will be done? What specific steps will be involved? What equipment or expertise will be needed?
• Explanation of your implementation plan, including:
• Who will be responsible for what part of the implementation plan?
• When will the different parts of the recommendation be implemented? Short-, medium-, and long-term implementation plan?
• What will the cost be of these required actions?
• What will the impact of this recommendation be on other parts of the organization?
• What could go wrong, and what contingency plans are in place?

What Tips And Strategies Can I Employ to Write The Recommendations And Implementation Plan?

The following is a list of tips and strategies for writing the recommendations and implementation plan of a case study report:

• Be sure to include all of the details of your recommendation. You have already outlined your more general recommendation to the reader earlier in your report but now is your opportunity to provide the more specific details regarding your recommendation.
• Include a well thought-out implementation plan that includes all of the specifics that an organization would actually require in order to realistically implement your recommendation. Try to put yourself in the mindset of the organizational members responsible for implementing your recommendation; what step-by-step specifics will they need to be aware of in order to take your recommendation and ensure that it is successfully implemented?
• Including a contingency analysis of the possible problems that could arise from your recommendation. What might go wrong? How will you address these problems should they come up in order to still be able to successfully implement your recommendation?
• Also be sure to consider the expected as well as the potentially unexpected impact of your recommendation on the people within the organization.
• A good strategy would be to explain how the organizational leaders will evaluate whether your implementation plan has been successful and whether the recommendation has achieved the desired results. Be specific regarding the evaluation metrics that should be used (e.g., measures of customer satisfaction, measures of employee engagement, profitability analyses)

Learn more about writing strategies for the Recommendations and Implementation Plan section of your paper.

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Conclusion and References

What is the purpose of the conclusion.

The purpose of the conclusion section is to leave your reader with one or two last, powerful statements that will help to reinforce the recommendation that you are proposing.

Some instructors and institutions do not require a conclusion section, but if done effectively, it can end your case report on a strong note.

The conclusion section of a case study report should include the following:

• A summary sentence that explains what we have learned from the report
• One or two impactful and memorable statements to conclude your report (what is the most important thing that the organization should take away from the report?)

What Tips And Strategies Can I Employ to Write The Conclusion?

The following is a list of tips and strategies for writing the conclusion of a case study report:

• Avoid an abrupt ending to your written case report. Provide a few sentences to help draw things to a natural close.
• Persuasively summarize how your recommendation will solve the problem at hand.
• Ensure that you yourself are persuaded and convinced by the concluding statement; for example, would you believe that this solution will work if you were the person reading your report?

Learn more about writing strategies for the Conclusion and References section of your paper.

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Citing Your Sources

What sources should you cite.

You should use in-text citations for any idea that is not your own. Moreover, these citations should be reflected in your references list, which you will be required to provide at the end of your case study report. Your institution will have their own plagiarism and academic misconduct policies, which you should familiarize yourself with; however, a best practice will be to be cautious and ensure that all of the following are appropriately cited and referenced throughout your work:

• Ideas from sources other than your own thinking
• Direct quotations, which you should use infrequently in your case study reports
• Paraphrasing and/or summarizing the work of others
• Course and/or program specific definitions, theories, models, etc.
• Information from popular press articles
• Data, financial documents, etc. from annual reports, company webpages

What Are The Common Citation Styles?

It is likely that your instructor will let you know what his/her preferences are in terms of a citation style; however, some of the most common citation styles include:

• American Psychological Association (APA)
• Chicago Manual of Style (Chicago)
• Modern Language Association (MLA)

Key Takeaways and References

Key takeaways.

Now that you've completed this section, keep the following things in mind:

• The key to most case study reports is logic. There is usually not just one desired correct response to a case study, but rather, there are more and less logical, practical, and reasonable responses. Incorporating sound and strong logic throughout your report is paramount.
• Ensure that your report is written at a level that would appeal to a business audience rather than an academic one.
• Lastly, can you confidently stand behind, advocate for, and answer questions regarding your case response? If so, then your work is likely in a good position!
• The next steps for this set of modules will involve helping you to take all of the work that has gone into your written report in order to prepare a verbal presentation of your work.

American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Lipson, C. (2011). Cite right: A quick guide to citation styles—MLA, APA, Chicago, the sciences, professions, and more (2nd ed.). Chicago: The University Of Chicago Press.

Modern Language Association (2008). MLA style manual and guide to scholarly publishing (3rd ed.). New York: Modern Language Association of America.

Modern Language Association (2009). The MLA handbook for writers of research papers (7th ed.). New York: Modern Language Association of America.

University of Chicago Press Staff. (2010). The Chicago manual of style: The essential guide for writers, editors, and publishers (16th ed.). Chicago: The University Of Chicago Press.

University of Guelph. (2015). Case Study Report Outline Template .

University of Guelph. (2015). The Executive Summary. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). The Executive Summary. Example: Annotated Case Study Report . (PDF).

University of Guelph. (2015). The Introduction. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). The Introduction. Example: Annotated Case Study Report . (PDF).

University of Guelph. (2015). Analysis. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). Analysis. Example: Annotated Case Study Report . (PDF).

University of Guelph. (2015). Alternatives and Decision Criteria. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). Alternatives and Decision Criteria. Example: Annotated Case Study Report . (PDF).

University of Guelph. (2015). Recommendations and Implementation Plan. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). Recommendations and Implementation Plan. Example: Annotated Case Study Report . (PDF).

University of Guelph. (2015). Conclusion and References. Example: Annotated Case Study Report . (Interactive Activity).

University of Guelph. (2015). Conclusion and References. Example: Annotated Case Study Report . (PDF).

Next Section Overview

In Section D: Reviewing and Presenting , we will explore understanding and meeting your instructor's expectations for the report and presentation.

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Writing A Case Study

Case Study Examples

Brilliant Case Study Examples and Templates For Your Help

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A Complete Case Study Writing Guide With Examples

Simple Case Study Format for Students to Follow

Understand the Types of Case Study Here

It’s no surprise that writing a case study is one of the most challenging academic tasks for students. You’re definitely not alone here!

Most people don't realize that there are specific guidelines to follow when writing a case study. If you don't know where to start, it's easy to get overwhelmed and give up before you even begin.

Don't worry! Let us help you out!

We've collected over 25 free case study examples with solutions just for you. These samples with solutions will help you win over your panel and score high marks on your case studies.

So, what are you waiting for? Let's dive in and learn the secrets to writing a successful case study.

• 1. An Overview of Case Studies
• 2. Case Study Examples for Students
• 3. Business Case Study Examples
• 4. Medical Case Study Examples
• 5. Psychology Case Study Examples 
• 6. Sales Case Study Examples
• 7. Interview Case Study Examples
• 8. Marketing Case Study Examples
• 9. Tips to Write a Good Case Study

An Overview of Case Studies

A case study is a research method used to study a particular individual, group, or situation in depth. It involves analyzing and interpreting data from a variety of sources to gain insight into the subject being studied. 

