case study methodology for dissertation

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Qualitative Research Designs

Case study design, using case study design in the applied doctoral experience (ade), applicability of case study design to applied problem of practice, case study design references.

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The field of qualitative research there are a number of research designs (also referred to as “traditions” or “genres”), including case study, phenomenology, narrative inquiry, action research, ethnography, grounded theory, as well as a number of critical genres including Feminist theory, indigenous research, critical race theory and cultural studies. The choice of research design is directly tied to and must be aligned with your research problem and purpose. As Bloomberg & Volpe (2019) explain:

Choice of research design is directly tied to research problem and purpose. As the researcher, you actively create the link among problem, purpose, and design through a process of reflecting on problem and purpose, focusing on researchable questions, and considering how to best address these questions. Thinking along these lines affords a research study methodological congruence (p. 38).

Case study is an in-depth exploration from multiple perspectives of a bounded social phenomenon, be this a social system such as a program, event, institution, organization, or community (Stake, 1995, 2005; Yin, 2018). Case study is employed across disciplines, including education, health care, social work, sociology, and organizational studies. The purpose is to generate understanding and deep insights to inform professional practice, policy development, and community or social action (Bloomberg 2018).

Yin (2018) and Stake (1995, 2005), two of the key proponents of case study methodology, use different terms to describe case studies. Yin categorizes case studies as exploratory or descriptive . The former is used to explore those situations in which the intervention being evaluated has no clear single set of outcomes. The latter is used to describe an intervention or phenomenon and the real-life context in which it occurred. Stake identifies case studies as intrinsic or instrumental , and he proposes that a primary distinction in designing case studies is between single and multiple (or collective) case study designs. A single case study may be an instrumental case study (research focuses on an issue or concern in one bounded case) or an intrinsic case study (the focus is on the case itself because the case presents a unique situation). A longitudinal case study design is chosen when the researcher seeks to examine the same single case at two or more different points in time or to capture trends over time. A multiple case study design is used when a researcher seeks to determine the prevalence or frequency of a particular phenomenon. This approach is useful when cases are used for purposes of a cross-case analysis in order to compare, contrast, and synthesize perspectives regarding the same issue. The focus is on the analysis of diverse cases to determine how these confirm the findings within or between cases, or call the findings into question.

Case study affords significant interaction with research participants, providing an in-depth picture of the phenomenon (Bloomberg & Volpe, 2019). Research is extensive, drawing on multiple methods of data collection, and involves multiple data sources. Triangulation is critical in attempting to obtain an in-depth understanding of the phenomenon under study and adds rigor, breadth, and depth to the study and provides corroborative evidence of the data obtained. Analysis of data can be holistic or embedded—that is, dealing with the whole or parts of the case (Yin, 2018). With multiple cases the typical analytic strategy is to provide detailed description of themes within each case (within-case analysis), followed by thematic analysis across cases (cross-case analysis), providing insights regarding how individual cases are comparable along important dimensions. Research culminates in the production of a detailed description of a setting and its participants, accompanied by an analysis of the data for themes or patterns (Stake, 1995, 2005; Yin, 2018). In addition to thick, rich description, the researcher’s interpretations, conclusions, and recommendations contribute to the reader’s overall understanding of the case study.

Analysis of findings should show that the researcher has attended to all the data, should address the most significant aspects of the case, and should demonstrate familiarity with the prevailing thinking and discourse about the topic. The goal of case study design (as with all qualitative designs) is not generalizability but rather transferability —that is, how (if at all) and in what ways understanding and knowledge can be applied in similar contexts and settings. The qualitative researcher attempts to address the issue of transferability by way of thick, rich description that will provide the basis for a case or cases to have relevance and potential application across a broader context.

Qualitative research methods ask the questions of "what" and "how" a phenomenon is understood in a real-life context (Bloomberg & Volpe, 2019). In the education field, qualitative research methods uncover educational experiences and practices because qualitative research allows the researcher to reveal new knowledge and understanding. Moreover, qualitative descriptive case studies describe, analyze and interpret events that explain the reasoning behind specific phenomena (Bloomberg, 2018). As such, case study design can be the foundation for a rigorous study within the Applied Doctoral Experience (ADE).

