importance of case study in politics

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The role of case study research in political science: evidence for causal claims.

Published online by Cambridge University Press:  01 January 2022

Political science research, particularly in international relations and comparative politics, has increasingly become dominated by statistical and formal approaches. The promise of these approaches shifted the methodological emphasis away from case study research. In response, supporters of case study research argue that case studies provide evidence for causal claims that is not available through statistical and formal research methods, and many have advocated multimethod research. I propose a way of understanding the integration of multiple methodologies in which the causes sought in case studies are treated as singular causation and contingent on a theoretical framework.

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I am grateful to the other participants in the symposium (Mary Morgan, Rachel Ankeny, and Carlo Gabbani) for comments. Comments from participants at the “Reasoning with Cases in the Social Sciences” workshop at the Center for Philosophy of Science at the University of Pittsburgh in November 2011 also helped shape the article.

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• Volume 79, Issue 5
• Sharon Crasnow
• DOI: https://doi.org/10.1086/667869

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The Advantages and Limitations of Single Case Study Analysis

As Andrew Bennett and Colin Elman have recently noted, qualitative research methods presently enjoy “an almost unprecedented popularity and vitality… in the international relations sub-field”, such that they are now “indisputably prominent, if not pre-eminent” (2010: 499). This is, they suggest, due in no small part to the considerable advantages that case study methods in particular have to offer in studying the “complex and relatively unstructured and infrequent phenomena that lie at the heart of the subfield” (Bennett and Elman, 2007: 171). Using selected examples from within the International Relations literature[1], this paper aims to provide a brief overview of the main principles and distinctive advantages and limitations of single case study analysis. Divided into three inter-related sections, the paper therefore begins by first identifying the underlying principles that serve to constitute the case study as a particular research strategy, noting the somewhat contested nature of the approach in ontological, epistemological, and methodological terms. The second part then looks to the principal single case study types and their associated advantages, including those from within the recent ‘third generation’ of qualitative International Relations (IR) research. The final section of the paper then discusses the most commonly articulated limitations of single case studies; while accepting their susceptibility to criticism, it is however suggested that such weaknesses are somewhat exaggerated. The paper concludes that single case study analysis has a great deal to offer as a means of both understanding and explaining contemporary international relations.

The term ‘case study’, John Gerring has suggested, is “a definitional morass… Evidently, researchers have many different things in mind when they talk about case study research” (2006a: 17). It is possible, however, to distil some of the more commonly-agreed principles. One of the most prominent advocates of case study research, Robert Yin (2009: 14) defines it as “an empirical enquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident”. What this definition usefully captures is that case studies are intended – unlike more superficial and generalising methods – to provide a level of detail and understanding, similar to the ethnographer Clifford Geertz’s (1973) notion of ‘thick description’, that allows for the thorough analysis of the complex and particularistic nature of distinct phenomena. Another frequently cited proponent of the approach, Robert Stake, notes that as a form of research the case study “is defined by interest in an individual case, not by the methods of inquiry used”, and that “the object of study is a specific, unique, bounded system” (2008: 443, 445). As such, three key points can be derived from this – respectively concerning issues of ontology, epistemology, and methodology – that are central to the principles of single case study research.

First, the vital notion of ‘boundedness’ when it comes to the particular unit of analysis means that defining principles should incorporate both the synchronic (spatial) and diachronic (temporal) elements of any so-called ‘case’. As Gerring puts it, a case study should be “an intensive study of a single unit… a spatially bounded phenomenon – e.g. a nation-state, revolution, political party, election, or person – observed at a single point in time or over some delimited period of time” (2004: 342). It is important to note, however, that – whereas Gerring refers to a single unit of analysis – it may be that attention also necessarily be given to particular sub-units. This points to the important difference between what Yin refers to as an ‘holistic’ case design, with a single unit of analysis, and an ’embedded’ case design with multiple units of analysis (Yin, 2009: 50-52). The former, for example, would examine only the overall nature of an international organization, whereas the latter would also look to specific departments, programmes, or policies etc.

Secondly, as Tim May notes of the case study approach, “even the most fervent advocates acknowledge that the term has entered into understandings with little specification or discussion of purpose and process” (2011: 220). One of the principal reasons for this, he argues, is the relationship between the use of case studies in social research and the differing epistemological traditions – positivist, interpretivist, and others – within which it has been utilised. Philosophy of science concerns are obviously a complex issue, and beyond the scope of much of this paper. That said, the issue of how it is that we know what we know – of whether or not a single independent reality exists of which we as researchers can seek to provide explanation – does lead us to an important distinction to be made between so-called idiographic and nomothetic case studies (Gerring, 2006b). The former refers to those which purport to explain only a single case, are concerned with particularisation, and hence are typically (although not exclusively) associated with more interpretivist approaches. The latter are those focused studies that reflect upon a larger population and are more concerned with generalisation, as is often so with more positivist approaches[2]. The importance of this distinction, and its relation to the advantages and limitations of single case study analysis, is returned to below.

Thirdly, in methodological terms, given that the case study has often been seen as more of an interpretivist and idiographic tool, it has also been associated with a distinctly qualitative approach (Bryman, 2009: 67-68). However, as Yin notes, case studies can – like all forms of social science research – be exploratory, descriptive, and/or explanatory in nature. It is “a common misconception”, he notes, “that the various research methods should be arrayed hierarchically… many social scientists still deeply believe that case studies are only appropriate for the exploratory phase of an investigation” (Yin, 2009: 6). If case studies can reliably perform any or all three of these roles – and given that their in-depth approach may also require multiple sources of data and the within-case triangulation of methods – then it becomes readily apparent that they should not be limited to only one research paradigm. Exploratory and descriptive studies usually tend toward the qualitative and inductive, whereas explanatory studies are more often quantitative and deductive (David and Sutton, 2011: 165-166). As such, the association of case study analysis with a qualitative approach is a “methodological affinity, not a definitional requirement” (Gerring, 2006a: 36). It is perhaps better to think of case studies as transparadigmatic; it is mistaken to assume single case study analysis to adhere exclusively to a qualitative methodology (or an interpretivist epistemology) even if it – or rather, practitioners of it – may be so inclined. By extension, this also implies that single case study analysis therefore remains an option for a multitude of IR theories and issue areas; it is how this can be put to researchers’ advantage that is the subject of the next section.

Having elucidated the defining principles of the single case study approach, the paper now turns to an overview of its main benefits. As noted above, a lack of consensus still exists within the wider social science literature on the principles and purposes – and by extension the advantages and limitations – of case study research. Given that this paper is directed towards the particular sub-field of International Relations, it suggests Bennett and Elman’s (2010) more discipline-specific understanding of contemporary case study methods as an analytical framework. It begins however, by discussing Harry Eckstein’s seminal (1975) contribution to the potential advantages of the case study approach within the wider social sciences.

Eckstein proposed a taxonomy which usefully identified what he considered to be the five most relevant types of case study. Firstly were so-called configurative-idiographic studies, distinctly interpretivist in orientation and predicated on the assumption that “one cannot attain prediction and control in the natural science sense, but only understanding ( verstehen )… subjective values and modes of cognition are crucial” (1975: 132). Eckstein’s own sceptical view was that any interpreter ‘simply’ considers a body of observations that are not self-explanatory and “without hard rules of interpretation, may discern in them any number of patterns that are more or less equally plausible” (1975: 134). Those of a more post-modernist bent, of course – sharing an “incredulity towards meta-narratives”, in Lyotard’s (1994: xxiv) evocative phrase – would instead suggest that this more free-form approach actually be advantageous in delving into the subtleties and particularities of individual cases.

Eckstein’s four other types of case study, meanwhile, promote a more nomothetic (and positivist) usage. As described, disciplined-configurative studies were essentially about the use of pre-existing general theories, with a case acting “passively, in the main, as a receptacle for putting theories to work” (Eckstein, 1975: 136). As opposed to the opportunity this presented primarily for theory application, Eckstein identified heuristic case studies as explicit theoretical stimulants – thus having instead the intended advantage of theory-building. So-called p lausibility probes entailed preliminary attempts to determine whether initial hypotheses should be considered sound enough to warrant more rigorous and extensive testing. Finally, and perhaps most notably, Eckstein then outlined the idea of crucial case studies , within which he also included the idea of ‘most-likely’ and ‘least-likely’ cases; the essential characteristic of crucial cases being their specific theory-testing function.