Case studies are often used in psychology, business, and education to explore complicated problems and find solutions. They usually have detailed descriptions of the subject, background info, and an analysis of the main issues.

The goal of a case study is to provide a comprehensive understanding of the subject. Typically, case studies can be divided into three parts, challenges, solutions, and results. 

Here is a case study sample PDF so you can have a clearer understanding of what a case study actually is:

Case Study Sample PDF

How to Write a Case Study Examples

Learn how to write a case study with the help of our comprehensive case study guide.

Case Study Examples for Students

Quite often, students are asked to present case studies in their academic journeys. The reason instructors assign case studies is for students to sharpen their critical analysis skills, understand how companies make profits, etc.

Below are some case study examples in research, suitable for students:

Case Study Example in Software Engineering

Qualitative Research Case Study Sample

Software Quality Assurance Case Study

Social Work Case Study Example

Ethical Case Study

Case Study Example PDF

These examples can guide you on how to structure and format your own case studies.

Struggling with formatting your case study? Check this case study format guide and perfect your document’s structure today.

Business Case Study Examples

A business case study examines a business’s specific challenge or goal and how it should be solved. Business case studies usually focus on several details related to the initial challenge and proposed solution. 

To help you out, here are some samples so you can create case studies that are related to businesses: 

Here are some more business case study examples:

Business Case Studies PDF

Business Case Studies Example

Typically, a business case study discovers one of your customer's stories and how you solved a problem for them. It allows your prospects to see how your solutions address their needs. 

Medical Case Study Examples

Medical case studies are an essential part of medical education. They help students to understand how to diagnose and treat patients. 

Here are some medical case study examples to help you.

Medical Case Study Example

Nursing Case Study Example

Want to understand the various types of case studies? Check out our types of case study blog to select the perfect type.

Psychology Case Study Examples 

Case studies are a great way of investigating individuals with psychological abnormalities. This is why it is a very common assignment in psychology courses. 

By examining all the aspects of your subject’s life, you discover the possible causes of exhibiting such behavior. 

For your help, here are some interesting psychology case study examples:

Psychology Case Study Example

Mental Health Case Study Example

Sales Case Study Examples

Case studies are important tools for sales teams’ performance improvement. By examining sales successes, teams can gain insights into effective strategies and create action plans to employ similar tactics.

By researching case studies of successful sales campaigns, sales teams can more accurately identify challenges and develop solutions.

Sales Case Study Example

Interview Case Study Examples

Interview case studies provide businesses with invaluable information. This data allows them to make informed decisions related to certain markets or subjects.

Interview Case Study Example

Marketing Case Study Examples

Marketing case studies are real-life stories that showcase how a business solves a problem. They typically discuss how a business achieves a goal using a specific marketing strategy or tactic.

They typically describe a challenge faced by a business, the solution implemented, and the results achieved.

This is a short sample marketing case study for you to get an idea of what an actual marketing case study looks like.

 Here are some more popular marketing studies that show how companies use case studies as a means of marketing and promotion:

“Chevrolet Discover the Unexpected” by Carol H. Williams

This case study explores Chevrolet's “ DTU Journalism Fellows ” program. The case study uses the initials “DTU” to generate interest and encourage readers to learn more. 

Multiple types of media, such as images and videos, are used to explain the challenges faced. The case study concludes with an overview of the achievements that were met.

Key points from the case study include:

• Using a well-known brand name in the title can create interest.
• Combining different media types, such as headings, images, and videos, can help engage readers and make the content more memorable.
• Providing a summary of the key achievements at the end of the case study can help readers better understand the project's impact.

“The Met” by Fantasy

“ The Met ” by Fantasy is a fictional redesign of the Metropolitan Museum of Art in New York City, created by the design studio Fantasy. The case study clearly and simply showcases the museum's website redesign.

The Met emphasizes the website’s features and interface by showcasing each section of the interface individually, allowing the readers to concentrate on the significant elements.

For those who prefer text, each feature includes an objective description. The case study also includes a “Contact Us” call-to-action at the bottom of the page, inviting visitors to contact the company.

Key points from this “The Met” include:

• Keeping the case study simple and clean can help readers focus on the most important aspects.
• Presenting the features and solutions with a visual showcase can be more effective than writing a lot of text.
• Including a clear call-to-action at the end of the case study can encourage visitors to contact the company for more information.

“Better Experiences for All” by Herman Miller

Herman Miller's minimalist approach to furniture design translates to their case study, “ Better Experiences for All ”, for a Dubai hospital. The page features a captivating video with closed-captioning and expandable text for accessibility.

The case study presents a wealth of information in a concise format, enabling users to grasp the complexities of the strategy with ease. It concludes with a client testimonial and a list of furniture items purchased from the brand.

Key points from the “Better Experiences” include:

• Make sure your case study is user-friendly by including accessibility features like closed captioning and expandable text.
• Include a list of products that were used in the project to guide potential customers.

“NetApp” by Evisort 

Evisort's case study on “ NetApp ” stands out for its informative and compelling approach. The study begins with a client-centric overview of NetApp, strategically directing attention to the client rather than the company or team involved.

The case study incorporates client quotes and explores NetApp’s challenges during COVID-19. Evisort showcases its value as a client partner by showing how its services supported NetApp through difficult times. 

• Provide an overview of the company in the client’s words, and put focus on the customer. 
• Highlight how your services can help clients during challenging times.
• Make your case study accessible by providing it in various formats.

“Red Sox Season Campaign,” by CTP Boston

The “ Red Sox Season Campaign ” showcases a perfect blend of different media, such as video, text, and images. Upon visiting the page, the video plays automatically, there are videos of Red Sox players, their images, and print ads that can be enlarged with a click.

The page features an intuitive design and invites viewers to appreciate CTP's well-rounded campaign for Boston's beloved baseball team. There’s also a CTA that prompts viewers to learn how CTP can create a similar campaign for their brand.

Some key points to take away from the “Red Sox Season Campaign”: 

• Including a variety of media such as video, images, and text can make your case study more engaging and compelling.
• Include a call-to-action at the end of your study that encourages viewers to take the next step towards becoming a customer or prospect.

“Airbnb + Zendesk” by Zendesk

The case study by Zendesk, titled “ Airbnb + Zendesk : Building a powerful solution together,” showcases a true partnership between Airbnb and Zendesk. 

The article begins with an intriguing opening statement, “Halfway around the globe is a place to stay with your name on it. At least for a weekend,” and uses stunning images of beautiful Airbnb locations to captivate readers.

Instead of solely highlighting Zendesk's product, the case study is crafted to tell a good story and highlight Airbnb's service in detail. This strategy makes the case study more authentic and relatable.

