CHAPTER III

CASE STUDY
METHODOLOGY
 CHAPTER III
CASE STUDY METHODOLOGY

3.1 Introductfon
3.2 Methodolcgical Orientation
3.2.1 Quantitative Research Paradigm
3.2.2 Qualitative Research Paradigm
3.3 The Case Study Methodology
3.3.1 Definition of Case Study
3.3.2 Designs under Case Study
3.4 Research Design
3.5 Population and Sample
3.6 Tools and Techniques of Data Collection
3.7 Development of the Tools
3.8 Method of Data Collection
3.9 Data Analysis
3.10 Ethical Consideration
3.11 Summary

68
REFERENCES

Atodaria, B. A. (2C01). Case study on Gram Nirvan Kelvani Mandal,

Thava, taluka Valia, M. Ed., Unpublished thesis submitted to
South Gujarat University, Surat,
Best, J. W. (1997). Research in Education: (3rd Ed.) New Delhi: Prentice

Hall of India PVt. Ltd.

Bose, P.K., Banerjee, P. R. and Mukherejee, S.P. (1973). Case study of
Seven Big Colleges in Calcutta, Their academic administrative and
Financial Affairs, Dept, of Stat. Cal. U. 1973. In Buch M. B. (Ed.),
Third Survey cf Research in Education, N.C. R. T. 1987
Buch, M. B. CEd.),(1991). Forth Survey of Research in
Education.Baroda:C. A. S. E. The M. S. University of Baroda.
Karlberg A. M. (2007).Assessment in a Tribal College cotext: A Case
Study of Northwest India College, Ph. D. The University of
British Columbia. Retrieved July 16, 2011 from
http://www.nwic.edu/assessment/assessmentresources/dissertation.
Makavana, M.V. (2005).A case study on Tribhovandas Foundation in
Health Perspective. M. Ed., Unpublished thesis submitted to
Saradar Patel University, V.V. Nagar.
Mohana R.K. (1983). Case studies of innovative institutional, Ph.D.
Edu., Baroda: The M. S. University of Baroda.
Paramar, D. N. (1979).A case study of Vallabh Vidyanagar Educational
Campus in relation to the special contribution of Shri Bhailalbhai
Patel. Ph. D. (Edu.). Unpublished thesis submitted to Saradar Patel
Uni versity, V. V. Nagar.
Paramar, R. P. (2005).^ case study of Muni Seva Ashram at Goraj in
Educational Perspectives, M.ED. Unpublihed thesis submitted to
Saradar Patel Uni versity, V. V. Nagar.

67
 CHAPTER III
CASE STUDY METHODOLOGY

3.1 INTRODUCTION:
Literature review is presented in the second chapter. This chapter
begins with theoretical orientation and approaches adopted in this study
followed by explanations of quantitative and qualitative research
paradigms and methodological options together with a brief account of
what constitutes research and how it affects the paradigms that influence
people’s understanding and their worldviews. These are followed by an
examination of the qualitative paradigm, coupled with the methodological
approach of this study. The chapter provides the reasons for the selection
of the methodology. This chapter also presents the research designs used
in the study with explanation of selection of research design and
development of the tools as well as the methods of data collection and its
analysis. The chapter ends with ethical consideration of the present study
and a brief summary of the chapter.

3.2 THEORETICAL ORIENTATION:

The purpose of theory in research, according to Weirsma, (1995),
is to help the researcher to establish a framework where the researcher
can start from and then proceed with the study. The theory identifies
important factors that need consideration, provides guidance to different
parts of the research and identifies gaps, weak points, and inconsistencies
that may require further research (ibid). In qualitative research, a theory is
developed in the process of research. However, if no theory is generated,
the study may change focus, or be dropped or be refined as the study
progresses (Weirsma, 1995). If the theory is based on data, it will form a
grounded theory. “A theory grounded in data rather than one based on

69
some apriori constructed ideas, notions or systems” (Weirsma, 1995.
p. 13). If no theory emerges, the research is atheoretical. (ibid).
Quantitative research is deductive and tends to be more theory-based
from the outset. Likewise, “if theory-based testing is done, it is
quantitative research” (Weirsma, 1995. p. 13). To gain information, to
form a theory and provide validity to this research topic, the study uses a
qualitative paradigm. However, to justify the research paradigm used in
the present study, first of all qualitative and quantitative paradigms are
compared.