Whilst Eckstein’s was an early contribution to refining the case study approach, Yin’s (2009: 47-52) more recent delineation of possible single case designs similarly assigns them roles in the applying, testing, or building of theory, as well as in the study of unique cases[3]. As a subset of the latter, however, Jack Levy (2008) notes that the advantages of idiographic cases are actually twofold. Firstly, as inductive/descriptive cases – akin to Eckstein’s configurative-idiographic cases – whereby they are highly descriptive, lacking in an explicit theoretical framework and therefore taking the form of “total history”. Secondly, they can operate as theory-guided case studies, but ones that seek only to explain or interpret a single historical episode rather than generalise beyond the case. Not only does this therefore incorporate ‘single-outcome’ studies concerned with establishing causal inference (Gerring, 2006b), it also provides room for the more postmodern approaches within IR theory, such as discourse analysis, that may have developed a distinct methodology but do not seek traditional social scientific forms of explanation.

Applying specifically to the state of the field in contemporary IR, Bennett and Elman identify a ‘third generation’ of mainstream qualitative scholars – rooted in a pragmatic scientific realist epistemology and advocating a pluralistic approach to methodology – that have, over the last fifteen years, “revised or added to essentially every aspect of traditional case study research methods” (2010: 502). They identify ‘process tracing’ as having emerged from this as a central method of within-case analysis. As Bennett and Checkel observe, this carries the advantage of offering a methodologically rigorous “analysis of evidence on processes, sequences, and conjunctures of events within a case, for the purposes of either developing or testing hypotheses about causal mechanisms that might causally explain the case” (2012: 10).

Harnessing various methods, process tracing may entail the inductive use of evidence from within a case to develop explanatory hypotheses, and deductive examination of the observable implications of hypothesised causal mechanisms to test their explanatory capability[4]. It involves providing not only a coherent explanation of the key sequential steps in a hypothesised process, but also sensitivity to alternative explanations as well as potential biases in the available evidence (Bennett and Elman 2010: 503-504). John Owen (1994), for example, demonstrates the advantages of process tracing in analysing whether the causal factors underpinning democratic peace theory are – as liberalism suggests – not epiphenomenal, but variously normative, institutional, or some given combination of the two or other unexplained mechanism inherent to liberal states. Within-case process tracing has also been identified as advantageous in addressing the complexity of path-dependent explanations and critical junctures – as for example with the development of political regime types – and their constituent elements of causal possibility, contingency, closure, and constraint (Bennett and Elman, 2006b).

Bennett and Elman (2010: 505-506) also identify the advantages of single case studies that are implicitly comparative: deviant, most-likely, least-likely, and crucial cases. Of these, so-called deviant cases are those whose outcome does not fit with prior theoretical expectations or wider empirical patterns – again, the use of inductive process tracing has the advantage of potentially generating new hypotheses from these, either particular to that individual case or potentially generalisable to a broader population. A classic example here is that of post-independence India as an outlier to the standard modernisation theory of democratisation, which holds that higher levels of socio-economic development are typically required for the transition to, and consolidation of, democratic rule (Lipset, 1959; Diamond, 1992). Absent these factors, MacMillan’s single case study analysis (2008) suggests the particularistic importance of the British colonial heritage, the ideology and leadership of the Indian National Congress, and the size and heterogeneity of the federal state.

Most-likely cases, as per Eckstein above, are those in which a theory is to be considered likely to provide a good explanation if it is to have any application at all, whereas least-likely cases are ‘tough test’ ones in which the posited theory is unlikely to provide good explanation (Bennett and Elman, 2010: 505). Levy (2008) neatly refers to the inferential logic of the least-likely case as the ‘Sinatra inference’ – if a theory can make it here, it can make it anywhere. Conversely, if a theory cannot pass a most-likely case, it is seriously impugned. Single case analysis can therefore be valuable for the testing of theoretical propositions, provided that predictions are relatively precise and measurement error is low (Levy, 2008: 12-13). As Gerring rightly observes of this potential for falsification:

“a positivist orientation toward the work of social science militates toward a greater appreciation of the case study format, not a denigration of that format, as is usually supposed” (Gerring, 2007: 247, emphasis added).

In summary, the various forms of single case study analysis can – through the application of multiple qualitative and/or quantitative research methods – provide a nuanced, empirically-rich, holistic account of specific phenomena. This may be particularly appropriate for those phenomena that are simply less amenable to more superficial measures and tests (or indeed any substantive form of quantification) as well as those for which our reasons for understanding and/or explaining them are irreducibly subjective – as, for example, with many of the normative and ethical issues associated with the practice of international relations. From various epistemological and analytical standpoints, single case study analysis can incorporate both idiographic sui generis cases and, where the potential for generalisation may exist, nomothetic case studies suitable for the testing and building of causal hypotheses. Finally, it should not be ignored that a signal advantage of the case study – with particular relevance to international relations – also exists at a more practical rather than theoretical level. This is, as Eckstein noted, “that it is economical for all resources: money, manpower, time, effort… especially important, of course, if studies are inherently costly, as they are if units are complex collective individuals ” (1975: 149-150, emphasis added).

Limitations

Single case study analysis has, however, been subject to a number of criticisms, the most common of which concern the inter-related issues of methodological rigour, researcher subjectivity, and external validity. With regard to the first point, the prototypical view here is that of Zeev Maoz (2002: 164-165), who suggests that “the use of the case study absolves the author from any kind of methodological considerations. Case studies have become in many cases a synonym for freeform research where anything goes”. The absence of systematic procedures for case study research is something that Yin (2009: 14-15) sees as traditionally the greatest concern due to a relative absence of methodological guidelines. As the previous section suggests, this critique seems somewhat unfair; many contemporary case study practitioners – and representing various strands of IR theory – have increasingly sought to clarify and develop their methodological techniques and epistemological grounding (Bennett and Elman, 2010: 499-500).

A second issue, again also incorporating issues of construct validity, concerns that of the reliability and replicability of various forms of single case study analysis. This is usually tied to a broader critique of qualitative research methods as a whole. However, whereas the latter obviously tend toward an explicitly-acknowledged interpretive basis for meanings, reasons, and understandings:

“quantitative measures appear objective, but only so long as we don’t ask questions about where and how the data were produced… pure objectivity is not a meaningful concept if the goal is to measure intangibles [as] these concepts only exist because we can interpret them” (Berg and Lune, 2010: 340).

The question of researcher subjectivity is a valid one, and it may be intended only as a methodological critique of what are obviously less formalised and researcher-independent methods (Verschuren, 2003). Owen (1994) and Layne’s (1994) contradictory process tracing results of interdemocratic war-avoidance during the Anglo-American crisis of 1861 to 1863 – from liberal and realist standpoints respectively – are a useful example. However, it does also rest on certain assumptions that can raise deeper and potentially irreconcilable ontological and epistemological issues. There are, regardless, plenty such as Bent Flyvbjerg (2006: 237) who suggest that the case study contains no greater bias toward verification than other methods of inquiry, and that “on the contrary, experience indicates that the case study contains a greater bias toward falsification of preconceived notions than toward verification”.

The third and arguably most prominent critique of single case study analysis is the issue of external validity or generalisability. How is it that one case can reliably offer anything beyond the particular? “We always do better (or, in the extreme, no worse) with more observation as the basis of our generalization”, as King et al write; “in all social science research and all prediction, it is important that we be as explicit as possible about the degree of uncertainty that accompanies out prediction” (1994: 212). This is an unavoidably valid criticism. It may be that theories which pass a single crucial case study test, for example, require rare antecedent conditions and therefore actually have little explanatory range. These conditions may emerge more clearly, as Van Evera (1997: 51-54) notes, from large-N studies in which cases that lack them present themselves as outliers exhibiting a theory’s cause but without its predicted outcome. As with the case of Indian democratisation above, it would logically be preferable to conduct large-N analysis beforehand to identify that state’s non-representative nature in relation to the broader population.

There are, however, three important qualifiers to the argument about generalisation that deserve particular mention here. The first is that with regard to an idiographic single-outcome case study, as Eckstein notes, the criticism is “mitigated by the fact that its capability to do so [is] never claimed by its exponents; in fact it is often explicitly repudiated” (1975: 134). Criticism of generalisability is of little relevance when the intention is one of particularisation. A second qualifier relates to the difference between statistical and analytical generalisation; single case studies are clearly less appropriate for the former but arguably retain significant utility for the latter – the difference also between explanatory and exploratory, or theory-testing and theory-building, as discussed above. As Gerring puts it, “theory confirmation/disconfirmation is not the case study’s strong suit” (2004: 350). A third qualification relates to the issue of case selection. As Seawright and Gerring (2008) note, the generalisability of case studies can be increased by the strategic selection of cases. Representative or random samples may not be the most appropriate, given that they may not provide the richest insight (or indeed, that a random and unknown deviant case may appear). Instead, and properly used , atypical or extreme cases “often reveal more information because they activate more actors… and more basic mechanisms in the situation studied” (Flyvbjerg, 2006). Of course, this also points to the very serious limitation, as hinted at with the case of India above, that poor case selection may alternatively lead to overgeneralisation and/or grievous misunderstandings of the relationship between variables or processes (Bennett and Elman, 2006a: 460-463).