Some key points to take away from this case study are:

• Use client's offerings' images rather than just screenshots of your own product or service.
• To begin the case study, it is recommended to include a distinct CTA. For instance, Zendesk presents two alternatives, namely to initiate a trial or seek a solution.

“Influencer Marketing” by Trend and WarbyParker

The case study "Influencer Marketing" by Trend and Warby Parker highlights the potential of influencer content marketing, even when working with a limited budget. 

The “Wearing Warby” campaign involved influencers wearing Warby Parker glasses during their daily activities, providing a glimpse of the brand's products in use. 

This strategy enhanced the brand's relatability with influencers' followers. While not detailing specific tactics, the case study effectively illustrates the impact of third-person case studies in showcasing campaign results.

Key points to take away from this case study are:

• Influencer marketing can be effective even with a limited budget.
• Showcasing products being used in everyday life can make a brand more approachable and relatable.
• Third-person case studies can be useful in highlighting the success of a campaign.

Marketing Case Study Template

Marketing Case Study Example

Now that you have read multiple case study examples, hop on to our tips.

Tips to Write a Good Case Study

Here are some note-worthy tips to craft a winning case study 

• Define the purpose of the case study This will help you to focus on the most important aspects of the case. The case study objective helps to ensure that your finished product is concise and to the point.
• Choose a real-life example. One of the best ways to write a successful case study is to choose a real-life example. This will give your readers a chance to see how the concepts apply in a real-world setting.
• Keep it brief. This means that you should only include information that is directly relevant to your topic and avoid adding unnecessary details.
• Use strong evidence. To make your case study convincing, you will need to use strong evidence. This can include statistics, data from research studies, or quotes from experts in the field.
• Edit and proofread your work. Before you submit your case study, be sure to edit and proofread your work carefully. This will help to ensure that there are no errors and that your paper is clear and concise.

There you go!

We’re sure that now you have secrets to writing a great case study at your fingertips! This blog teaches the key guidelines of various case studies with samples. So grab your pen and start crafting a winning case study right away!

Having said that, we do understand that some of you might be having a hard time writing compelling case studies.

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How to Write the Perfect Conclusion to Your UX Case Study

If you nail your case study’s conclusion, you’re much likelier to get called to an interview, because employers tend to recall the last parts of a case study the most. Let’s see how you can craft the perfect ending to your UX case study.

So, you’ve written a great introductory hook to your UX case study, where you defined your problem statement , your approach to solving it and your role in the project. You then brought your reader through your design process and highlighted the decisions and challenges that led to your final result. One question remains: how do you end your UX case study with a bang? As it turns out, you need to include 3 things in your UX case study’s ending to make it truly satisfying: the final product, its impacts and your reflections.

What’s the Purpose of Your UX Case Study’s Conclusion?

To wrap your story up satisfactorily.

The conclusion of your UX case study serves as your story’s resolution. It’s where you tie up loose ends and close your story’s arc by answering the main question you asked in your introduction. When done right, your case study’s ending will create immense satisfaction and a lasting impression on a recruiter.

In the last part of your UX case study’s 5-part story arc, create a nice resolution to your story. The conclusion is where you bring everything together to leave your reader satisfied, if not wowed, with what you did and the outcome. Author / Copyright holder: Teo Yu Siang and the Interaction Design Foundation. Copyright terms and license: CC BY-NC-SA 3.0.

To Create a Great Last Impression

The lasting impression you create through your UX case study’s conclusion is absolutely vital. This is because of the serial-position effect , discovered by the German psychologist Hermann Ebbinghaus, where people tend to remember the first and last parts of a series best and forget the middle parts the most.

For instance, do you remember your most recent stay at a hotel? Chances are, you can recall how your stay ended when you checked out and how it began when you checked in—but nothing much of the middle. That’s the serial-position effect.

In 1913, Hermann Ebbinghaus discovered that we tend to remember only the beginnings and endings of things, and largely forget the middle parts. This means your UX case study’s introduction and conclusion are crucial parts! Author / copyright holder: Teo Yu Siang and the Interaction Design Foundation. Copyright terms and license: CC BY-NC-SA 3.0.

In particular, the serial-position effect is found to be strongest in the last items of a list. People tend to recall the last parts of an experience the most —that’s how vital your UX case study’s ending is! That isn’t to say you can afford to neglect any part of your case study’s middle part, though—it’s merely a scientific observation as to how recruiters will remember you. In other words, if you nail your case study’s conclusion, you’re much likelier to get called to an interview.

How Long Should Your UX Case Study’s Conclusion Be?

Your conclusion should ideally be as short as your introduction, or 4–5 sentences long . However, unlike in an introduction, you’ve got room for flexibility in your conclusion. That’s because while your introduction’s role is to quickly provide the needed information to move on to the main story, your conclusion has a different purpose—to make a great last impression. So, if you think a slightly longer conclusion can impress a recruiter more, you should go for it.

For instance, if you’ve got interesting lessons learnt or incredible results, you can afford to make your conclusion slightly longer, at around 3–4 paragraphs. Generally, the longer your case study’s middle portion is, the longer you can make your conclusion. But just like any other part of your case study, include only the essential and remove the rest. Every word counts!

3 Things You Should Include in Your UX Case Study’s Conclusion

A great UX case study’s ending contains these 3 things:

The final product;

Results and impact of the final product; and

Reflections and lessons learnt.

1. Show the Final Product

If you haven’t already showcased your final product in the middle part of your UX case study, now is the time to show it. Your final product will differ from project to project. For instance, a design thinking project will likely have a high-fidelity prototype as the final product. In a user research project, however, the final deliverable might be a set of user personas or a research report that contains recommendations.

If your final product is visual in nature—for example, an app—show it in a visual way. Screenshots, videos and interactive embedded prototypes are great ways to impress a recruiter. At the same time, practice restraint so that you don’t dump 100 photos of your entire project. Use only the most impactful ones.

If you’ve revamped an existing design, then this is a great time to showcase a before-and-after comparison. Include some screenshots of the problems in the old design in your introduction—and show and point out where you’ve improved it in your conclusion.

Even if your role is specialized and you therefore didn’t contribute directly to the final design of a product, you can still show the final product. This helps recruiters understand how your work shaped the final results. For example, if you specialize in visual design and have created an icon library, feel free to show how the icons are used throughout the product. If you do so, remember to make it clear what you worked on and what your colleagues created.

2. Demonstrate the Impacts of Your Project

Results are a must-have in your case study’s conclusion. Recruiters hire you to bring value to their organization, so they want to see the impact your work has generated.

Show results that are linked to the problem statement you introduced at the beginning of your case study. Since your problem statement should involve a business need, your results should also be business-oriented . For instance, show how your work has improved conversion rates or decreased drop-off rates. If you’ve created an app, show the app download or user rating metrics.

We encourage you to show numerical results, because they easily show your impact on a business. However, you can also show qualitative results—for instance, you can quote positive feedback and anecdotes from users and stakeholders .