3.2.1 Quantitative Research Paradigm:

The quantitative is “termed the traditional, positivist, the
experimental or the empiricist paradigm” (Creswell, 1994. p.4). The
thinkers that established the empiricist tradition are, for social theory,
Comte (1975), Mill (1965), Durkherm (1938, cited in Clark, 1997),
Newton and Lock (cited in Creswell, 1994) while in philosophy, the
logical positivists were Carnap, Feigl, and Neurath in the twentieth
century, (Clark, 1997). Quantitative research can be classified as
experimental and non-experimental enquiry which uses objective
measurements and statistical analyses of numeric data to understand and
explain a phenomenon (Ary, et. al., 2006). It is originated in positivism.
The positivist emphasises measurement to gather data with objective
techniques to answer questions. It is a research that is systematic and
open to replication by other investigators (ibid) According to Clark
(1997), “positivism has its origin in the enlightenment ideal of the
rejection of philosophical, religious or civil authority. The clearest
expression of this ideal is found in the work of Hume’s (1888) treatise in
human nature” (p. 12). Hume sought to ground knowledge in sensory
experience, distinguishing knowledge from metaphysics (Clark 1997).

70
 The nature cf understanding about the assumptions of the
quantitative paradigm is better understood when it is explained based on
ontological, epistemological,axiological, rhetorical and methodological
assumptions (Creswell, 1994), For the ontological issues in research,
quantitative perspectives see reality as “objective” out there, independent
from the researchers; something that can be measured objectively
(Creswell 1994). Epistemologically, this paradigm views the researcher
as being independent from that being researched. From an axiological
standpoint, the values of the researcher are kept out of the study.
Rhetorically, the language of the research must not only be impersonal or
formal but it has to use accepted words for quantitative research. From a
methodological perspective of quantitative research, the approaches used
are in deductive forms of logic within theories and hypothesis based on
testing in a cause-and-effect order (Creswell, 1994).
The results generated from quantitative research are portrayed as
reliable. Reliability in quantitative research “concerns the consistency of
the research and the extent to which studies can be replicated” (Weirsma,
1995, p.9). There are two forms ofreliability; internal reliability and
external reliability. For internal reliability, the datacollection, analysis,
and interpretation are consistent and given the same conditions. For
external validity, concerns include issues of whether or not independent
researchers can replicate studies in the same time or in similar settings
(Weirsma, 1995, p.5).
A quantitative paradigm has positive contributions to make to
research. However, this study is using a qualitative paradigm. The
reasons provided here justify the choice: firstly, it is not time-consuming,
not complicated for analysis, not demanding for research resources and
easier to complete (Creswell, 1994). Secondly, it involves conversations
between the researcher and the researches, whereby rich data is believed
to be forthcoming for the study.
71
 Following are the different types of quantitative research methods.
1) Descriptive Survey Research
2) Experimental Research,
3) Single — Subject Research
4) Causal — Comparative Research
5) Correlational Research,
6) Meta-analysis.

3.2.2 Qualitative Research Paradigm:

Denzin and Lincoln (2008), summarise the definition of qualitative
research as “a situated activity that locates the observer in the world. It
consists of a set of interpretive, material practises that make the world
visible” (p.4). Furthermore “qualitative research is rooted in
phenomenology” (Ary et.al., 2006, p.25). In this theoretical view, the
substance, social reality is unique; the individual and the world are
viewed as interconnected and cannot be separated or function without
each other (ibid). Ary, et. al. (2006) further explain that the researcher can
only understand human behaviour through the meanings of events that
people are involved in. The constructivist researcher does not only
consider people but considers how people think and feel and the
experiences that have happened to them (ibid). These practices, as Denzin
and Lincoln (2008) pointed out, have transformed the world from the
positivist position. Constructivism has turned the positivist world into
representations such as field notes, interviews, conversations, recordings
and memos.
There are different merits to qualitative research, which are
considered vital as compared to a quantitative approach. In qualitative
research, the main focus is to examine a phenomenon in rich detail and
not as a comparison of relationship as in quantitative approaches (Ary, et.
al., 2006). Secondly, the design of qualitative research evolves during the