As Tim May (2011: 226) notes, “the goal for many proponents of case studies […] is to overcome dichotomies between generalizing and particularizing, quantitative and qualitative, deductive and inductive techniques”. Research aims should drive methodological choices, rather than narrow and dogmatic preconceived approaches. As demonstrated above, there are various advantages to both idiographic and nomothetic single case study analyses – notably the empirically-rich, context-specific, holistic accounts that they have to offer, and their contribution to theory-building and, to a lesser extent, that of theory-testing. Furthermore, while they do possess clear limitations, any research method involves necessary trade-offs; the inherent weaknesses of any one method, however, can potentially be offset by situating them within a broader, pluralistic mixed-method research strategy. Whether or not single case studies are used in this fashion, they clearly have a great deal to offer.

References 

Bennett, A. and Checkel, J. T. (2012) ‘Process Tracing: From Philosophical Roots to Best Practice’, Simons Papers in Security and Development, No. 21/2012, School for International Studies, Simon Fraser University: Vancouver.

Bennett, A. and Elman, C. (2006a) ‘Qualitative Research: Recent Developments in Case Study Methods’, Annual Review of Political Science , 9, 455-476.

Bennett, A. and Elman, C. (2006b) ‘Complex Causal Relations and Case Study Methods: The Example of Path Dependence’, Political Analysis , 14, 3, 250-267.

Bennett, A. and Elman, C. (2007) ‘Case Study Methods in the International Relations Subfield’, Comparative Political Studies , 40, 2, 170-195.

Bennett, A. and Elman, C. (2010) Case Study Methods. In C. Reus-Smit and D. Snidal (eds) The Oxford Handbook of International Relations . Oxford University Press: Oxford. Ch. 29.

Berg, B. and Lune, H. (2012) Qualitative Research Methods for the Social Sciences . Pearson: London.

Bryman, A. (2012) Social Research Methods . Oxford University Press: Oxford.

David, M. and Sutton, C. D. (2011) Social Research: An Introduction . SAGE Publications Ltd: London.

Diamond, J. (1992) ‘Economic development and democracy reconsidered’, American Behavioral Scientist , 35, 4/5, 450-499.

Eckstein, H. (1975) Case Study and Theory in Political Science. In R. Gomm, M. Hammersley, and P. Foster (eds) Case Study Method . SAGE Publications Ltd: London.

Flyvbjerg, B. (2006) ‘Five Misunderstandings About Case-Study Research’, Qualitative Inquiry , 12, 2, 219-245.

Geertz, C. (1973) The Interpretation of Cultures: Selected Essays by Clifford Geertz . Basic Books Inc: New York.

Gerring, J. (2004) ‘What is a Case Study and What Is It Good for?’, American Political Science Review , 98, 2, 341-354.

Gerring, J. (2006a) Case Study Research: Principles and Practices . Cambridge University Press: Cambridge.

Gerring, J. (2006b) ‘Single-Outcome Studies: A Methodological Primer’, International Sociology , 21, 5, 707-734.

Gerring, J. (2007) ‘Is There a (Viable) Crucial-Case Method?’, Comparative Political Studies , 40, 3, 231-253.

King, G., Keohane, R. O. and Verba, S. (1994) Designing Social Inquiry: Scientific Inference in Qualitative Research . Princeton University Press: Chichester.

Layne, C. (1994) ‘Kant or Cant: The Myth of the Democratic Peace’, International Security , 19, 2, 5-49.

Levy, J. S. (2008) ‘Case Studies: Types, Designs, and Logics of Inference’, Conflict Management and Peace Science , 25, 1-18.

Lipset, S. M. (1959) ‘Some Social Requisites of Democracy: Economic Development and Political Legitimacy’, The American Political Science Review , 53, 1, 69-105.

Lyotard, J-F. (1984) The Postmodern Condition: A Report on Knowledge . University of Minnesota Press: Minneapolis.

MacMillan, A. (2008) ‘Deviant Democratization in India’, Democratization , 15, 4, 733-749.

Maoz, Z. (2002) Case study methodology in international studies: from storytelling to hypothesis testing. In F. P. Harvey and M. Brecher (eds) Evaluating Methodology in International Studies . University of Michigan Press: Ann Arbor.

May, T. (2011) Social Research: Issues, Methods and Process . Open University Press: Maidenhead.

Owen, J. M. (1994) ‘How Liberalism Produces Democratic Peace’, International Security , 19, 2, 87-125.

Seawright, J. and Gerring, J. (2008) ‘Case Selection Techniques in Case Study Research: A Menu of Qualitative and Quantitative Options’, Political Research Quarterly , 61, 2, 294-308.

Stake, R. E. (2008) Qualitative Case Studies. In N. K. Denzin and Y. S. Lincoln (eds) Strategies of Qualitative Inquiry . Sage Publications: Los Angeles. Ch. 17.

Van Evera, S. (1997) Guide to Methods for Students of Political Science . Cornell University Press: Ithaca.

Verschuren, P. J. M. (2003) ‘Case study as a research strategy: some ambiguities and opportunities’, International Journal of Social Research Methodology , 6, 2, 121-139.

Yin, R. K. (2009) Case Study Research: Design and Methods . SAGE Publications Ltd: London.

[1] The paper follows convention by differentiating between ‘International Relations’ as the academic discipline and ‘international relations’ as the subject of study.

[2] There is some similarity here with Stake’s (2008: 445-447) notion of intrinsic cases, those undertaken for a better understanding of the particular case, and instrumental ones that provide insight for the purposes of a wider external interest.

[3] These may be unique in the idiographic sense, or in nomothetic terms as an exception to the generalising suppositions of either probabilistic or deterministic theories (as per deviant cases, below).

[4] Although there are “philosophical hurdles to mount”, according to Bennett and Checkel, there exists no a priori reason as to why process tracing (as typically grounded in scientific realism) is fundamentally incompatible with various strands of positivism or interpretivism (2012: 18-19). By extension, it can therefore be incorporated by a range of contemporary mainstream IR theories.

— Written by: Ben Willis Written at: University of Plymouth Written for: David Brockington Date written: January 2013

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Evidence for Use: The Role of Case Studies in Political Science Research

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Organizing Your Social Sciences Research Paper: Writing a Case Study

• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Reading Research Effectively
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Multiple Book Review Essay
• Reviewing Collected Essays
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Bibliography

The term case study refers to both a method of analysis and a specific research design for examining a problem, both of which are used in most circumstances to generalize across populations. This tab focuses on the latter--how to design and organize a research paper in the social sciences that analyzes a specific case.

A case study research paper examines a person, place, event, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or among more than two subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies . Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in this writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a single case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• Does the case represent an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• Does the case provide important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• Does the case challenge and offer a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in practice. A case may offer you an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to the study a case in order to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• Does the case provide an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings in order to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• Does the case offer a new direction in future research? A case study can be used as a tool for exploratory research that points to a need for further examination of the research problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of Uganda. A case study of how women contribute to saving water in a particular village can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community throughout rural regions of east Africa. The case could also point to the need for scholars to apply feminist theories of work and family to the issue of water conservation.

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work. In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What was I studying? Describe the research problem and describe the subject of analysis you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why was this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the research problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would include summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to study the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in the context of explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular subject of analysis to study and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that frames your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; c) what were the consequences of the event.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experience he or she has had that provides an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of his/her experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using him or her as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem.

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, cultural, economic, political, etc.], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, why study Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research reveals Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut? How might knowing the suppliers of these trucks from overseas reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should be linked to the findings from the literature review. Be sure to cite any prior studies that helped you determine that the case you chose was appropriate for investigating the research problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is more common to combine a description of the findings with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps to support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings It is important to remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations for the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and needs for further research.

The function of your paper's conclusion is to: 1)  restate the main argument supported by the findings from the analysis of your case; 2) clearly state the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place for you to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in and your professor's preferences, the concluding paragraph may contain your final reflections on the evidence presented applied to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were on social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood differently than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis.