Case study design is an appropriate research design to consider when conceptualizing and conducting a dissertation research study that is based on an applied problem of practice with inherent real-life educational implications. Case study researchers study current, real-life cases that are in progress so that they can gather accurate information that is current. This fits well with the ADE program, as students are typically exploring a problem of practice. Because of the flexibility of the methods used, a descriptive design provides the researcher with the opportunity to choose data collection methods that are best suited to a practice-based research purpose, and can include individual interviews, focus groups, observation, surveys, and critical incident questionnaires. Methods are triangulated to contribute to the study’s trustworthiness. In selecting the set of data collection methods, it is important that the researcher carefully consider the alignment between research questions and the type of data that is needed to address these. Each data source is one piece of the “puzzle,” that contributes to the researcher’s holistic understanding of a phenomenon. The various strands of data are woven together holistically to promote a deeper understanding of the case and its application to an educationally-based problem of practice.

Research studies within the Applied Doctoral Experience (ADE) will be practical in nature and focus on problems and issues that inform educational practice.  Many of the types of studies that fall within the ADE framework are exploratory, and align with case study design. Case study design fits very well with applied problems related to educational practice, as the following set of examples illustrate:

Elementary Bilingual Education Teachers’ Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study

The problem to be addressed in the proposed study is that some elementary bilingual education teachers’ beliefs about their lack of preparedness to teach the English language may negatively impact the language proficiency skills of Hispanic ELLs (Ernst-Slavit & Wenger, 2016; Fuchs et al., 2018; Hoque, 2016). The purpose of the proposed qualitative descriptive case study was to explore the perspectives and experiences of elementary bilingual education teachers regarding their perceived lack of preparedness to teach the English language and how this may impact the language proficiency of Hispanic ELLs.

Exploring Minority Teachers Experiences Pertaining to their Value in Education: A Single Case Study of Teachers in New York City

The problem is that minority K-12 teachers are underrepresented in the United States, with research indicating that school leaders and teachers in schools that are populated mainly by black students, staffed mostly by white teachers who may be unprepared to deal with biases and stereotypes that are ingrained in schools (Egalite, Kisida, & Winters, 2015; Milligan & Howley, 2015). The purpose of this qualitative exploratory single case study was to develop a clearer understanding of minority teachers’ experiences concerning the under-representation of minority K-12 teachers in urban school districts in the United States since there are so few of them.

Exploring the Impact of an Urban Teacher Residency Program on Teachers’ Cultural Intelligence: A Qualitative Case Study

The problem to be addressed by this case study is that teacher candidates often report being unprepared and ill-equipped to effectively educate culturally diverse students (Skepple, 2015; Beutel, 2018). The purpose of this study was to explore and gain an in-depth understanding of the perceived impact of an urban teacher residency program in urban Iowa on teachers’ cultural competence using the cultural intelligence (CQ) framework (Earley & Ang, 2003).

Qualitative Case Study that Explores Self-Efficacy and Mentorship on Women in Academic Administrative Leadership Roles

The problem was that female school-level administrators might be less likely to experience mentorship, thereby potentially decreasing their self-efficacy (Bing & Smith, 2019; Brown, 2020; Grant, 2021). The purpose of this case study was to determine to what extent female school-level administrators in the United States who had a mentor have a sense of self-efficacy and to examine the relationship between mentorship and self-efficacy.

Suburban Teacher and Administrator Perceptions of Culturally Responsive Teaching to Promote Connectedness in Students of Color: A Qualitative Case Study

The problem to be addressed in this study is the racial discrimination experienced by students of color in suburban schools and the resulting negative school experience (Jara & Bloomsbury, 2020; Jones, 2019; Kohli et al., 2017; Wandix-White, 2020). The purpose of this case study is to explore how culturally responsive practices can counteract systemic racism and discrimination in suburban schools thereby meeting the needs of students of color by creating positive learning experiences. 