72
study and not prior to the study. Third, the study is approached
inductively, to generate the theory and not deductively whereby tests are
done to generate a theory. Fourth, the tools used require face-to-face
interaction without standardised instruments. Next, samples are small and
manageable, and analyses are informed by narrative descriptions and
interpretations. Importantly, qualitative research is holistic, interpretative
and empathetic. It is holistic in its concern with the process and context
rather than simply outcomes and experiments research” (Stake, citied in
Conrad and Serlin, 2006, p. 407). This means that qualitative researchers
“consider, studying things in their natural settings, attempting to make
sense of, or interpret, phenomena in terms of the meaning people bring
with them” (Denzin and Lincoln, 2008, p.4).
This research required a qualitative approach to collect
“information-rich data” (Patton, 2002). However, to avoid invalidity
qualitative researchers have to be aware of their own biases, and, to
maintain the integrity of research, try to meet challenges they encounter
along the way (Gay and Arasian, 2000). What is validity then as opposed
to invalidity? Validity in qualitative research in general, as Weirsma
(1995) points out, is based on facts or evidence that are justified as being
true. Validity involves two concepts, internal validity and external
validity. For internal validity, results can be interpreted accurately. For
external validity results can be generalised to population, situation, and
condition (Weirsma, 1995). Three considerations are of note within a
qualitative research framework. The research is placed in a natural setting
where the researcher is able to access sites and participants, using
methods that are “interactive and humanistic in order to build rapport and
credibility with the individuals in the study” (Creswell, 2003. p.8). The
study focuses on observing a variety of perceptions to allow for multiple
sources of evidence to be obtained from participants (Creswell, 1994).
The researcher is also able to explore the phenomena in their natural
73
settings (Anderson, 2002) and to makesense of, or interpret the
phenomena in terms of the meanings people bring with them (Denzin and
Lincoln, 1994).
Different types of qualitative research methods are mentioned
below.
1) Case study
2) Ethnography
3) Phenomenological Research
4) Narrative Research
5) Historical Research.
The present study was qualitative in nature and researcher has
selected case study research methodology.

3.3 THE CASE STUDY METHODOLOGY:

The literature contains numerous examples of applications of the
case study as a methodology. The earliest and most natural examples are
to be found in the fields of Law and Medicine, where "cases" make up the
large body of the student work. However, there are some areas that have
used case study techniques extensively, particularly in government and in
evaluative situations. In both types of investigations, merely quantitative
techniques intended to obscure some of the important information that the
researchers needed to uncover. There were also specific examples of case
studies in education, and management information system. It is a fact that
case studies do not need to have a minimum number of cases, or to
randomly "select" cases. The researcher is called upon to work within the
situation that presents itself in each case.
The researcher has decided to study the developmental aspects of
“Sarva Vidyalaya Kelvani Mandal, Kadi”. This educational trust was
established in 1919 and at present it is one of the biggest public trusts in
Gujarat. It is very interesting to know why the trust was established, how

74
it is developed and how it helps the society to develop. The researcher
believes that the study will throw light in above raised questions.
According to Yin (1994) case studies are the preferred strategy when
‘how’ or ‘why’ questions are being posed and when the investigator has
little control over events, and when the focus is on contemporary
phenomena within some real-life context. Case study allows an
investigation to retain the holistic and meaningful characteristics of
organizational and managerial processes. The study of development of
“Sarva Vidyalaya Kelvani Mandal, Kadi” becomes a case to investigate.

3.3.1 Definition of case study:

The most frequent encountered definitions of the case studies have
merely repeated the types of topics to which case studies have been
applied.
For example, in words of one observer,the essence of the case
study is that it tries to illuminate a decision or set of decisions: why they
were taken, how they were implemented, and with what result (Schramm,
1971).This definition thus cites the topic of the ‘decision’ as the major
focus of case studies
In the Dictionary of Sociology, the following in full citation has
been found:
Case Study is the detailed examination of a single example of a
class of phenomena, it may be useful in the preliminary stages of an
investigation since it provides hypotheses, which may be tested
systematically with a larger number of cases. (Abercrombie, Hill, &
Turner, 1984).
Yin (1984)explained case study more technically as: a case study is
an empirical inquiry that investigates a contemporary phenomenon within
its real-life context; when the boundaries between phenomenon and
context are not clearly evident; and in which multiple sources are used.

75
 This definition not only helps us to understand case studies but also
distinguish them from the other research strategies.
Gerring(2007)also described as: A case study may be understood
as the intensive study of a single case where the purpose of the study is -
at least in part- to shed light on larger classes of cases (population).