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Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent knowledge is more valuable than concrete, practical (context-dependent) knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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case selection and the comparative method: introducing the case selector

• Published: 14 August 2017
• Volume 17 , pages 422–436, ( 2018 )

Cite this article

• timothy prescott 1 &
• brian r. urlacher 1  

We introduce a web application, the Case Selector ( http://und.edu/faculty/brian.urlacher ), that facilitates comparative case study research designs by creating an exhaustive comparison of cases from a dataset on the dependent, independent, and control variables specified by the user. This application was created to aid in systematic and transparent case selection so that researchers can better address the charge that cases are ‘cherry picked.’ An examination of case selection in a prominent study of rebel behaviour in civil war is then used to illustrate different applications of the Case Selector.

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Acknowledgements

The authors would like to thank the anonymous reviewers for their insightful comments and feedback over the course of the review processes. This project has been significantly improved by their suggestions. The authors have also agreed to provide access to the Case Selector through their faculty webpages at their affiliated institutions.

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prescott, t., urlacher, b.r. case selection and the comparative method: introducing the case selector. Eur Polit Sci 17 , 422–436 (2018). https://doi.org/10.1057/s41304-017-0128-5

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Published : 14 August 2017

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DOI : https://doi.org/10.1057/s41304-017-0128-5

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5 Benefits of Learning Through the Case Study Method

• 28 Nov 2023

While several factors make HBS Online unique —including a global Community and real-world outcomes —active learning through the case study method rises to the top.

In a 2023 City Square Associates survey, 74 percent of HBS Online learners who also took a course from another provider said HBS Online’s case method and real-world examples were better by comparison.

Here’s a primer on the case method, five benefits you could gain, and how to experience it for yourself.

Access your free e-book today.

What Is the Harvard Business School Case Study Method?

The case study method , or case method , is a learning technique in which you’re presented with a real-world business challenge and asked how you’d solve it. After working through it yourself and with peers, you’re told how the scenario played out.

HBS pioneered the case method in 1922. Shortly before, in 1921, the first case was written.

“How do you go into an ambiguous situation and get to the bottom of it?” says HBS Professor Jan Rivkin, former senior associate dean and chair of HBS's master of business administration (MBA) program, in a video about the case method . “That skill—the skill of figuring out a course of inquiry to choose a course of action—that skill is as relevant today as it was in 1921.”

Originally developed for the in-person MBA classroom, HBS Online adapted the case method into an engaging, interactive online learning experience in 2014.

In HBS Online courses , you learn about each case from the business professional who experienced it. After reviewing their videos, you’re prompted to take their perspective and explain how you’d handle their situation.

You then get to read peers’ responses, “star” them, and comment to further the discussion. Afterward, you learn how the professional handled it and their key takeaways.

HBS Online’s adaptation of the case method incorporates the famed HBS “cold call,” in which you’re called on at random to make a decision without time to prepare.

“Learning came to life!” said Sheneka Balogun , chief administration officer and chief of staff at LeMoyne-Owen College, of her experience taking the Credential of Readiness (CORe) program . “The videos from the professors, the interactive cold calls where you were randomly selected to participate, and the case studies that enhanced and often captured the essence of objectives and learning goals were all embedded in each module. This made learning fun, engaging, and student-friendly.”

If you’re considering taking a course that leverages the case study method, here are five benefits you could experience.

5 Benefits of Learning Through Case Studies

1. take new perspectives.

The case method prompts you to consider a scenario from another person’s perspective. To work through the situation and come up with a solution, you must consider their circumstances, limitations, risk tolerance, stakeholders, resources, and potential consequences to assess how to respond.

Taking on new perspectives not only can help you navigate your own challenges but also others’. Putting yourself in someone else’s situation to understand their motivations and needs can go a long way when collaborating with stakeholders.

2. Hone Your Decision-Making Skills

Another skill you can build is the ability to make decisions effectively . The case study method forces you to use limited information to decide how to handle a problem—just like in the real world.

Throughout your career, you’ll need to make difficult decisions with incomplete or imperfect information—and sometimes, you won’t feel qualified to do so. Learning through the case method allows you to practice this skill in a low-stakes environment. When facing a real challenge, you’ll be better prepared to think quickly, collaborate with others, and present and defend your solution.

3. Become More Open-Minded

As you collaborate with peers on responses, it becomes clear that not everyone solves problems the same way. Exposing yourself to various approaches and perspectives can help you become a more open-minded professional.

When you’re part of a diverse group of learners from around the world, your experiences, cultures, and backgrounds contribute to a range of opinions on each case.

On the HBS Online course platform, you’re prompted to view and comment on others’ responses, and discussion is encouraged. This practice of considering others’ perspectives can make you more receptive in your career.

“You’d be surprised at how much you can learn from your peers,” said Ratnaditya Jonnalagadda , a software engineer who took CORe.

In addition to interacting with peers in the course platform, Jonnalagadda was part of the HBS Online Community , where he networked with other professionals and continued discussions sparked by course content.

“You get to understand your peers better, and students share examples of businesses implementing a concept from a module you just learned,” Jonnalagadda said. “It’s a very good way to cement the concepts in one's mind.”

4. Enhance Your Curiosity

One byproduct of taking on different perspectives is that it enables you to picture yourself in various roles, industries, and business functions.

“Each case offers an opportunity for students to see what resonates with them, what excites them, what bores them, which role they could imagine inhabiting in their careers,” says former HBS Dean Nitin Nohria in the Harvard Business Review . “Cases stimulate curiosity about the range of opportunities in the world and the many ways that students can make a difference as leaders.”

Through the case method, you can “try on” roles you may not have considered and feel more prepared to change or advance your career .

5. Build Your Self-Confidence

Finally, learning through the case study method can build your confidence. Each time you assume a business leader’s perspective, aim to solve a new challenge, and express and defend your opinions and decisions to peers, you prepare to do the same in your career.

According to a 2022 City Square Associates survey , 84 percent of HBS Online learners report feeling more confident making business decisions after taking a course.

“Self-confidence is difficult to teach or coach, but the case study method seems to instill it in people,” Nohria says in the Harvard Business Review . “There may well be other ways of learning these meta-skills, such as the repeated experience gained through practice or guidance from a gifted coach. However, under the direction of a masterful teacher, the case method can engage students and help them develop powerful meta-skills like no other form of teaching.”

How to Experience the Case Study Method

If the case method seems like a good fit for your learning style, experience it for yourself by taking an HBS Online course. Offerings span eight subject areas, including:

• Business essentials
• Leadership and management
• Entrepreneurship and innovation
• Digital transformation
• Finance and accounting
• Business in society

No matter which course or credential program you choose, you’ll examine case studies from real business professionals, work through their challenges alongside peers, and gain valuable insights to apply to your career.

Are you interested in discovering how HBS Online can help advance your career? Explore our course catalog and download our free guide —complete with interactive workbook sections—to determine if online learning is right for you and which course to take.

About the Author

Case Studies in Political Science Research Paper

View sample Case Studies in Political Science Research Paper. Browse other research paper examples and check the list of political science  research paper topics for more inspiration. If you need a research paper written according to all the academic standards, you can always turn to our experienced writers for help. This is how your paper can get an A! Also, chech our custom research proposal writing service for professional assistance. We offer high-quality assignments for reasonable rates.

I. Introduction

Academic writing, editing, proofreading, and problem solving services, get 10% off with 24start discount code, ii. the debate within the discipline, iii. examples of the case study approach, a. u.s. politics, b. comparative politics, c. international relations, iv. conclusion.

The case study method has always been an integral tool in the investigation of social science phenomena, being of particular value when the number of observations, or cases studied, is limited in number, restricting the utility of statistical approaches. However, for some time the individual case study approach had been supplanted by large-N, data-intensive quantitative methods as the preferred technique for empirical studies. More recently, the case study has seen a revival of interest by social scientists as part of a multimethod, holistic approach that includes formal, qualitative, and quantitative methods. Indeed, each major methodological approach plays an important role in the research cycle, with the qualitative application of the case study enlightening the inductive aspect of theory development through the identification of alternate causal explanations, new variables, or complex interactions of variables. Fundamentally, case studies allow one to go beyond often simplistic quantitative analysis and develop contextually rich and in-depth pictures of the phenomena being observed.

By itself, a case study is the history of an event, be it of short or long duration—a civil protest movement, for example, or the evolutionary process from colonial rule toward stable democracy. As such, a case study identifies the expected, predictable aspects of an event, while ideally it also captures additional but less quantifiable detail, such as the cultural context, that potentially asserts a causal role as well. Individual or comparative case studies of specific, individual events, actors, or systems allow the researcher to obtain a depth of knowledge and understanding about the object being studied that large-N quantitative studies fail to provide.