Product designer Simon Pan’s UX case study is a great example of how to show the business results of your project. In his case study on his work for the ridesharing app Uber, Simon clearly shows how his work positively impacted the business. Author / copyright holder: Simon Pan. Copyright terms and license: Fair use.

3. Reflect on What You’ve Learnt

It’s vital that you reflect on your work in your conclusion. That’s how you create a sense of resolution and end in a satisfying way.

Furthermore, recruiters like to see designers who reflect on what they’ve learnt. According to Anett Illés from the UX design portfolio site UX Folio:

“UX recruiters and UX leads search for problem solvers motivated to explore and learn new things. So don’t hide your thirst for knowledge. On the contrary, highlight it!”

—Anett Illés, UX Folio

If you’re stuck at coming up with reflections, here are some questions you can ask yourself:

What is your main challenge in the project, and how have you handled it? For example, it could be the first time you’ve ever led a project. Or the project could’ve required you to step out of your comfort zone. Ideally, you should include a challenge that you have overcome, although sometimes a failure can make for an effective reflection, too.

What are some lessons you’ve learnt through the project? We are bound to make mistakes in our projects—and while we shouldn’t dwell on them in our UX case studies , we can turn them into learning points. Demonstrate how you’ve grown through your project.

Has the project changed your outlook as a designer? For instance, you could’ve learnt that a designer’s job is not only to delight users but also to bring value to the business.

What are your next steps for the project? Remember that design is an iterative process, so there’s no clear end point. If you could, how would you continue your work and take your project to the next level?

Download Our Template to Guide You

We’ve created a PDF guide to help you write your UX case study’s conclusion. Download your copy now:

An Example of a UX Case Study Conclusion

Let’s end with a sample conclusion we’ve created. This hypothetical UX case study is a design thinking project where we redesigned the home page of an ecommerce site. In this case study, we’ll assume that we’ve already introduced the final product in our middle portion.

We start with a long, first draft of our conclusion. We’ve included headings so you can clearly see its different components:

Results and impact: Compared with the previous version of the home page, our newly designed home page increased the conversion rate by 20%. Our admin team also reported a marked drop in the number of enquiries about how the platform works, which demonstrates an increase in ease of understanding. Main challenge and lesson learnt: This was the first time I led a project. Although I was nervous at the beginning, I soon learnt to trust my team-mates. I also learnt that active communication and short daily stand-up meetings were key to ensuring the project’s success. Next steps: This home page redesign validated our hypothesis that the most effective value proposition is one that is centered around a person’s core motivation . I’m looking forward to applying the same approach to other key pages of the platform.

Now that we’ve got all the main points, we can focus on shortening it to fit 4–5 sentences. Don’t skip this step, because it will make your conclusion drastically better!

Here’s our shortened and final conclusion:

Our redesigned home page had a 20% higher conversion rate. We also received fewer enquiries about how the platform works, which shows the new design is easier to understand. This was the first time I led a project. While I was nervous initially, I learnt to trust my team-mates and that daily stand-up meetings were key to the project’s success. This project validated the value of using copy that is centered around a person’s core motivation, and I look forward to applying the same approach to the rest of the site.

If you’ve revamped an existing design, you should also point out the specific areas you’ve improved in the design.

The Take Away

A well-written conclusion to a UX case study ensures that a recruiter leaves with a great last impression. This is extremely valuable because we tend to remember the last parts of an experience best, due to what’s called the serial-position effect.

Your conclusion should be 4–5 sentences long, although a longer middle portion or more elaborate reflections and results can justify a lengthier conclusion. To create a satisfying end to your project’s story and deliver a great last impression, you should include the following in your UX case study’s conclusion:

The final product (if you’ve not already shown it in your case study’s middle portion);

Business-oriented results and impacts of your project; and

Reflections on your work.

References and Where to Learn More

Our UX case study writing guides take inspiration from Gustav Freytag’s 5-part story structure, also called Freytag’s Pyramid. The pyramid was first written in Freytag’s 1863 book Die Technik des Dramas , or “Technique of the Drama”.

Hermann Ebbinghaus first published about the serial-position effect in 1913 in his paper titled “On memory: A contribution to experimental psychology” .

You can check out Simon Pan’s UX design portfolio for inspiration:

Your use of English can make or break your UX case study. Check out our guide, which contains 8 tips to write effectively

Anett Illés writes about how to follow UX recruiters’ logic in your UX case study in her article in UX Folio

Hero image: Author / Copyright holder: Matt Botsford. Copyright terms and license: Unsplash License.

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How to Write a Thesis or Dissertation Conclusion

Published on September 6, 2022 by Tegan George and Shona McCombes. Revised on November 20, 2023.

The conclusion is the very last part of your thesis or dissertation . It should be concise and engaging, leaving your reader with a clear understanding of your main findings, as well as the answer to your research question .

In it, you should:

• Clearly state the answer to your main research question
• Summarize and reflect on your research process
• Make recommendations for future work on your thesis or dissertation topic
• Show what new knowledge you have contributed to your field
• Wrap up your thesis or dissertation

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Table of contents

Discussion vs. conclusion, how long should your conclusion be, step 1: answer your research question, step 2: summarize and reflect on your research, step 3: make future recommendations, step 4: emphasize your contributions to your field, step 5: wrap up your thesis or dissertation, full conclusion example, conclusion checklist, other interesting articles, frequently asked questions about conclusion sections.

While your conclusion contains similar elements to your discussion section , they are not the same thing.

Your conclusion should be shorter and more general than your discussion. Instead of repeating literature from your literature review , discussing specific research results , or interpreting your data in detail, concentrate on making broad statements that sum up the most important insights of your research.

As a rule of thumb, your conclusion should not introduce new data, interpretations, or arguments.

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Depending on whether you are writing a thesis or dissertation, your length will vary. Generally, a conclusion should make up around 5–7% of your overall word count.

An empirical scientific study will often have a short conclusion, concisely stating the main findings and recommendations for future research. A humanities dissertation topic or systematic review , on the other hand, might require more space to conclude its analysis, tying all the previous sections together in an overall argument.

Your conclusion should begin with the main question that your thesis or dissertation aimed to address. This is your final chance to show that you’ve done what you set out to do, so make sure to formulate a clear, concise answer.

• Don’t repeat a list of all the results that you already discussed
• Do synthesize them into a final takeaway that the reader will remember.

An empirical thesis or dissertation conclusion may begin like this:

A case study –based thesis or dissertation conclusion may begin like this:

In the second example, the research aim is not directly restated, but rather added implicitly to the statement. To avoid repeating yourself, it is helpful to reformulate your aims and questions into an overall statement of what you did and how you did it.

Your conclusion is an opportunity to remind your reader why you took the approach you did, what you expected to find, and how well the results matched your expectations.

To avoid repetition , consider writing more reflectively here, rather than just writing a summary of each preceding section. Consider mentioning the effectiveness of your methodology , or perhaps any new questions or unexpected insights that arose in the process.