3.3.2 Designs under case study:

Case studies can be single or multiple-case designs, where a
multiple design must follow a replication rather than sampling logic. In
multiple case studies, a number of cases are studied. This is to investigate
some general phenomenon. When no other cases are available for
replication, the researcher is limited to single-case designs.
Yin (1994) pointed out that generalization of results, from either
single or multiple designs, is made to theory and not to populations. Thus
case study evaluations can cover both process and outcomes, because
they can include both quantitative and qualitative data.
Yin(1993) listed several examples along with the appropriate
research design in each case. There were suggestions for a general
approach to designing case studies, and also recommendations for
exploratory, descriptive and explanatory case studies. Each of those three
approaches can be single or multiple-case studies, where multiple-case
studies are replicatory, and not sampled cases.

a) Exploratory case studies:

When it is necessary to explore those situations in which
intervention being evaluated has no clear, single set of outcomes.
Researches in business related subjects sometimes limit case studies to
the exploratory use. For example, pilot case study can be used as a basis
for formulating questions or hypothesis testing.

76
b) Descriptive case studies:
Descriptive case study is used when the researcher describe the
real- life context in which an intervention has occurred.

C) Explanatory or causal case studies:

Explanatory or causal case studies can be used when it is necessary
to explain the causal links in real life interventions that are too complex
for the survey or experimental strategies. Explanatory research can be
useful for example to study processes in companies.
Yin (1984) also suggested four types of designs based on the
assumption that single- and multiple- case studies reflect different design
considerations and that within these two types, there also can be a unitary
or multiple units of analysis.For the case study strategy, the four types of
designs are as follows.
1. Single case (holistic) designs
2. Single case (embedded) designs
3. Multiple-case (holistic) designs
4. Multiple-case (embedded) designs
These designs can be explained in the following figure.

FIGURE 3.1
Types of Case Study Design

Multiple- Case Single- Case

Designs_______ ______ Designs

Holistic
(Single unit of TYPE-1 TYPE-3
analysis)

Embedded
(Multiple units of TYPE-2 TYPE-4
analysis)

77
 If the case study examined only the global nature of the
programme, a holistic designwould have been used. Some times the same
case study may involve more than one unit of analysis. This occurs when,
within a single case, attention is also given to a subunit or subunits. Such
a design would be called an embedded case study design. The subunite
can often add significant opportunities for extensive analysis.

3.4 RESEARCH DESIGN:

Yin (1994) identified five components of research design that are

important for case studies:

1) A study's questions
2) Its propositions, if any
3) Its unit(s) of analysis
4) The logic linking the data to the propositions
5) The criteria for interpreting the findings
(Yin, 1994, p. 20).
For the present study, the single case study approach has been
chosen, which is appropriate to the phenomenon being studied. Looking
to the theoretical background of the designs of the case study, the present
study is the descriptive case study having embedded case study design.

3.5 POPULATION AND SAMPLE:

Garrett (1981) describes that, “A sample may be expressly chosen
because, in the light of available evidence, it mirrors some larger group
with reference to a given characteristic.
The sampling method in the present study was purposive because
in the case study, collection of documents related to the case requires
some familiarity with the case. The researcher has been working in
Gandhinagar and familiar with the case therefore the case is purposefully
selected. Since the overall purpose of the study was to study the
78
Developemental perspective of the selected organization with respect to
historical, educational, social and economical perspective, the population
and sample were similar. Hence the sampling units that are the institutes
functioning under Sarva Vidyalaya Kelvani Mandal, Kadi were
considered as the sample for the present study. That was nothing but the
population itself.

3.6 TOOLS AND TECHNIQUES OF DATA

COLLECTION:
There are a number of different sources and methods that
researchers can use to gather information about an individual or group.
The six major sources that have been identified by Yin (1994); Stake
(1995) are:

1. Direct observation: This strategy involves observing the subject,

often in a natural setting. While an individual observer is
sometimes used, it is more common to utilize a group of
observers.
2. Interviews: One of the most important methods for gathering
information in case studies. An interview can involve structured
survey-type questions, or more open-ended questions.
3. Documents: Letters, newspaper articles, administrative records,
etc.
4. Archival records: Census records, survey records, name lists,
etc.
5. Physical artifacts: Tools, objects, instruments and other artifacts
often observed during a direct observation of the subject.
6. Participant observation: Involves the researcher actually
serving as a participant in events and observing the actions and
outcomes.