As you can see, all of these studies were well suited to qualitative case study design. In each of these studies, the applied research problem and research purpose were clearly grounded in educational practice as well as directly aligned with qualitative case study methodology. In the Applied Doctoral Experience (ADE), you will be focused on addressing or resolving an educationally relevant research problem of practice. As such, your case study, with clear boundaries, will be one that centers on a real-life authentic problem in your field of practice that you believe is in need of resolution or improvement, and that the outcome thereof will be educationally valuable.

Bloomberg, L. D. (2018). Case study method. In B. B. Frey (Ed.), The SAGE Encyclopedia of educational research, measurement, and evaluation (pp. 237–239). SAGE. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fmethods.sagepub.com%2FReference%2Fthe-sage-encyclopedia-of-educational-research-measurement-and-evaluation%2Fi4294.xml

Bloomberg, L. D. & Volpe, M. (2019). Completing your qualitative dissertation: A road map from beginning to end . (4th Ed.). SAGE.

Stake, R. E. (1995). The art of case study research. SAGE.

Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin and Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 443–466). SAGE.

Yin, R. (2018). Case study research and applications: Designs and methods. SAGE.

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How To Write The Methodology Chapter

The what, why & how explained simply (with examples).

By: Jenna Crossley (PhD) | Reviewed By: Dr. Eunice Rautenbach | September 2021 (Updated April 2023)

So, you’ve pinned down your research topic and undertaken a review of the literature – now it’s time to write up the methodology section of your dissertation, thesis or research paper . But what exactly is the methodology chapter all about – and how do you go about writing one? In this post, we’ll unpack the topic, step by step .

Overview: The Methodology Chapter

• The purpose  of the methodology chapter
• Why you need to craft this chapter (really) well
• How to write and structure the chapter
• Methodology chapter example
• Essential takeaways

What (exactly) is the methodology chapter?

The methodology chapter is where you outline the philosophical underpinnings of your research and outline the specific methodological choices you’ve made. The point of the methodology chapter is to tell the reader exactly how you designed your study and, just as importantly, why you did it this way.

Importantly, this chapter should comprehensively describe and justify all the methodological choices you made in your study. For example, the approach you took to your research (i.e., qualitative, quantitative or mixed), who  you collected data from (i.e., your sampling strategy), how you collected your data and, of course, how you analysed it. If that sounds a little intimidating, don’t worry – we’ll explain all these methodological choices in this post .

Why is the methodology chapter important?

The methodology chapter plays two important roles in your dissertation or thesis:

Firstly, it demonstrates your understanding of research theory, which is what earns you marks. A flawed research design or methodology would mean flawed results. So, this chapter is vital as it allows you to show the marker that you know what you’re doing and that your results are credible .

Secondly, the methodology chapter is what helps to make your study replicable. In other words, it allows other researchers to undertake your study using the same methodological approach, and compare their findings to yours. This is very important within academic research, as each study builds on previous studies.

The methodology chapter is also important in that it allows you to identify and discuss any methodological issues or problems you encountered (i.e., research limitations ), and to explain how you mitigated the impacts of these. Every research project has its limitations , so it’s important to acknowledge these openly and highlight your study’s value despite its limitations . Doing so demonstrates your understanding of research design, which will earn you marks. We’ll discuss limitations in a bit more detail later in this post, so stay tuned!

Need a helping hand?

How to write up the methodology chapter

First off, it’s worth noting that the exact structure and contents of the methodology chapter will vary depending on the field of research (e.g., humanities, chemistry or engineering) as well as the university . So, be sure to always check the guidelines provided by your institution for clarity and, if possible, review past dissertations from your university. Here we’re going to discuss a generic structure for a methodology chapter typically found in the sciences.

Before you start writing, it’s always a good idea to draw up a rough outline to guide your writing. Don’t just start writing without knowing what you’ll discuss where. If you do, you’ll likely end up with a disjointed, ill-flowing narrative . You’ll then waste a lot of time rewriting in an attempt to try to stitch all the pieces together. Do yourself a favour and start with the end in mind .