You can also mention any limitations of your research, but only if you haven’t already included these in the discussion. Don’t dwell on them at length, though—focus on the positives of your work.

• While x limits the generalizability of the results, this approach provides new insight into y .
• This research clearly illustrates x , but it also raises the question of y .

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You may already have made a few recommendations for future research in your discussion section, but the conclusion is a good place to elaborate and look ahead, considering the implications of your findings in both theoretical and practical terms.

• Based on these conclusions, practitioners should consider …
• To better understand the implications of these results, future studies could address …
• Further research is needed to determine the causes of/effects of/relationship between …

When making recommendations for further research, be sure not to undermine your own work. Relatedly, while future studies might confirm, build on, or enrich your conclusions, they shouldn’t be required for your argument to feel complete. Your work should stand alone on its own merits.

Just as you should avoid too much self-criticism, you should also avoid exaggerating the applicability of your research. If you’re making recommendations for policy, business, or other practical implementations, it’s generally best to frame them as “shoulds” rather than “musts.” All in all, the purpose of academic research is to inform, explain, and explore—not to demand.

Make sure your reader is left with a strong impression of what your research has contributed to the state of your field.

Some strategies to achieve this include:

• Returning to your problem statement to explain how your research helps solve the problem
• Referring back to the literature review and showing how you have addressed a gap in knowledge
• Discussing how your findings confirm or challenge an existing theory or assumption

Again, avoid simply repeating what you’ve already covered in the discussion in your conclusion. Instead, pick out the most important points and sum them up succinctly, situating your project in a broader context.

The end is near! Once you’ve finished writing your conclusion, it’s time to wrap up your thesis or dissertation with a few final steps:

• It’s a good idea to write your abstract next, while the research is still fresh in your mind.
• Next, make sure your reference list is complete and correctly formatted. To speed up the process, you can use our free APA citation generator .
• Once you’ve added any appendices , you can create a table of contents and title page .
• Finally, read through the whole document again to make sure your thesis is clearly written and free from language errors. You can proofread it yourself , ask a friend, or consider Scribbr’s proofreading and editing service .

Here is an example of how you can write your conclusion section. Notice how it includes everything mentioned above:

V. Conclusion

The current research aimed to identify acoustic speech characteristics which mark the beginning of an exacerbation in COPD patients.

The central questions for this research were as follows: 1. Which acoustic measures extracted from read speech differ between COPD speakers in stable condition and healthy speakers? 2. In what ways does the speech of COPD patients during an exacerbation differ from speech of COPD patients during stable periods?

All recordings were aligned using a script. Subsequently, they were manually annotated to indicate respiratory actions such as inhaling and exhaling. The recordings of 9 stable COPD patients reading aloud were then compared with the recordings of 5 healthy control subjects reading aloud. The results showed a significant effect of condition on the number of in- and exhalations per syllable, the number of non-linguistic in- and exhalations per syllable, and the ratio of voiced and silence intervals. The number of in- and exhalations per syllable and the number of non-linguistic in- and exhalations per syllable were higher for COPD patients than for healthy controls, which confirmed both hypotheses.

However, the higher ratio of voiced and silence intervals for COPD patients compared to healthy controls was not in line with the hypotheses. This unpredicted result might have been caused by the different reading materials or recording procedures for both groups, or by a difference in reading skills. Moreover, there was a trend regarding the effect of condition on the number of syllables per breath group. The number of syllables per breath group was higher for healthy controls than for COPD patients, which was in line with the hypothesis. There was no effect of condition on pitch, intensity, center of gravity, pitch variability, speaking rate, or articulation rate.

This research has shown that the speech of COPD patients in exacerbation differs from the speech of COPD patients in stable condition. This might have potential for the detection of exacerbations. However, sustained vowels rarely occur in spontaneous speech. Therefore, the last two outcome measures might have greater potential for the detection of beginning exacerbations, but further research on the different outcome measures and their potential for the detection of exacerbations is needed due to the limitations of the current study.

Checklist: Conclusion

I have clearly and concisely answered the main research question .

I have summarized my overall argument or key takeaways.

I have mentioned any important limitations of the research.

I have given relevant recommendations .

I have clearly explained what my research has contributed to my field.

I have  not introduced any new data or arguments.

You've written a great conclusion! Use the other checklists to further improve your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

For a stronger dissertation conclusion , avoid including:

• Important evidence or analysis that wasn’t mentioned in the discussion section and results section
• Generic concluding phrases (e.g. “In conclusion …”)
• Weak statements that undermine your argument (e.g., “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

Cite this Scribbr article

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George, T. & McCombes, S. (2023, November 20). How to Write a Thesis or Dissertation Conclusion. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/dissertation/write-conclusion/

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A case study of the assistive technology network in Sierra Leone before and after a targeted systems-level investment

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Many people with disabilities in low-income settings, such as Sierra Leone, do not have access to the assistive technology (AT) they need, yet research to measure and address this issue remains limited. This paper presents a case study of the Assistive Technology 2030 (AT2030) funded Country Investment project in Sierra Leone. The research explored the nature and strength of the AT stakeholder network in Sierra Leone over the course of one year, presenting a snapshot of the network before and after a targeted systems level investment.

Mixed-method surveys were distributed via the Qualtrics software twice, in December 2021 and September 2022 to n=20 and n=16 participants (respectively). Qualitative data was analyzed thematically, while quantitative data was analyzed with the NodeXL software and MS Excel to generate descriptive statistics, visualizations, and specific metrics related to indegree, betweenness and closeness centrality of organizations grouped by type.

Findings suggest the one-year intervention did stimulate change within the AT network in Sierra Leone, increasing the number of connections within the AT network and strengthening existing relationships within the network. Findings are also consistent with existing data suggesting cost is a key barrier to AT access for both organizations providing AT and people with disabilities to obtain AT.

While this paper is the first to demonstrate that a targeted investment in AT systems and policies at the national level can have a resulting impact on the nature and strength of the AT, it only measures outcomes at one-year after investment. Further longitudinal impact evaluation would be desirable. Nonetheless, the results support the potential for systemic investments which leverage inter-organizational relationships and prioritize financial accessibility of AT, as one means of contributing towards increased access to AT for all, particularly in low-income settings.

Assistive technology (AT) is an umbrella term which broadly encompasses assistive products (AP) and the related services which improves function and enhances the user’s participation in all areas of life. 1 Assistive products are “any external products (including devices, equipment, instruments and software) […] with the primary purpose to maintain or improve an individual’s functioning and independence and/or well-being, or to prevent impairments and secondary health conditions”. 2

Recently, awareness for the urgent need to improve access to Assistive Technology has expanded, as 2022 global population statistics highlights one in three people, or 2.5 billion people, requires at least one assistive product. 1 The demand for AT is projected to increase to 3.5 billion people by 2050, yet 90% of them lack access to the products and services they need. 1 , 3 A systemic approach which adequately measures outcomes and impact is urgently required to stimulate evidence-based policies and systems which support universal access to AT. 1 , 4 , 5 However, a systemic approach first necessitates baseline understandings of the existing system, inclusive of sociopolitical context and the key stakeholders working within that context.

