Case Study Analysis II

Prof. Thies is an excellent educator. He supplements his lesson with the right amount of humor and activities and offers help to anyone who has questions. Please ask him to return. — participant from the Philippines

This course provides participants interested in making inferences about causal relationships with a more advanced set of methodological tools for case study analysis. It builds on the foundational material provided in Case Study Analysis I by moving on to analyze a variety of methods for within-case analysis, such as the congruence method and the very popular, but often misunderstood process-tracing. We also learn how to construct counterfactuals for situations when you do not have a comparable case. We explore typologies and typological theory, which helps us map all of the implications of our theory onto cases for analysis. We conclude with a discussion of incorporating case study methods into mixed method designs.

This course is the second part in a two-course sequence. It requires participants to be familiar or have prior experience with the material covered by Case Study Analysis I. It also provides the foundation for more advanced qualitative and mixed methods courses.

Dates

This one-week, 17.5-hour course runs Monday-Friday, July 10-14, 2022. The course is scheduled for 9:00 am-12:30 pm, but the timing can be adjusted so as to maximize the ability of all participants to engage during normal business hours.

Instructor

Cameron G. Thies, Arizona State University

Detailed Description

This course provides participants with a more advanced set of methodological tools that enable them to use case study methods in pursuit of causal inference. The second week of the sequence explores forms of within-case methods of causal inference. These methods include the congruence method, which is the most commonly used form of case study analysis—so common that it is usually not even labeled as such. Yet, by studying this and other methods we become more conscious and aware of the strengths and limitations the causal inferences we draw in case study analysis. We also explore multiple forms of process tracing as another form of within-case analysis. Process tracing is a very popular buzzword, but most applications fail to appreciate the sometimes rather high evidentiary requirements it demands.

We also examine the use of counterfactuals and historical analysis within case study research. Counterfactual is a form of causality, that underpins the use of counterfactuals in case study methods. Sometimes when a comparable case is not available, the researcher can create a counterfactual for comparison. We use counterfactuals all of the time in our daily lives as well as in judging the outcomes of policy decisions made by governments, but a focus on the methodological requirements for making a good counterfactual reveals how difficult they are to construct in practice.

We introduce typologies and typological theory as a way to explore the variety of actual and possible cases for use with theory testing. Most social scientists are familiar with simple 2x2 typologies, but incorporating the range of variation on key theoretical variables can help one develop theory and map the universe of potential cases for analysis. We conclude with an exploration of case study research embedded in mixed methods designs. Mixed methods are also in fashion in the social sciences, but are often difficult to carry out in a meaningful way in which both methods are contributing to the causal inference. We discuss the extent of our ability to incorporate case study methods into mix methods designs.

By providing a more advanced overview of the tools and concepts of qualitative research, this course also functions as a 'launch pad' for continued exploration of other advanced qualitative and mixed methods courses. Participants are not assumed to have any specific prior knowledge of qualitative data analysis or methods of causal inference.

Prerequisites

We strongly encourage participants to combine this course with the introductory Case Study Analysis I. Alternatively, participants should have a basic background in research design.

Requirements

Participants are expected to have access to an internet-connected computer. Access to data, temporary licenses for the course software, and installation support will be provided by the Methods School.

Core Readings

George, Alexander L., and Andrew Bennett. 2005. Case Studies and Theory Development in the Social Sciences. Cambridge, MA: MIT Press.