Section 1 – Introduction

As with all chapters in your dissertation or thesis, the methodology chapter should have a brief introduction. In this section, you should remind your readers what the focus of your study is, especially the research aims . As we’ve discussed many times on the blog, your methodology needs to align with your research aims, objectives and research questions. Therefore, it’s useful to frontload this component to remind the reader (and yourself!) what you’re trying to achieve.

In this section, you can also briefly mention how you’ll structure the chapter. This will help orient the reader and provide a bit of a roadmap so that they know what to expect. You don’t need a lot of detail here – just a brief outline will do.

Section 2 – The Methodology

The next section of your chapter is where you’ll present the actual methodology. In this section, you need to detail and justify the key methodological choices you’ve made in a logical, intuitive fashion. Importantly, this is the heart of your methodology chapter, so you need to get specific – don’t hold back on the details here. This is not one of those “less is more” situations.

Let’s take a look at the most common components you’ll likely need to cover. 

Methodological Choice #1 – Research Philosophy

Research philosophy refers to the underlying beliefs (i.e., the worldview) regarding how data about a phenomenon should be gathered , analysed and used . The research philosophy will serve as the core of your study and underpin all of the other research design choices, so it’s critically important that you understand which philosophy you’ll adopt and why you made that choice. If you’re not clear on this, take the time to get clarity before you make any further methodological choices.

While several research philosophies exist, two commonly adopted ones are positivism and interpretivism . These two sit roughly on opposite sides of the research philosophy spectrum.

Positivism states that the researcher can observe reality objectively and that there is only one reality, which exists independently of the observer. As a consequence, it is quite commonly the underlying research philosophy in quantitative studies and is oftentimes the assumed philosophy in the physical sciences.

Contrasted with this, interpretivism , which is often the underlying research philosophy in qualitative studies, assumes that the researcher performs a role in observing the world around them and that reality is unique to each observer . In other words, reality is observed subjectively .

These are just two philosophies (there are many more), but they demonstrate significantly different approaches to research and have a significant impact on all the methodological choices. Therefore, it’s vital that you clearly outline and justify your research philosophy at the beginning of your methodology chapter, as it sets the scene for everything that follows.

Methodological Choice #2 – Research Type

The next thing you would typically discuss in your methodology section is the research type. The starting point for this is to indicate whether the research you conducted is inductive or deductive .

Inductive research takes a bottom-up approach , where the researcher begins with specific observations or data and then draws general conclusions or theories from those observations. Therefore these studies tend to be exploratory in terms of approach.

Conversely , d eductive research takes a top-down approach , where the researcher starts with a theory or hypothesis and then tests it using specific observations or data. Therefore these studies tend to be confirmatory in approach.

Related to this, you’ll need to indicate whether your study adopts a qualitative, quantitative or mixed  approach. As we’ve mentioned, there’s a strong link between this choice and your research philosophy, so make sure that your choices are tightly aligned . When you write this section up, remember to clearly justify your choices, as they form the foundation of your study.

Methodological Choice #3 – Research Strategy

Next, you’ll need to discuss your research strategy (also referred to as a research design ). This methodological choice refers to the broader strategy in terms of how you’ll conduct your research, based on the aims of your study.

Several research strategies exist, including experimental , case studies , ethnography , grounded theory, action research , and phenomenology . Let’s take a look at two of these, experimental and ethnographic, to see how they contrast.

Experimental research makes use of the scientific method , where one group is the control group (in which no variables are manipulated ) and another is the experimental group (in which a specific variable is manipulated). This type of research is undertaken under strict conditions in a controlled, artificial environment (e.g., a laboratory). By having firm control over the environment, experimental research typically allows the researcher to establish causation between variables. Therefore, it can be a good choice if you have research aims that involve identifying causal relationships.