A carefully crafted case study serves several purposes within the research cycle. First, while quantitative studies identify outlying or deviant cases, those well beyond the expected normal distribution, quantitative methods are generally not able to explain the specific reasons for a particular case’s extreme variation from its population mean. The case study, however, not only provides the opportunity to identify likely reasons for these individual deviations but may illuminate previously unidentified causal variables and possible alternate explanations as well. This information potentially leads to the extension of existing theory, if not its revision, and may suggest new theoretical explanations altogether.

Additionally, the case study may be the best, or only, way to study certain phenomena because of the relatively small number of identified cases and a resulting scarcity of data, which restricts the use of quantitative methods. And while much of the earliest criticism of case studies (by social scientists) centered on their application as a mainly historical narrative, the substantive purpose of case study is to understand that history but to do so in a way that allows for the identification of critical actions, structures, or other aspects that contribute to the end result. Being able to examine with scientific rigor phenomena that either do not lend themselves well to quantitative study, or for which only a limited set of objective measures is available, makes such an approach valuable. The role case studies can play in identifying and understanding previously unknown variables and in establishing causal paths and the interdependency of variables, as well as being critical tests of existing theory, makes them not just a complement to quantitative methods but potentially of equal value (Geddes, 1990; Gerring, 2004).

Case studies are by definition qualitative, meaning that the focus of the study is not primarily the systematic manipulation of aggregated points of data, an objective exercise, but rather a study that focuses on the quality of the potential data observed, a much more subjective work. This is not to say that case studies are not objective as well: In reality, for a case study to have any influence, it must identify and measure variables to allow for reliable comparison and to build theory that is testable, replicable, and generalizable. Case study is ultimately a method that falls into two forms: the individual, within case study and the comparative across case study, usually limited to a small number of cases. Both types work to identify causal relationships and enlighten theoretical explanations. Good case study work can be either accumulating (building on previous knowledge) or original (establishing entirely new avenues of research).

Political scientists have had an ongoing discussion about the role of the case study approach in their field. This discussion has focused on the relative value of case study compared with other methods for evaluating and advancing theoretical understanding. Of central concern is the perceived methodological limitation of single and small-N case work within a discipline that favors quantitative methodologies. A tension results between the benefits accrued from this method and its limitations. What value can a unique examination contribute? Are hypotheses and theory valid only if they are testable and generalizable? Within these debates over the fundamental usefulness of deliberative case study work are questions that address both the inherent strengths and weaknesses of such an approach. Scholars have generally fallen into two camps, those who argue for its usefulness and those who contend it has limited utility in a discipline with a strong quantitative emphasis and reliance on scientific method.

Addressing this fundamental question over the potentially ambiguous nature of a case study finding, which alone can neither directly inform nor disprove a generalizable finding, Arend Lijphart (1971) states that because of its singular nature, the case study in and of itself does not directly satisfy the standards of scientific research. He does, however, credit the case study with multiple indirect benefits, making it a valuable component in establishing political science theory. He identifies six types of case studies that fall into roughly two categories: those chosen because the case itself is of interest and that are purely descriptive and those chosen to inform and build theory. The first category encompasses single case studies, which are generally detailed histories of a specific event or result and which, he argues, have value for this history alone. The thorough knowledge of a country gained by such an intensive, rich study provides critical information that others can also benefit from. Additionally, these in-depth analyses not only are a source of data for larger comparative studies but may also identify new variables of interest or suggest potentially new theoretical explanations. Lijphart’s other typologies include those case studies that are chosen specifically for theory-building purposes. They include hypothesis-generating cases in areas in which no established theory exists; theory-confirming and -informing cases, both of which test existing theories; and deviant case analysis, for cases known to have varied from the expectations predicted by theory. This third type of case often reveals additional variables previously unidentified. It may suggest a temporal ordering of variables (path dependency) or identify the sometimes critical interactions of variables. The study of deviant cases may merely suggest refinements to the way variables are operationalized within the study, still an important theoretical contribution. These last three case typologies constitute the core of comparative case study, with their usefulness coming from their deliberate selection as a test to existing theory. While Lijphart identifies certain benefits of the case study approach, his praise is still conditional, and he favors the value of large-N quantitative studies whenever possible.

Harry Eckstein (1975) addresses the utility of case studies by first noting the predominant status held by historiographic work in earlier political science research. His main contention is that this early case study work, at both the micro and the macro level, although insightful in its own right, was perceived to be severely limited in its usefulness for producing generalizable theory, because of its singular focus and the statistical consequence of an N of 1. The prevailing assumption was that what theory-building utility case study work had was inductively drawn from the events studied, and those inferences might or might not represent replicable conclusions. Eckstein questions this assumption and lays out a detailed argument supporting the utility of case study work in all stages of the theory development process, not just the nascent ones. He additionally contends that case studies may actually be most valuable at the theory testing stage. Particularly in the field of comparative politics and when studying complex, potentially unique systems, Eckstein suggests that well-designed case study methods may be the best way of testing hypotheses and cumulating generalizable theories. Indeed, he emphasizes the role of case study in its comparative application and perspective.

Before he makes his argument for the value of case study to theory building, Eckstein (1975) provides valuable definitions of case study by emphasizing the concentrated, yet flexible, aspect of an investigation into a single event or individual. This focused yet not narrowly defined approach allows the investigator to be open to unexpected observations and new conclusions. Eckstein additionally makes the important distinction that the study of one event does not necessarily mean only one measure of the results. Rather, he contends that how an event or thing is studied will dictate its number of observations. Thus, one event can be broken down into numerous observations. For example, “Astudy of six general elections in Britain may be, but need not be, an N = 1 study. It might also be an N = 6 study. It can also be an N = 120,000,000 study” (p. 85). This example illustrates his definition of a case as the single measurement of a pertinent variable observed, so that comparative study is then defined as “simply numerous cases along the same lines, with a view to reporting and interpreting numerous measures on the same variables of different ‘individuals’” (p. 85).

After he provides a useful review of the steps toward the development of theory, first the question or puzzle, followed by the formulation of a hypothesis and then a test, with the cycle likely repeating itself as refinements are made, Eckstein proceeds to describe five distinct varieties of the case study and identifies the particular uses each has. The first of these, the configurative idiographic study, is meant to be a comprehensive study of its target but one that allows for intuitive interpretation of the facts. By definition, idiographic is individualizing rather than nomographic or generalizing. Indeed, Eckstein acknowledges that this type of case study was the predominant type he first alluded to in this work. But he makes the point that the strengths of these types of case studies are their very weakness. Their rich description and often persuasive intuitive interpretations may be individually factual, but they aren’t systematic, which makes generalizable conclusions problematic and substantive theories unlikely.

The disciplined configurative study, a term Eckstein (1975) credits to Sidney Verba, turns this relationship around somewhat; rather than building theories on interpretations, interpretations should be driven by theory. This implies that the details of a case should either confirm or disprove a theory that ought to apply to it. The problem with this approach is, as Eckstein points out, its “discipline.” The strict and usually narrow application to a case of a hypothesized theory should either confirm or deny it. In essence, Eckstein suggests that this approach may be too restrictive. It may also lack the flexibility to accommodate more intricate relationships not already identified or suggested by existing theory. He also worries that interpretation of cases on an existing theory presumes that the theory itself is correct and suggests that existing theory, however valid, may “compel particular case interpretations” (p. 104, italics added) with its emphasis on generalizability at the expense of more individualized findings.

Eckstein’s (1975) third type is heuristic case studies, which are deliberate searches for discovery, often a result of trial and error. These are meant to be creative, stimulating the imagination of the researcher toward new ways of looking at a problem, focusing on broader, more generalizable relationships. This discovery is incremental and is often developed in sequential studies as the new theory is further refined. The reason for heuristic case study is given rather succinctly by Eckstein: Theories do not arise from data alone but rather from the imagination of the researcher, after discerning puzzles and then patterns. Case studies, with their intensive analysis, increase the likelihood that these critical relationships will be found, particularly when they are carefully chosen to advance theory building. One caveat Eckstein offers on heuristic case studies is that they often produce too much—multiple explanations, too many variables, and a resulting complexity of interactions that are not only unwieldy but make generalization impossible.

Case studies are also used to probe the likelihood of proposed theories, a form that Eckstein (1975) calls plausibility probes. These are an intervening step before testing, to determine whether the expense of testing is warranted. Although the usefulness of such a study is limited to this end, and alone it cannot confirm a theory, it can, however, improve the prospects of testing, and for this reason it has value.