Assistive technology is necessary for people with disabilities to engage in activities of daily living, such as personal care or employment, and social engagement. 6 Moreover, people with disabilities also require AT to enact their basic human rights, as outlined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). 7 Unfortunately, many people do not have access to the AT they require, an inequity which is perpetuated within low-income settings. 8 Despite this growing disparity and a well-documented association between poverty and disability, 9 research gaps remain related to AT within low-income settings in the global South. 10

In Sierra Leone, the national prevalence of disability is estimated to be 1.3%, according to the most recent population and housing census data. 11 , 12 This is unusually low, as compared to the 16% global prevalence (World Health Organization, 2022). National stakeholders within the AT network argue this statistic does not adequately represent the true scope of disability in Sierra Leone. 10 Their stance is supported by survey data from the Rapid Assistive Technology Assessment (rATA) across a subset of the population in Freetown, which indicated a dramatically different picture: a 24.9% prevalence of self-reported disability on the basis of the Washington Group Questions (20.6% reported as having “some difficulty”, while 4.3% rated “a lot of difficulty” or above), predominantly mobility and vision related disabilities. 13 The rATA also highlighted 62.5% of older people surveyed indicated having a disability, while the incidence of disability among females was nearly 2% higher than in males. 13

Despite the 2011 Sierra Leone Disability Act being implemented, access to AT in Sierra Leone remains poor. 13 The rATA suggests only 14.9% of those with disabilities in Freetown have the assistive products they require, an alarming rate which also fails to consider people with disabilities not surveyed in rural Sierra Leone where access to such services is likely lower. 13 Meanwhile, it is estimated over half of the population of Sierra Leone lives in poverty, with 13% in extreme poverty. 14 As affordability ranks as the top barrier for AT access, poverty further perpetuates the challenges of people with disabilities within this subset of the population to access necessary AT. 13 Within the context of low-resource settings it is therefore imperative that those resources which are allocated to provide assistive products are used in the most optimal manner, and that different stakeholders work together to co-construct a systemic approach which can identify and prioritise those most in need.

This paper presents a dataset collected in tandem with an Assistive Technology 2030 (AT2030) funded Country Investment project in Sierra Leone in collaboration with Clinton Health Access Initiative (CHAI). The study aimed to explore the nature and strength of the assistive technology stakeholder network in Sierra Leone over the course of one year through a mixed methods survey methodology. We provide a systemic snapshot of the AT network in Sierra Leone, highlighting what assistive products are available, who provides and receives them, and how. We also present a relational analysis of the existing AT network, inclusive of the organizations working within areas of AT and their degrees of connectivity and collaboration amongst one another. We hope that such data can strengthen the provision of AT in Sierra Leone through identifying assistive product availability, procurement, and provision, as well as the nature of the relationships between (the relationality ) of the AT network. We also sought to provide an overview of any possible changes to the network over the course of a one-year investment by AT2030.

This study used a mixed methods survey approach, facilitated by Qualtrics online survey software. Surveys were collaboratively developed and distributed at the two time periods in December 2021 and September 2022 (herein respectively described as Baseline=T1 and Follow Up= T2).

Intervention

This paper presents the Sierra Leone country project built within a larger, targeted investment in assistive technology systems development in four African countries,by AT2030, a project led by the Global Disability Innovation Hub and funded by UK Aid. The four in-country projects were administered by Clinton Health Access Initiative (CHAI) in partnership with local government ministries and agencies. As part of this investment, CHAI and its partners convened a Technical Working Group which brought together key stakeholders in the assistive technology field. Over the course of one year, the Technical Working Group had an overarching goal to develop and strengthen key assistive technology related policies in each of the four countries. The data in this study on the AT network in Sierra Leone was collected at the outset and following completion of the AT2030 investment, by researchers who were not part of the investment process, thus allowing for third-party evaluation. To maintain objectivity, neither CHAI nor the funder were responsible for the design, data collection, analysis or reporting of results, but this paper has benefited from a programmatic perspective provided by CHIA.

Participants

Participants included members of relevant ministries involved in assistive technology leadership and/or delivery, and staff representing relevant non-profit organizations (both international and local), service providers and organizations for persons with disabilities. Participants were asked to respond on behalf of their organization. All prospective participants were identified by the researchers and local project partners, including those coordinating the investment identified above, and added to a distribution list on Qualtrics, which only contained pertinent identifying information such as name, organization, and email. Over the course of the study, n=20 (T1) and n=16 (T2) participants consented to and completed surveys. While the relatively small sample size may inherently restrict the generalizability of this study, the sample size is reflective of the size of the assistive technology network in Sierra Leone, which we aimed to explore.

Data collection

The survey was emailed to the distribution list at two time points: December 2021 (T1) and September 2022 (T2). Two reminder emails were sent out via Qualtrics at two-week intervals following each time point, to participants who had not yet completed the surveys as a means to stimulate participant retention. The T1 and T2 surveys were identical, however the T2 survey utilized display logic functionalities such as conditional skipping to prevent retained respondents from completing redundant questions such as demographic information. If a participant completed the survey for the first time during the T2 period, they received the survey in its entirety without conditional skipping.

Survey content

Survey questions aimed to capture what AT is available, how it is being provided, who is receiving it and how. Questions also consisted of demographic information and qualitative prompts to identify participants’ roles within the AT network and critical challenges experienced in enacting their roles, as well as the nature and strength of relationships between stakeholders. Additional data was collected on participatory engagement in policy development, knowledge of assistive technology, and capacity for leadership which will be published separately.

Using the methodology reported by Smith and colleagues, 15 the WHO priority assistive products list was provided for respondents to select the products and associated services their organization provides. Additionally, the survey requested respondents to select from a list of organizations, which ones they were aware of as working within AT areas in Sierra Leone, followed by a subsequent 5-point Likert scale (1-5, 1= no relationship, 5= collaboration) to indicate which organizations they had working relationships with and to what extent. In attempts to maximize response rates and maintain participant retention, two reminder emails were sent to participants for T1 and T2; however, challenges encountered were participant drop-out from T1 to T2.