Ethnographic research , on the other hand, involves observing and capturing the experiences and perceptions of participants in their natural environment (for example, at home or in the office). In other words, in an uncontrolled environment.  Naturally, this means that this research strategy would be far less suitable if your research aims involve identifying causation, but it would be very valuable if you’re looking to explore and examine a group culture, for example.

As you can see, the right research strategy will depend largely on your research aims and research questions – in other words, what you’re trying to figure out. Therefore, as with every other methodological choice, it’s essential to justify why you chose the research strategy you did.

Methodological Choice #4 – Time Horizon

The next thing you’ll need to detail in your methodology chapter is the time horizon. There are two options here: cross-sectional and longitudinal . In other words, whether the data for your study were all collected at one point in time (cross-sectional) or at multiple points in time (longitudinal).

The choice you make here depends again on your research aims, objectives and research questions. If, for example, you aim to assess how a specific group of people’s perspectives regarding a topic change over time , you’d likely adopt a longitudinal time horizon.

Another important factor to consider is simply whether you have the time necessary to adopt a longitudinal approach (which could involve collecting data over multiple months or even years). Oftentimes, the time pressures of your degree program will force your hand into adopting a cross-sectional time horizon, so keep this in mind.

Methodological Choice #5 – Sampling Strategy

Next, you’ll need to discuss your sampling strategy . There are two main categories of sampling, probability and non-probability sampling.

Probability sampling involves a random (and therefore representative) selection of participants from a population, whereas non-probability sampling entails selecting participants in a non-random  (and therefore non-representative) manner. For example, selecting participants based on ease of access (this is called a convenience sample).

The right sampling approach depends largely on what you’re trying to achieve in your study. Specifically, whether you trying to develop findings that are generalisable to a population or not. Practicalities and resource constraints also play a large role here, as it can oftentimes be challenging to gain access to a truly random sample. In the video below, we explore some of the most common sampling strategies.

Methodological Choice #6 – Data Collection Method

Next up, you’ll need to explain how you’ll go about collecting the necessary data for your study. Your data collection method (or methods) will depend on the type of data that you plan to collect – in other words, qualitative or quantitative data.

Typically, quantitative research relies on surveys , data generated by lab equipment, analytics software or existing datasets. Qualitative research, on the other hand, often makes use of collection methods such as interviews , focus groups , participant observations, and ethnography.

So, as you can see, there is a tight link between this section and the design choices you outlined in earlier sections. Strong alignment between these sections, as well as your research aims and questions is therefore very important.

Methodological Choice #7 – Data Analysis Methods/Techniques

The final major methodological choice that you need to address is that of analysis techniques . In other words, how you’ll go about analysing your date once you’ve collected it. Here it’s important to be very specific about your analysis methods and/or techniques – don’t leave any room for interpretation. Also, as with all choices in this chapter, you need to justify each choice you make.

What exactly you discuss here will depend largely on the type of study you’re conducting (i.e., qualitative, quantitative, or mixed methods). For qualitative studies, common analysis methods include content analysis , thematic analysis and discourse analysis . In the video below, we explain each of these in plain language.

For quantitative studies, you’ll almost always make use of descriptive statistics , and in many cases, you’ll also use inferential statistical techniques (e.g., correlation and regression analysis). In the video below, we unpack some of the core concepts involved in descriptive and inferential statistics.

In this section of your methodology chapter, it’s also important to discuss how you prepared your data for analysis, and what software you used (if any). For example, quantitative data will often require some initial preparation such as removing duplicates or incomplete responses . Similarly, qualitative data will often require transcription and perhaps even translation. As always, remember to state both what you did and why you did it.

Section 3 – The Methodological Limitations

With the key methodological choices outlined and justified, the next step is to discuss the limitations of your design. No research methodology is perfect – there will always be trade-offs between the “ideal” methodology and what’s practical and viable, given your constraints. Therefore, this section of your methodology chapter is where you’ll discuss the trade-offs you had to make, and why these were justified given the context.