A more critical example of case study in theory building is the crucial case study. Eckstein (1975) confronts the dilemma of a single observation and the inability to correctly determine a statistical relationship on the basis of such limited information as a source of potential error for any theory based on it. The inductive fallacy is the error made when one derives a theory from only the observed (gathered) data, without further testing. The critical caveat is that one cannot test a theory with the same data used to originate the theory, and therefore another such example must be found. The crucial case is just such a test of a proposed theory. If all those variables deemed critical to a theory exist, then the results should be as predicted by the theory. Conversely, one can study a case similar in most respects, yet lacking in the hypothesized critical components, as a way of demonstrating that similar results did not result because the causal variable was missing. Although these most likely and least likely case study designs cannot absolutely confirm or deny theory, they are important tests of the likelihood of the theory and the correctness of the causal relationships being proposed.

Eckstein’s (1975) thorough typology and analysis of the case study method methodically crafts an argument for the benefits of case study work. These include the insight made possible by the rigorous, thorough inspection in a carefully crafted case study and its across-discipline utility in identifying new variables and new causal mechanisms leading to the generation of new theory. To accomplish this goal, Eckstein emphasizes that case study selection must be driven by theory, and not by interest or convenience.

Charles Ragin (1987), in The Comparative Method, devotes a chapter to the discussion of case-oriented comparative methods and addresses the likelihood that even the most meticulously performed case study is unlikely to produce definitive explanations. However, identifying critical contextual facts may help determine the causal relationships underlying the observed phenomena. It is important to note that Ragin emphasizes the value that an intensive case study accrues to its researcher. Deep understanding of an event or case in its entirety, rather than merely knowing pieces of information, allows for more contextually rich comparison to other events. This richness can only enhance the reliability of the causal inferences drawn. Such depth of knowledge is likely limited to a small number of cases, and indeed this complexity is a constraint on the case study researcher. Case study is, as Ragin shows, a successful strategy for analyzing complex, multicausal events and at the same time still cohesively connecting them theoretically. He concludes with a nice summation of the strengths of the case study method: Case studies make possible the discovery of patterns of relationships and difference, with all deviations requiring an explanation, necessitating a thorough knowledge of the data. Since case study work does not rely on statistical probabilities such as frequency or distribution, a single case can be critical and can potentially prove or disprove a hypothesis. Case study work is holistic and requires a thorough understanding of the entire event, not just targeted aspects of it, and finally, case study encourages creative new ways of examining behavior and events. Particularly in the identification of complex interactions and the importance of context in understanding their role, Ragin makes the point that case studies provide a methodologically distinct approach.

In Designing Social Inquiry, Gary King, Robert O. Koehane, and Verba (1994) argue that the same level of testable, scientific rigor can be applied to qualitative work that quantitative scholars are able to use in their statistically based work; qualitative work includes, of course, case studies. King et al. focus on research design with an emphasis on the logic of inference, to use the facts that are known to learn about facts as yet unknown. This is then used to identify causal relationships and construct theories that can then be tested. King et al.’s emphasis on the latter stages of research design, producing theory that is testable and thus falsifiable, challenges case study researchers to think rigorously about their work, to recognize the similarities of quantitative and qualitative work with respect to empirical rigor, and to approach their work as such. King et al. argue that the primary way to do this is to see qualitative data more quantitatively, and to accomplish this from a practical standpoint, they advise maximizing the number of observations (from which measures are taken) whenever possible. At the same time, when adding an observation is not possible, they recommend summarizing on the outcome of interest instead, in order to avoid issues of micronumerosity (having more variables than observations). Echoing Eckstein (1975), King et al. remind us that the size of a case study, its N, is often determined by the level of analysis chosen: Is it one single event, several incidents within that event, or many more individual acts? In addition to constructing a design that allows for multiple observations, the authors emphasize the requirement of designing theories that can be falsified (i.e., the null hypothesis can be tested). King et al. also address the importance of reducing the potential bias introduced through case selection. They emphasize the care with which cases must be chosen, as there must be “the possibility of at least some variation on the dependent variable” (p. 129). Other potential sources of selection bias they cite are investigator induced: choosing cases because data are available or because one has a particular interest in or understands the language, or the larger bias that often occurs when case selection is correlated with the dependent variable. In this instance, the process being studied has already been selected for over time, leaving as evidence only its most recent iteration and losing any obvious trace of what may have been critically important in the intervening stages.

Not all scholars implicitly agreed with the arguments made by King et al. (1994), and a lively review symposium in response to it appeared in the journal American Political Science Review. In it, Ronald Rogowski (1995) challenges King et al.’s concern with the testability of single-observation studies and relates three examples of just such single-case studies that do succeed under this limitation. He offers additional examples in response to their admonitions against dependent variable selection bias and comments that without deliberate selection based on a case’s anomaly (its status as a statistical outlier), one of the core benefits of case study work would be lost. Rogowski sums up by emphasizing the importance of not losing the benefits of good qualitative work at the expense of increased quantifiability. In the same symposium, David Collier (1995) also takes issue with how King et al. address selection bias. However, although Collier generally concurs with their position, he argues for a bit more nuance when one is faced with some of the realities of the comparative method. Additionally he identifies the importance of valuing the context of research findings as more important perhaps than their generalizability, and he gently suggests that King et al. could be less rigid in their appraisal of qualitative methods.

Since case study is just that, an intensive examination of at least one item, how cases are selected is a fundamental issue. In comparative case studies, this issue is particularly relevant because small-N studies suggest that there exists more than one unique example of what is being examined and therefore a larger population to choose from. As a result, concerns over potential selection bias contribute prominently in discussions of the case study method. In “How the Cases You Choose Affect the Answers You Get: Selection Bias in Comparative Politics,” Barbara Geddes (1990) addresses this issue by reexamining three prominent comparative studies. She neatly demonstrates how the potential error of case selection on the dependent variable can particularly impact results in small-N studies. Essentially a primer on selection bias, this article outlines the importance not only of identifying the most likely causal reasons some event occurred, but also of examining the counterfactual as well. Geddes makes the point that by not providing a larger sample, selected randomly (rather than on the dependent variable) for testing the proposed relationship between cause and effect, one is really comparing only “the differences among the selected cases” (p. 132). She then shows how such an error can also occur in a path-dependent argument. In both examples, misleading findings resulted from researchers’ not expanding the population from which the targeted cases were drawn. Had they done so, they would have had a larger and likely more random sample to test. Geddes’s final example involves time-series studies and the determination of the appropriate end point of a case study. In this instance, she shows how changing the dates of a study would affect its results drastically, and she also makes the point that historical case studies are especially vulnerable to selection bias based on the time frames chosen for analysis.

The more recent discussion of case study work has focused increasingly on understanding the role of this method as part of a comprehensive research strategy. John Gerring (2004) emphasizes how, by failing to accommodate the bounded aspect of case work, most commonly used definitions for case study are inadequate. He offers the definition of case study as “an intensive study of a single unit for the purpose of understanding a larger class of (similar) units,” with units being “spatially bounded phenomena” (p. 342). This implies the study of a unique event or thing, at one point in time, with the goal of generalizability, which, he argues, provides a more theoretically useful interpretation. Gerring then provides a comprehensive discussion of the methodological ambiguities that occur in case studies and identifies six areas in which case studies are vulnerable. With these as a guide, he outlines the strengths and weaknesses of case (within-unit) study versus across-unit study. He notes that the case study method is more suited to descriptive inferences than to causal ones. It is a method that has a special affinity with intensive, focused studies rather than those that are extensive and broad. Case study is more likely to have high internal validity and weak external validity. It facilitates the defining of causal mechanisms, and not the testing of causal effects, performing better when causal mechanisms are deterministic instead of probabilistic. Finally, case studies are well suited to exploratory research but are limited in their uses for confirming hypotheses, yet they are preferred when across-case studies cannot provide adequate variance for the relationship being studied. With this enhanced clarity, and by situating case studies not apart from but as a complement to noncase methods, Gerring suggests that case study methods should be accepted as an equally worthy methodological approach by the entire discipline and that rather than favoring one method over another (often exclusively), scholars should use the method most suited to their question, their data, and their theory.