79
 Under the present study the following tools were used to collect the
qualitative as well as quantitative data.
1. Official Documents of the management: Different documents
published by the trust have been used for data collection.
2. Articles: Different articles written on the activities of the
‘Sarva Vidyalaya Kelvani Mandali Kadi”, role of the
Chairmen etc. were used for collection of information.
3. Visit: Personal visits were organized with aim to meet the
Chairman of the trust, Campus Director of Gandhinagar and
Kadi campuses. The data were also collected through visit.
4. Books: Following books were used as the second source of
information regarding historical roots of the ‘Sarva
Vidyalaya Kelvani Mandali Kadi”

1. Pragyadeep Chhaganbha
2. Karma Yogi Daskaka
3. Karma Chudamani Maneklal
4. Dhruv Tarak: Maneklal M. Patel
5. Sarva Vidyalaya Kelvani Mandal no Itihas Granth

5. Questionnaire : The questionnaire was developed with the

aim to collect response about the developmental aspects in
context to educational, economical and social perspectives
from the administrator of the trust and employees of the
different institutions run by Sarva Vidyalaya Kelvani
Mandal, Kadi.
6. Interview: Interview schedule was also designed to collect
information.

80
3.7 DEVELOPMENT OF THE TOOLS:
In the present study different documents like administrative records
published by the trust are used as primary sources of data collection.
Different articles and books are also used for studying historical roots of
the case as secondary resources.
A questionnaire was designed to collect the information about the
case. A questionnaire for the administrators and employees was prepared
to decide what aspects can be taken in educational, economical and social
development of the case. In the questionnaire choice based questions as
well as open ended questions were also asked. The first draft was sent to
the guide and different subject experts (Appendix-1) for their valuable
suggestions. The suggestions were incorporated and final draft of the
questionnaire was prepared (Appendix-2). Following aspects were
considered in the questionnaire.
1. Aspects related to the development of the case in context to
Educational, Economical and Social perspectives
2. Factors contributing to the educational, economical and
social development of the case
3. Milestone achievement of the case.
4. Development period of the case
5. Factors affecting development of the case.
Sometimes written documents do not provide all the information
about the case. In such situationinte, interview may help the researcher to
collect details about the case.For the present study, interview schedule
was also designed to collect the information.A semi structured interview
schedule with open ended questions was also designed (Appendix-3) to
collect the information.

81
3.8 METHOD OF DATA COLLECTION:
One of the strengths of case study research is that it encourages the
use of a wide range of methods of data collection. The study thus drew
upon two method of distinct data collection viz. Document analysis of
primary and secondary literature and Interviews.
1) Documents:
Document analysis is one of the methods of gathering information
for the case study. Document analysis has the potential to inform and
structure the decisions which are made by people on a daily basis (May,
1997). The documents constituted the readings of social events, goals,
purposes, and aims. It informs readers about the aspirations, requirements
and intentions of the period which were referred to, describing ideas,
places and social relationships (May, 1997). Primary sources include
historical documents, laws, declarations, and statutes (May, 1997). Other
sources which are secondary to the first stated documents are people’s
accounts of incidents or periods in which they were involved. For this
study following documents (Appendix-4) were referred as the primary
and secondary source of data collection.
1. The constitution of Sarva Vidyalaya Kelvani Mandal, Kadi.
2. Annual reports of Sarva Vidyalaya Kelvani Mandal, Kadi
3. Different pamphlets and leaflets published by Sarva
Vidyalaya Kelvani Mandal, Kadi.
Thefollowing books written on Pujya Chhaganbha, the Chairman
late Shri Maneklal and different articles were referred.
1. Pragyadeep Chhaganbha
2. Karma Yogi Daskaka
3. Karma Chudamani Maneklal
4. Dhruv Tarak: Maneklal M. Patel
5. Sarva Vidyalaya Kelvani Mandal no Itihas Granth