Methodological limitations can vary greatly from study to study, ranging from common issues such as time and budget constraints to issues of sample or selection bias . For example, you may find that you didn’t manage to draw in enough respondents to achieve the desired sample size (and therefore, statistically significant results), or your sample may be skewed heavily towards a certain demographic, thereby negatively impacting representativeness .

In this section, it’s important to be critical of the shortcomings of your study. There’s no use trying to hide them (your marker will be aware of them regardless). By being critical, you’ll demonstrate to your marker that you have a strong understanding of research theory, so don’t be shy here. At the same time, don’t beat your study to death . State the limitations, why these were justified, how you mitigated their impacts to the best degree possible, and how your study still provides value despite these limitations .

Section 4 – Concluding Summary

Finally, it’s time to wrap up the methodology chapter with a brief concluding summary. In this section, you’ll want to concisely summarise what you’ve presented in the chapter. Here, it can be a good idea to use a figure to summarise the key decisions, especially if your university recommends using a specific model (for example, Saunders’ Research Onion ).

Importantly, this section needs to be brief – a paragraph or two maximum (it’s a summary, after all). Also, make sure that when you write up your concluding summary, you include only what you’ve already discussed in your chapter; don’t add any new information.

Methodology Chapter Example

In the video below, we walk you through an example of a high-quality research methodology chapter from a dissertation. We also unpack our free methodology chapter template so that you can see how best to structure your chapter.

Wrapping Up

And there you have it – the methodology chapter in a nutshell. As we’ve mentioned, the exact contents and structure of this chapter can vary between universities , so be sure to check in with your institution before you start writing. If possible, try to find dissertations or theses from former students of your specific degree program – this will give you a strong indication of the expectations and norms when it comes to the methodology chapter (and all the other chapters!).

Also, remember the golden rule of the methodology chapter – justify every choice ! Make sure that you clearly explain the “why” for every “what”, and reference credible methodology textbooks or academic sources to back up your justifications.

If you need a helping hand with your research methodology (or any other component of your research), be sure to check out our private coaching service , where we hold your hand through every step of the research journey. Until next time, good luck!

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Organizing Your Social Sciences Research Assignments

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

A case study research paper examines a person, place, event, condition, 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 research 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 more 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 the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a 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:

• The case represents 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.
• The case provides 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.
• The case challenges and offers 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 current practice. A case study analysis may offer 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 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.
• The case provides 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 so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the 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 east central Africa. A case study of how women contribute to saving water in a rural village of Uganda 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. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying 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 is being studied? Describe the research problem and describe the subject of analysis [the case] 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 is 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 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 involve 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 investigate 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 use of a 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 relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] 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 constitutes 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; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide 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 their 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 them 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 [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

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, historical, cultural, economic, political], 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, explain why you are studying 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 suggests 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 off? How might knowing the suppliers of these trucks 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 clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the 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 analysis of the 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 common to combine a description of the results 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 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 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 revealed by 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 if that is how the findings can be interpreted from your case.

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 any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly 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 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 or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies 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 engaged with 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 more in terms of managing access rather 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 that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

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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How to Write a Case Study | Examples & Methods

What is a case study?

A case study is a research approach that provides an in-depth examination of a particular phenomenon, event, organization, or individual. It involves analyzing and interpreting data to provide a comprehensive understanding of the subject under investigation. 

Case studies can be used in various disciplines, including business, social sciences, medicine ( clinical case report ), engineering, and education. The aim of a case study is to provide an in-depth exploration of a specific subject, often with the goal of generating new insights into the phenomena being studied.

When to write a case study

Case studies are often written to present the findings of an empirical investigation or to illustrate a particular point or theory. They are useful when researchers want to gain an in-depth understanding of a specific phenomenon or when they are interested in exploring new areas of inquiry. 

Case studies are also useful when the subject of the research is rare or when the research question is complex and requires an in-depth examination. A case study can be a good fit for a thesis or dissertation as well.