With Alexander George and Andrew Bennett’s (2005) Case Studies and Theory Development in the Social Sciences, the debate within the discipline over case studies is brought up to date. Both authors have been longtime advocates of case study methods, and this latest work is a very thorough argument for the value of case study methods as part of a research strategy that includes both quantitative and qualitative methods as well as formal theory (Bennett, 2004, offers a chapter-length article distilled from this material, as well). George and Bennett disagree with King et al.’s (1994) contention that there can be only one “logic of Inference” (p. 11). George and Bennett discuss the relationship between case studies and the systematic building of theory. They compare the strengths and weaknesses of case studies and first identify four strengths, all areas in which statistical methods tend to be weak. These include concept validity, the potential for discovering new causal variables and deriving new hypotheses, a better understanding of the relationship between causal variables and possible path dependency, and the ability to identify or model the complex interactions of these variables. Weaknesses of case studies include the potential for introducing selection bias from the cases chosen and the inability to accurately measure the relative strength of an effect. Also, because of their single or very small number, case studies are relatively unique and not necessarily representative; cases chosen from a small pool may not necessarily be independent of one another, and they do not have a rich number of observations from which to judge the strength of associations between variables. George and Bennett advocate the use of the structured, focused comparison, which allows for the collection of data that can be systematically compared with other cases as well as accumulated. In this way, scientific rigor is added, and the utility of case methods is likely increased. The authors then outline the method of case study, from designing the research to executing the study and to drawing conclusions from the findings. In all steps, the role of theory is predominant: It drives the design and motivates the findings. In addition to being the definitive authority on case methods, George and Bennett present a compelling argument for using multiple methodological approaches in a research program. Not only do they show how qualitative and quantitative methods complement each other; they integrate formal modeling as well. This approach is gaining momentum in political science today, making a qualitative skill set not merely useful but necessary.

In the field of U.S. politics, the classic example of a grounded, participant observer case study must be Alexis de Tocqueville’s (1835/2004) Democracy in America. Although most modern scholars of U.S. politics solve their N of 1 problem by focusing on the subunits of U.S. government, using states or administrations, court terms or congressional voting records as their unit of analysis, Tocqueville analyzed the United States as a single entity. He drew his conclusion, that it is citizens’ affinity for joining in and participating at all levels of civic life that strengthens democracy and enables it to flourish, from his personal observations as he extensively toured the country in the early 1800s. A more modern work in U.S. politics that is rooted in qualitative case study work is Richard Fenno’s (1978) examination of congressional members, Home Style: House Members in Their Districts, in which he used extensive interviews and considerable time observing congressmen, both in Washington, D.C., and, critically, in their districts. This self-styled “soaking and poking” enabled a comprehensive, in-depth observation that allowed Fenno to identify the paradox of individual representatives’ being very well-liked by their constituents at the same time as the institution of Congress is collectively viewed much more critically, and he explains much of the paradox by the personal relationships developed through district service. David Mayhew’s (1974) Congress: The Electoral Connection also looks at the relationship between members of Congress and their constituents and is another example of a work based on inductive reasoning rooted in extensive in-depth participant observation. Mayhew finds that it is the incentive for reelection that motivates the individual behavior of both congressmen and the Congress. Through committee assignments, leadership positions, and vote trading (among other means), congressmen ensure their reelection chances. Mayhew suggests that with Congress motivated as a whole by mutual self-interest, it is no surprise that the structural arrangements of Congress, its organization of the leadership and committee system, have evolved to facilitate this behavior.

The case study method is used most extensively in the subfield of comparative politics. Using primarily small-N research designs, many significant works have been produced. Included among these is Barrington Moore’s (1966) Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World. Moore examines five societies to compare their experiences with modernization and the economic revolution that ensues. He concludes that there are three likely outcomes, dependent on the country’s social structure, and these in turn predict the likelihood of a successful transition to democracy or descent into dictatorship. The most well-known example of an intensive single-country case study must be Robert Putnam’s (1993) Making Democracy Work: Civic Traditions in Modern Italy, also an excellent example of historiographic work. The subject of lively debate within the discipline, social capital, that is, the extent to which citizens are participatory and invested in their communities as a result of their civic relationships, was found by Putnam to be a necessary component of a successful democratic society. Putnam argues that the associational experience of northern and central Italy developed interpersonal trust and fostered more democratic local governments, but the lack of similar groups in the south left them with less. Another such single-case work is Robert Bates’s (1989) Beyond the Miracle of the Market: The Political Economy of Agrarian Development in Kenya. This work, which focuses on the intersection between land use, government institutions, and public policies, relies on a critical understanding of the economic, political, and cultural forces at work in Kenyan society. The complex interplay of economics and politics that Bates studies is only fully appreciated when the cultural context is included; the influence of tribal affiliations and Kenya’s British colonial legacy are just two examples. These kinds of rich, multilayered observations and intimate knowledge of a society can be accomplished only with case study methods, with which Bates combines quantitative rigor as well.

International relations scholars have also extensively used the case study method to selectively examine the actions of elite actors and organizations during critical events. Case study work is used to evaluate existing theory as well as propose alternate explanations to better understand the often complex motivations of and among nation-states. In Essence of Decision: Explaining the Cuban Missile Crisis, Graham T. Allison (1971) examines the Cuban missile crisis and, primarily through interviews, reconstructs the often conflicted decision-making process of all the major participants. To do this, he approaches the same event from the perspective of three different decisional- behavior models. These competing approaches are collectively used to illustrate the author’s thesis: that despite internal pressures to the contrary, it was the actions and the decisions of the two leaders that successfully resolved the issue. Alexander George and Richard Smoke’s (1974) Deterrence in American Foreign Policy is an example of a focused-comparison case study that examines 11 instances of the failure of U.S. deterrence policy. George and Smoke use process tracing to establish the causal explanation, which would not be possible without the depth of knowledge acquired in these case histories. In doing so, they critique existing theory and are able to offer a new, more dynamic, explanation. In another example of a focused-comparison study, Stephen M. Walt (1987), in The Origins of Alliances, looks at alliance formation and contrasts two distinct types: those made for mutual support to defend against a threat and those that are more opportunistic (or perhaps pragmatic), in which one aligns with the threat itself. Walt then explores the likely causes of these choices, looking specifically at shared ideology and the influences of foreign aid. His concentrated case study of states in the Middle East during a single period allows him to develop the depth of knowledge necessary for such a study, in which data alone would be inadequate.

As the previous examples illustrate, case study work is applicable to a broad range of theoretical questions. Indeed, for many situations, a case study examination is the only way to rigorously examine an event. Case study can be used in either half of the research cycle: to deductively test the hypothesized research question or to inductively explore the results of empirical observations. It is also a valuable method for developing original theoretical insight, which can often form the basis of a research design using more statistically robust methods. Case study in and of itself serves a vital informative purpose as well, allowing in-depth appreciation of often nuanced yet critical conditions of the larger phenomenon being observed. Finally, the case study is increasingly being appreciated as a necessary component of comprehensive political science research today: Together with traditional quantitative methods that provide reliable statistical probabilities for a tightly focused view, and formal theory methods that produce more soft-focused or abstract explanations, case study work provides a necessary contribution by filling in the gaps, compensating for the inevitable shortcomings when formal and quantitative methods are applied to real-life questions and problems. Most critically, a well-crafted case study gives the researcher a level of knowledge and understanding of the matter being examined that no other method allows. This benefit alone justifies the application of case study methods to social science research today and in the future.

Bibliography:

• Allison, G. T. (1971). Essence of decision: Explaining the Cuban missile crisis. Boston: Little, Brown.
• Bates, R. (1989). Beyond the miracle of the market: The political economy of agrarian development in Kenya. Cambridge, UK: Cambridge University Press.
• Bennett, A. (2004). Case study methods: Design, use and comparative advantages. In D. F. Sprinz & Y. Wolinsky Nahmias (Eds.), Models, numbers and cases: Methods for studying international relations (pp. 19-55). Ann Arbor: University of Michigan Press.
• Collier, D. (1995). Review: Translating quantitative methods for qualitative researchers: The case of selection bias. American Political Science Review, 89, 461-466.
• Collier, D., & Mahoney, J. (1996). Insights and pitfalls: Selection bias in qualitative research. World Politics, 49, 56-91.
• Eckstein, H. (1975). Case study and theory in political science. In F. Greenstein & N. Polsby (Eds.), Handbook of political science: Vol. 7. Strategies of inquiry (pp. 79-137). Reading, MA: Addison Wesley.
• Fenno, R. (1978). Home style: House members in their districts. Boston: Little, Brown.
• Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2, 131-150.
• George, A. L., & Bennett, A. (2005). Case studies and theory development in the social sciences. Cambridge: MIT Press.
• George, A. L., & Smoke, R. (1974). Deterrence in American foreign policy: Theory and practice. New York: Columbia University Press.
• Gerring, J. (2004). What is a case study and what is it good for? American Political Science Review, 98, 341-354.
• King, G., Koehane, R. O., & Verba, S. (1994). Designing social inquiry: Scientific inference in qualitative research. Princeton, NJ: Princeton University Press.
• Lijphart, A. (1971). Comparative politics and the comparative method. American Political Science Review, 65(3), 682-693.
• Mayhew, D. R. (1974). Congress: The electoral connection. New Haven, CT: Yale University Press.
• Moore, B., Jr. (1966). Social origins of dictatorship and democracy: Lord and peasant in the making of the modern world. Boston: Beacon Press.
• Putnam, R. (1993). Making democracy work: Civic traditions in modern Italy. Princeton, NJ: Princeton University Press.
• Ragin, C. C. (1987). The comparative method: Moving beyond qualitative and quantitative strategies. Berkeley: University of California Press.
• Rogowski, R. (1995). Review: The role of theory and anomaly in social scientific inference. American Political Science Review, 89, 467-470.
• Tocqueville, A. de. (2004). Democracy in America. New York: Library of America. (Original work published 1835)
• Walt, S. M. (1987). The origins of alliances. Ithaca, NY: Cornell University Press.