82
 The purpose of using the Document Analysis method in this
research is to gain a fair understanding of the aims and objectives behind
establishment of the trust and development of the trust in context to
historical, educational economical and social perspectives. It is also to
collect information relating to the study for the purpose of consolidating
data gained from the interview and visit. It is also to provide the basis for
critical analysis of the document and interviews of respondents of the
study with the documents, purposely, to justify the validity of the
questions and statement of this study.
2) Interview:
Interviews are one of the most important sources of case study
information as interviews aim to understand people and their activities
(Bums, 1997; Erlandson, Harris, Skipper & Allen, 1993; Silverman,
2005). The interview is described as a verbal exchange, often face to face,
in which interviewer tries to elicit information, belief or opinion from
other person (Bums, 1997; Silverman 2005),There are several forms of
interviews that are possible: Open-ended, Focused, and Structured or
survey. In an open-ended interview, key respondents are asked to
comment about certain events. They may propose solutions or provide
insight into events. They may also corroborate evidence obtained from
other sources. The focused interview is used in a situation where the
respondent is interviewed for a short period of time, usually answering set
questions. This technique is often used to confirm data collected from
another source.
This study is used semi stmctured interview with open ended
questions.

83
3.9 DATAANALYSIS:
Yin(1994) encouraged researchers to make every effort to produce
an analysis of the highest quality. In order to accomplish this, he
presented four principles that should attract the researcher's attention:
1. Show that the analysis relied on all the relevant evidence
2. Include all major rival interpretations in the analysis
3. Address the most significant aspect of the case study
4. Use the researcher's prior, expert knowledge to further
analysis
The present study drew upon qualitative methods in the analysis of
the data collected from primary and secondary sources. The researcher
has used all the relevant documents for the collection of the data and the
data were analysed by using document analysis method. Interviews of
five members were done and the data was analysed in two parts. Part-I is
document analysis while Part-II is Interview analysis of resposes
collected from the participants.

3.10 ETHICAL CONSIDERATION:

Ethics, according to the Ninth New Collegiate Dictionary (1988,
p.426 citied in Morris 2008. p. 2), indicates “what is good and bad and
with moral duty and obligation.” Three meanings are usually associated
with the term “ethics”. According to Newman and Brown (cited in
Monies, 2008, p.2): the first focuses on fundamental principles of moral
behaviour that should apply, at least in theory to everyone. The second
refers to principles of conduct developed by, and for, members of a
particular profession. The third involves the systematic study of the
beliefs people hold, and the behaviours they exhibit relevant to morality.
For this study, all three meanings are relevant and relate to ethical
challenges found in the process of this research. For example, careful
ethical consideration is required in order to carry out research on human

84
subjects. Ethical consideration includes “paying attention to the way in
which the research is presented to potential participants, the likely impact
of taking part in the research, the effects of sampling strategies, engaging
with the researcher and dissemination sessions” (Barbour, R. 2008. pp.78
- 79). This research was subjected to the permission from the authority of
the “Sarva vidyalaya Kelvani MandaP’and followed the ethical
guidelines, ethical protocols and processes of the the trust. Next, each
society has certain unique values that need to be carefully observed.
People are bound by ethical regulations, designed to govern within well
defined principles that are embedded on people’s values. This
conceptualisation relates to the meaning provided by Newman and Brown
earlier in this section, stating that ethics is associated with moral
behaviour, the beliefs people hold and the behaviours they exhibit.
Therefore, to complement those requirements, this research had adhered
to the following ethical considerations. The researcher ensured that the
study did not cause harm to respondent participants. Prior to the study,
approval was sought from appropriate authorities of the “Sarva vidyalaya
Kelvani Mandaf’and head of the institutions run by “Sarva vidyalaya
Kelvani Mandal” who were involved in the study. The researcher ensured
that the aims, objectives and guidelines of the study were thoroughly
explained to the authority of the “Sarva vidyalaya Kelvani Mandal.” The
researcher ensured that, throughout the duration of the study, care was
taken at all times.

3.11 SUMMARY:
This chapter has provided an overview of the theoretical
orientation, quantitative and qualitative research paradigm, designs under
case study research and activities that have shaped and guided this study
from the stages of planning to data collection through to data analysis.
The chapter continued by discussing how different deigns under case

85
study research are used. Qualitative research encourages rich descriptions
of the methods used and the steps taken in order to make the
methodology as repeatable as possible. There must first be an analytic
strategy that will lead to conclusions. Yin(1994) presented two strategies
for general use: One is to rely on theoretical propositions of the study,
and then to analyze the evidence based on those propositions. The other
technique is to develop a case description, which would be a framework
for organizing the case study.

86
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