Case study examples

Below are some examples of case studies with their research questions:

These examples demonstrate the diversity of research questions and case studies that can be explored. From studying small businesses in Ghana to the ethical issues in supply chains, case studies can be used to explore a wide range of phenomena.

Outlying cases vs. representative cases

An outlying case stud y refers to a case that is unusual or deviates significantly from the norm. An example of an outlying case study could be a small, family-run bed and breakfast that was able to survive and even thrive during the COVID-19 pandemic, while other larger hotels struggled to stay afloat.

On the other hand, a representative case study refers to a case that is typical of the phenomenon being studied. An example of a representative case study could be a hotel chain that operates in multiple locations that faced significant challenges during the COVID-19 pandemic, such as reduced demand for hotel rooms, increased safety and health protocols, and supply chain disruptions. The hotel chain case could be representative of the broader hospitality industry during the pandemic, and thus provides an insight into the typical challenges that businesses in the industry faced.

Steps for Writing a Case Study

As with any academic paper, writing a case study requires careful preparation and research before a single word of the document is ever written. Follow these basic steps to ensure that you don’t miss any crucial details when composing your case study.

Step 1: Select a case to analyze

After you have developed your statement of the problem and research question , the first step in writing a case study is to select a case that is representative of the phenomenon being investigated or that provides an outlier. For example, if a researcher wants to explore the impact of COVID-19 on the hospitality industry, they could select a representative case, such as a hotel chain that operates in multiple locations, or an outlying case, such as a small bed and breakfast that was able to pivot their business model to survive during the pandemic. Selecting the appropriate case is critical in ensuring the research question is adequately explored.

Step 2: Create a theoretical framework

Theoretical frameworks are used to guide the analysis and interpretation of data in a case study. The framework should provide a clear explanation of the key concepts, variables, and relationships that are relevant to the research question. The theoretical framework can be drawn from existing literature, or the researcher can develop their own framework based on the data collected. The theoretical framework should be developed early in the research process to guide the data collection and analysis.

To give your case analysis a strong theoretical grounding, be sure to include a literature review of references and sources relating to your topic and develop a clear theoretical framework. Your case study does not simply stand on its own but interacts with other studies related to your topic. Your case study can do one of the following: 

• Demonstrate a theory by showing how it explains the case being investigated
• Broaden a theory by identifying additional concepts and ideas that can be incorporated to strengthen it
• Confront a theory via an outlier case that does not conform to established conclusions or assumptions

Step 3: Collect data for your case study

Data collection can involve a variety of research methods , including interviews, surveys, observations, and document analyses, and it can include both primary and secondary sources . It is essential to ensure that the data collected is relevant to the research question and that it is collected in a systematic and ethical manner. Data collection methods should be chosen based on the research question and the availability of data. It is essential to plan data collection carefully to ensure that the data collected is of high quality

Step 4: Describe the case and analyze the details

The final step is to describe the case in detail and analyze the data collected. This involves identifying patterns and themes that emerge from the data and drawing conclusions that are relevant to the research question. It is essential to ensure that the analysis is supported by the data and that any limitations or alternative explanations are acknowledged.

The manner in which you report your findings depends on the type of research you are doing. Some case studies are structured like a standard academic paper, with separate sections or chapters for the methods section , results section , and discussion section , while others are structured more like a standalone literature review.

Regardless of the topic you choose to pursue, writing a case study requires a systematic and rigorous approach to data collection and analysis. By following the steps outlined above and using examples from existing literature, researchers can create a comprehensive and insightful case study that contributes to the understanding of a particular phenomenon.

Preparing Your Case Study for Publication

After completing the draft of your case study, be sure to revise and edit your work for any mistakes, including grammatical errors , punctuation errors , spelling mistakes, and awkward sentence structure . Ensure that your case study is well-structured and that your arguments are well-supported with language that follows the conventions of academic writing .  To ensure your work is polished for style and free of errors, get English editing services from Wordvice, including our paper editing services and manuscript editing services . Let our academic subject experts enhance the style and flow of your academic work so you can submit your case study with confidence.

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Frequently asked questions.