Data analysis

Data was reviewed across the two time periods and descriptive statistics (counts and means) were calculated for all variables using MS Excel software. Qualitative data employed content analysis of the text responses from each open-ended survey question, with a particular emphasis on themes which represented commonalities or a lack of representation across all stakeholders. Network data was analyzed using the NodeXL software and MS Excel to generate visualizations, and specific metrics related to indegree, betweenness and closeness centrality of organizations grouped by organization type. Indegree represents the total number of incoming connections per organization, while weighted indegree represents the sum of weights (strength) of each connection. Closeness centrality represents the relationship of the organization to the centre of the network (lower scores indicate greater centrality). To accommodate for different response rates at baseline and follow up, indegree was calculated as a proportion of incoming connections out of the total respondents (n) for that time point. Weighted indegree was calculated as a proportion of the sum of weights of incoming connections divided by the total possible weighting for the respondents for that time point (i.e. n*5). Statistical comparisons for overall network metrics across T1 and T2 were calculated using a paired t-test in SPSS v.28. While means are also reported by organization type as a subsample of the overall data, no statistical tests were carried out due to small subsample sizes.

The study received ethical approval from Maynooth University and the Sierra Leone Ethics and Scientific Review Committee. Each survey contained a mandatory informed consent section which required completion prior to respondents accessing the survey questions. Respondents were not required to answer any specific questions and were not coerced to participate. All respondents received a unique identification code to preserve anonymity, and any identifying information was removed prior to data analysis.

A total of 27 participants from 24 organizations participated in the surveys across both baseline and follow-up time points (T1 n=20 and T2 n= 16). Nine individuals and 11 organizations were retained across both T1 and T2 surveys. The majority of participants represented International non-governmental organizations (n=9), followed by Organizations of Persons with Disabilities (n=8), Government Ministry (n=4), Service Delivery organisations (n=4) and Academic Institutions (n=2).

Additionally, the respondents were requested to identify multiple areas of AT that their organizations were aligned with. Advocacy ranked as the top selection (24.5%), followed by direct service provision (14.9%), human resources and capacity building (14.9%), policy or systems development (13.8%), product selection and/or procurement (13.8%), data and information systems (11.7%), and financing (6.4%).

Assistive Products in Sierra Leone

Participants were asked to select from the APL which products and/or product services they provide. Manual wheelchairs, crutches, canes, lower limb prosthetics and orthopaedic footwear were the most selected across both time points. Table 1 lists summarises the types of assistive products and services provided in Sierra Leone, and the number of organisations providing each product and/or service across all 50 APL products.

*Other assistive product offered but not on the Assistive Product List **Assistive product not provided, only service related to the prescription, servicing and maintenance, and customization of that Assistive product

Respondents indicated that the products they provide were most commonly procured by their organizations through purchase (38.7%), followed by donation (29%), building products themselves (22.6%) or other (9.7%), which was explicated as recycling used products.

Providers of Assistive Products in Sierra Leone

Participants were asked to indicate whether their organization provided assistive products and/or related services. The findings highlighted 38.3% of stakeholders directly provided AT and 40.4% directly provided AT related services to beneficiaries, while only 21.3% indicated they do not provide AT or AT related services at all.

More specifically, respondents who did indicate providing products and/or services indicated they provided the following services: provision of locally made assistive products, repairs and maintenance of assistive products, education and training of users on the utility of assistive products, referrals of people with disabilities to service providers, prosthetic and orthotics, accessibility assessments, and rehabilitation service provision. Participants whom do not directly provide AT or AT related services indicated their work falls within AT advocacy, fundraising, procurement, policy, and research.

When asked about the challenges they experienced procuring and distributing these products to beneficiaries, qualitative data indicated difficulty sourcing materials, challenges obtaining products due to poor infrastructure, poor quality standards and/or customizability of products, and low technical and managerial support as common barriers. High product and material costs and inadequate funds from both the organizations and beneficiaries was the most commonly cited challenge.

Beneficiaries of Assistive Products in Sierra Leone

When probed on the number of clients they served each month, respondents indicated the range of beneficiaries spanned from as little as 10 per month to upwards of 1000, while one respondent noted there was no fixed number as they serve at the national level. Respondents noted that their beneficiaries were predominantly people with mobility related disabilities or functional limitations (21.4%), closely followed by people with vision disabilities (17.9%), communication disabilities (15.4%) and hearing disabilities (13.1%).

Participants emphasized children and adolescents were the highest populations served, with an equal representation among the ages of 5-12 (23.7%) and 13-18 (23.7%). Adults aged 20-50 years (21%) closely followed, while children under 4 (15.8%) and adults over 50 years of age (15.8%) are equally less represented as beneficiaries of assistive products and services in Sierra Leone.

Respondents whose organizations provide assistive products indicated that their beneficiaries most commonly received APs free of cost (63.2%), followed by client payment (26.3%) and a fixed cost structure (10.5%).

Network Analysis

Respondents were asked to indicate which organizations in the AT network they were aware of, and subsequently to rate the strength of their relationship with the organizations they indicated an awareness of. The degree of relationality among these stakeholders involved in the assistive technology network was then analyzed across the two time points and organizational relationships were visualized using the NodeXL software, presented in Figure 1 and Figure 2 . The colored nodes in the figures depict the various sub-types of organizations, while the lines between the nodes represent their relationships, with thicker lines indicating stronger relationships. The red nodes represent government ministries and agencies, the green represent service delivery organizations, blue represents organization of persons with disabilities, black represents NGOs and yellow represents academic institutions.

Overall, this representation depicts a relatively centralized network with a higher degree of connections between organizations. Furthermore, ministries and government agencies appear towards the centre of the network, indicating a relatively greater role in connecting organizations to one another, however it is noteworthy that these are not the most central organizations in the network.

Table 2 provides quantitative data which demonstrates the overall number and strength of interconnections among the organizations within the assistive technology network in Sierra Leone. Indegree is the number of identified inward connections, or the number of other organizations who identified a connection with that organization. Indegree data are presented as a mean value per organization type to preserve anonymity. The data visualized in Table 2 significantly increased over one year from baseline to follow up, while the relative centrality of organizations did not change, at least over the one-year time period of this study.

SD – standard deviation, NGO – non-governmental organization *Differs significantly from baseline at p<0.01 (two-tailed)

Overall, there was a statistically significant increase in indegree scores between the two timepoints suggesting a higher level of connection among AT organizations in Sierra Leone following the 1-year investment. This suggests those organizations built more relationships and expanded their reach within the AT network. As relationship strength was measured on a 5-point scale (no awareness, awareness, communication, cooperation, collaboration), we can interpret increases in weighted indegree to suggest greater inter-organizational working between members of the network (please refer to Table 2 ).

These findings suggest the one-year intervention did indeed stimulate change within the AT network in Sierra Leone, increasing the number connections within the AT network, and strengthening existing relationships within the network.