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Student political stunts of years gone by don't tell us everything about our politicians — but in Albanese's case, it taught him a valuable lesson

Analysis Student political stunts of years gone by don't tell us everything about our politicians — but in Albanese's case, it taught him a valuable lesson

Democracy — the world's most annoying system ever designed by human beings to regulate themselves, apart from all the other options — is built on the right of citizens to voice dissent.

In this particular democracy, in this particular week, notwithstanding the ever-escalating daily churn of events, two tableaux stick in the mind. And both tell us something about our own leaders.

The first is the nation's capital, comprehensively shut down by the largest security operation ever to greet a visiting world leader. Hundreds of law enforcement officers gathered to keep protesters at bay and preserve the "dignity" of visiting Chinese Premier Li Qiang.

Sadly, all the wallopers in Australia could not insulate Mr Li's dignity from the jab it received at Monday's Great Hall luncheon in his honour, at which our very own PM commenced his remarks by welcoming "Your Excellency Li Keqiang, the Premier of the State Council of the People's Republic of China".

Ouch, ouch, ouch . Li Keqiang was, of course, the last guy, who resigned from the premiership in March 2023, and died in October after a heart attack. Mr Li's features gave only the tiniest twitch at this moment. 

Presumably, after 41 years in the CCP, this man does not startle easily. Welcome to Australia, Mr Li! And welcome to one of the commonest workplace experiences of Chinese Australians; being mistaken for the other Chinese guy.

Mr Li's travelling posse of minders — in a terrible moment, and one that left a nasty stain on the Australian home of democracy — clumped themselves around the Australian journalist Cheng Lei so as to obscure her from the cameras. Questioned later that day at the National Press Club, Mr Albanese said he didn't know it had happened. Yesterday, he was firmer .

For all the upsides of normalising relations with our big-spending non-democratic neighbour (lobster sales!), there are certainly downsides, like having to remain polite when your citizens get menaced.

Anthony Albanese has been in politics for a long time too. And his own lessons in pragmatism go back just as far as Mr Li's.

Albanese has history when it comes to student political protests

Forty-one years ago, as a young Mr Li signed up to the Chinese Communist Party as a junior clerk in Rui'an, the 20-year-old Albanese was already well entrenched in the signature barney of his career in student politics.

His cause? The preservation of The University of Sydney's Political Economy course, a left-wing breakaway from the classical economics curriculum which was established in the 1970s and denounced in 1979 by then-SRC president Tony Abbott as a "thinly disguised attempt by unscrupulous academics to impose simplistic ideological solutions upon students, as it were; to make students the cannon fodder for their own private versions of the revolution".

By June 29 of that year, Mr Albanese — having climbed and defaced the campus clock tower in protest, as well as installing a caravan on the university's lawns and daubing it with the words "Faculty Of Political Economy" — found himself leading an occupation of the economics faculty's staff common room.

The exasperated vice-chancellor called the cops. The Tactical Response Group, no less!

Speaking to Karen Middleton for her biography, Albanese: Telling It Straight, the PM admits that the university's escalation of hostilities took him and his comrades by surprise. 

They locked themselves in and negotiated through the window, pretending to police and media that their numbers were vast, when in fact they were 14 students, one baby and a "talking stick" that was used to civilise group discussion. 

The sit-in was broken up and Albanese was charged with "serious alarm or affront" (later dismissed), but within a week he was back in the common room for a second, longer occupation. And at day 10, the young Labor activist started to get sick of the anarchists and Trotskyists who were his new roommates.

"They'd sit in a circle and they'd keep talking until everyone agreed," Albanese told Middleton.

"So no-one ever made a decision … they had no strategy for it to end. And what was clear was that for some of them, the sit-in was the objective. It was literally a place to live!"

So what did Albanese do? He arranged for some Labor Club colleagues to arrive early one morning to the common room, and force an immediate vote to disband.

"We stacked it, basically," Albanese recalled. "To end it."

What's the point of this ancient history?

Well, it helps to explain the PM's extreme caution around the pro-Palestine protests on campuses around Australia, Sydney University's version of which has been largely dismantled this week .

Albanese himself was a founder of the Parliamentary Friends of Palestine in his early days as a federal MP. He was a committed university protester, obviously. But he has done nothing to encourage the students speaking out on what used to be a cause close to his heart. Why?

The broadest hint as to his private sentiment came in May when The Australian reported that the PM had told a group of rabbis that the protesters were just "campus Trots".

Another clue came a fortnight ago when the PM and Opposition Leader Peter Dutton teamed up in Parliament to condemn the Greens for lending support to protesters blockading MPs' offices or daubing them with slogans.

Campus Trots are an historical annoyance for Albanese. So are the Greens, who have niggled him in his inner-west Sydney seat of Grayndler for his whole parliamentary career.

Past deeds in student politics (and there are many MPs who underwent this peculiar form of boot-camp) won't tell you everything about a fully grown political leader.

But the crenellations of these juvenile adventures can be unmistakeable. Some experiences are formative, and permanent.

In 1983, for instance, while the current PM was awaiting his turn with the talking stick in the Economics staff common room, a young Julia Gillard was fighting a different battle as president of the Australian Union of Students (AUS). 

The left-wing national student union, established in 1970, was struggling to attract campus affiliates, and Gillard was convinced that the muscular pro-Palestine stance of the organisation was partially to blame.

"The bigger cost for the AUS of this foreign policy preoccupation was the way it alienated the vast mass of students, who were studying to get their qualifications, often holding down part-time jobs," she wrote in her 2014 memoir, My Story.

This analysis was not, ironically, a million miles from the sentiment of young Abbott, who in 1977 drove his purple eight-cylinder Leyland P76 to the AUS conference in Melbourne, accompanied by his friend Greg Sheridan - now The Australian's long-time foreign editor - who recalls the expedition in his own memoir When We Were Young and Foolish.

The pair attended a Palestinian film night that was part of the conference program, and heckled from the audience with pro-Israel sentiment. The film was stopped, a scuffle ensued, and Abbott was struck in the back of the head with a clog by one of the angry organisers, who had removed it from her own foot for this purpose. 

Later, Abbott was roughed-up "by Maoists" in a residential hall corridor. It was a violent year; Jewish Labor MP Michael Danby, the former Member for Melbourne Ports, was also beaten up in Melbourne that year, as was the then-Monash Students Association chair Peter Costello, who sustained a broken wrist when attacked by an anarchist.

Gillard, as AUS president, eventually succeeded in closing down the debate on the Middle East; in 1983, the union adopted a neutral "no policy" stance on the matter. The AUS folded later that year. But 30 years later, when Gillard was prime minister, her decision to oppose a UN General Assembly vote recognising Palestine caused a series of internal caucus explosions that her leadership — ultimately — did not survive. 

Recently, Gillard and Albanese both gave interviews to former treasurer Josh Frydenberg for his Sky News documentary Never Again, an examination of the rise in anti-Semitic sentiment in Australia over the eight months since the Hamas attacks on October 7 and Israel's brutal response, which have generated unerasable scenes of scorching inhumanity and violence.

The conflict in the Middle East casts a long shadow over Australian politics, and Australian protest. 

Is the PM correct in his assessment that the pro-Palestine movement consists mainly of Greens and campus Trots?

That's the other thing about democracy. The people always end up letting you know.

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• Abbott, Tony
• Anthony Albanese
• Federal Government
• Gillard, Julia
• Political Leadership