The most common assistive products available in Sierra Leone were indicated to be manual wheelchairs, crutches, canes, lower limb prosthetics and orthopaedic footwear. This aligns with our participants ranking mobility related disabilities or functional limitations as the most common reason for beneficiary referral, as well as the rATA data 13 ). The global report on AT notes “the type, complexity, magnitude and duration of a humanitarian crisis impacts the need for and supply of assistive technology”. 1 When we factor in the sociopolitical context of Sierra Leone and its history of civil war, and the population requiring these products due to political violence, such as lower limb amputations, it is also not surprising that mobility related products are so widely available due to population need. Moreover, as many low-income settings procure their products through donations, often from abroad, these items are probable to be in high circulation in relation to the high global prevalence of mobility related disabilities, likely shaping what products donors perceive as being most relevant. 1

Interestingly, data from the rATA shows the people with disabilities who did have AP, most often obtained their product(s) through purchase, despite cost being the most significant barrier to access. 13 As such, these APs were often purchased through informal and unregulated providers who offer lower costs, such as market vendors. 16 In comparison, our findings demonstrated AT stakeholders providing AP did so predominantly at no-cost. This discrepancy could suggest those who need AT most are not aware of the regulated providers who offer free AP and/or AP services in Sierra Leone, or they simply cannot access them due to infrastructural barriers, or not having AT needed to navigate their environment in the first place. For example, our data highlighted only two organizations offering spectacles, yet the rATA indicated spectacles as being the most common AP obtained by people with disabilities sampled in Sierra Leone. This further supports our interpretation that access to free APs is limited if only a small subset of regulated providers are offering them, leading to an increased reliance on people with disabilities procuring APs from informal and unregulated providers in Sierra Leone. An interconnected and coherent national AT network could offer a way forward, should collaborative relationships among AT stakeholders continue to forge and their collective resources, contacts and beneficiaries were to be cross-pollinated for the advancement of beneficiary access.

As technology and what constitutes as AT continues to advance, juxtaposed with the prevalence of disability increasing, there is a risk that the gap in access to AT will continue to rise. 17 It is therefore paramount that the goal of improving AT related outcomes, such as improved access to AT for all, is first warranted by the measurement of such outcomes. 4 This paper has attempted to provide a systemic snapshot of the AT network in Sierra Leone, highlighting key information such as what assistive products are presently available, who provides them, who receives them (and how), and the relational cohesion of the network itself.

This paper is the first to demonstrate that a targeted investment in assistive technology systems and policies at the national level can have a resulting impact on the nature and strength of the assistive technology ecosystem relationships. It is therefore recommended as an intervention to engage stakeholders within the assistive technology space, in particular policy makers who have power to formulate AP related policy and access. However, this work is limited in scope as it only provides a reassessment of outcomes following the one-year investment, and does provide a more longitudinal evaluation of the impact of that investment in the longer term.

Future research is recommended to replicate the work done to date to evaluate whether there is an improvement in access to assistive technologies over a longer period of time as a result of targeted policy and systems change, as well as larger impacts on policy formulation for AP access. For example, attention to data collection of which types and categories of AP are being manufactured locally can inform policy formation to encourage continuity of local manufacturing, while improving access to AP. Moreover, further studies to investigate factors influencing limited uptake of free AP by persons with disabilities, as explicated above and discovered in this study, are recommended.

CONCLUSIONS

Cohesive AT networks are particularly important in low-income settings such as Sierra Leone, where the intersection of poverty and disability disproportionately reduces people with disabilities’ access to the AT they need. Power and colleagues 18 have proposed the Assistive Technology Embedded Systems Thinking (ATEST) Model as a way of conceptualising the embedded relationships between individual-community- system-country-world influences on assistive technology provision. This paper suggests that even where resources are scarce and systemic relationships are uneven, an internationally-funded investment, which embraces the participation of country-level stakeholders and service providing organisations can result in enhanced inter-organisational working, which in turn has the potential to use existing resources more optimally, allowing greater access to services for individuals most in need.

The findings of this paper demonstrate an increase in organizational collaboration can strengthen assistive technology networks, however key barriers to access remain cost for both organizations providing AT and people with disabilities to obtain AT. Future work should use systemic approaches to leverage organizational relationality and prioritize financial accessibility of AT within systemic approaches to AT policy and practice, to leverage existing resources (particularly no-cost AT) and advance towards the ultimate goal of increased access to AT for all.

Ethics Statement

Ethical approval for the study was granted by Maynooth University and the Sierra Leone Ethics and Scientific Review Committee. The study involved human participants but was not a clinical trial. All participants provided informed consent freely and were aware they could withdraw from the study at any time.

Data Availability

All data generated or analysed during this study are included in this article.

This work was funded by the Assistive Technology 2030 project, funded by the United Kingdom Foreign Commonwealth Development Office (FCDO; UK Aid) and administered by the Global Disability Innovation Hub.

Authorship Contributions

Stephanie Huff led the manuscript preparation and contributed to data analysis. Emma M. Smith led the research design, data collection, analysis and contributed to manuscript preparation. Finally, Malcolm MacLachlan contributed to research design, analysis, manuscript review, and supervision. All authors read and approved the final manuscript.

Disclosure of interest

The authors completed the ICMJE Disclosure of Interest Form (available upon request from the corresponding author) and disclose no relevant interests.

Correspondence to:

Emma M. Smith Maynooth University Maynooth, Co. Kildare Ireland [email protected]

Submitted : February 27, 2024 BST

Accepted : June 26, 2024 BST

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The use of 3d printing in fetal surgery for surgical planning: a scoping review.

1. Introduction

2. materials and methods, 2.1. search strategy, 2.2. study/source of evidence selection, 2.3. data extraction, 3.1. study selection, 3.2. characteristics of included studies, 3.2.1. publication timeline, 3.2.2. geographic distribution, 3.2.3. article types, 3.2.4. study design and size, 3.2.5. 3d printing techniques, 3.3. described benefits, 3.3.1. open spina bifida, 3.3.2. exit, 3.4. shortcomings, 3.4.1. open spina bifida, 3.4.2. exit, 4. discussion, 5. conclusions, author contributions, data availability statement, acknowledgments, conflicts of interest, appendix a. database search strategies.

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Fils, A.J.; Kasmirski, J.; Okpaise, O.; Reynolds, J.M.; Tonni, G.; Werner, H.; Ruano, R. The Use of 3D Printing in Fetal Surgery for Surgical Planning: A Scoping Review. J. Clin. Med. 2024 , 13 , 4999. https://doi.org/10.3390/jcm13174999

Fils AJ, Kasmirski J, Okpaise O, Reynolds JM, Tonni G, Werner H, Ruano R. The Use of 3D Printing in Fetal Surgery for Surgical Planning: A Scoping Review. Journal of Clinical Medicine . 2024; 13(17):4999. https://doi.org/10.3390/jcm13174999

Fils, Aaron J., Julia Kasmirski, Oluwateniayo Okpaise, John M. Reynolds, Gabriele Tonni, Heron Werner, and Rodrigo Ruano. 2024. "The Use of 3D Printing in Fetal Surgery for Surgical Planning: A Scoping Review" Journal of Clinical Medicine 13, no. 17: 4999. https://doi.org/10.3390/jcm13174999

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