Yes, in fact a case study is a very good option in your dissertation. There are multiple ways to implement a case study in your thesis. For instance, one main study which is in depth and complex or you could feature multiple case studies.

Case studies are a way to research a particular field, group, people and situation. The topic of research is studied deeply and thoroughly in order to solve a problem or uncover information. Case studies are a type of qualitative research.

If you are ready to find a masters course check out Masters Compare.

Prof Martyn Denscombe, author of “ The Good Research Guide, 6th edition ”, gives expert advice on how to use a case study in your masters dissertation. 

There are two main examples for how to use a case study in your masters dissertation, namely quantitative and qualitative case studies.

First, a case study provides a platform that allows you to study a situation in depth and produce the level of academic inquiry that is expected in a master’s degree. In the context of any master’s programme the dissertation operates as something of a showcase for a student’s abilities.

It can easily make the difference between getting a merit and a distinction in the final award of degree. It is important, therefore, to base the work on an approach that allows things to be explored in sufficient depth and detail to warrant a good grade.

Second, case studies can be useful in a practical sense. It is possible to complete a case study in a relatively short period of intense study and so it is the kind of research that is feasible in terms of the kind of time constraints that face master’s students as they enter the final stages of their programme of study.

Added to which a case study can also be a rather convenient form of research, avoiding the time and costs of travel to multiple research sites. The use of case studies, then, would appear to be an attractive proposition. But it is not an approach that should be used naively without consideration of its limitations or potential pitfalls.

To be a good case study the research needs to consider certain key issues. If they are not addressed it will considerably lower the value of the master’s degree. For instance, a good case study needs to:

• Be crystal clear about the purpose for which the research is being conducted
• Justify the selection of the particular case being studied
• Describe how the chosen case compares with others of its type
• Explain the basis on which any generalizations can be made from the findings

This is where The Good Research Guide, 6th edition becomes so valuable. It not only identifies the key points that need to be addressed in order to conduct a competent questionnaire survey.

It gets right to the heart of the matter with plenty of practical guidance on how to deal with issues. Using plain language, this bestselling book covers a range of alternative strategies and methods for conducting small-scale social research projects. It outlines some of the main ways in which the data can be analysed.

Read Prof Martyn Denscombe’s advice on using a questionnaire survey for your postgraduate dissertation

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• Methodology
• Case Study | Definition, Examples & Methods

Case Study | Definition, Examples & Methods

Published on 5 May 2022 by Shona McCombes . Revised on 30 January 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organisation, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating, and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyse the case.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

Prevent plagiarism, run a free check.

Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

Unlike quantitative or experimental research, a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

If you find yourself aiming to simultaneously investigate and solve an issue, consider conducting action research . As its name suggests, action research conducts research and takes action at the same time, and is highly iterative and flexible. 

However, you can also choose a more common or representative case to exemplify a particular category, experience, or phenomenon.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews, observations, and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data .

The aim is to gain as thorough an understanding as possible of the case and its context.

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis, with separate sections or chapters for the methods , results , and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyse its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

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Library Guides

Dissertations 4: methodology: methods.

• Introduction & Philosophy
• Methodology

Primary & Secondary Sources, Primary & Secondary Data

When describing your research methods, you can start by stating what kind of secondary and, if applicable, primary sources you used in your research. Explain why you chose such sources, how well they served your research, and identify possible issues encountered using these sources.  

Definitions  

There is some confusion on the use of the terms primary and secondary sources, and primary and secondary data. The confusion is also due to disciplinary differences (Lombard 2010). Whilst you are advised to consult the research methods literature in your field, we can generalise as follows:  

Secondary sources 

Secondary sources normally include the literature (books and articles) with the experts' findings, analysis and discussions on a certain topic (Cottrell, 2014, p123). Secondary sources often interpret primary sources.  

Primary sources 

Primary sources are "first-hand" information such as raw data, statistics, interviews, surveys, law statutes and law cases. Even literary texts, pictures and films can be primary sources if they are the object of research (rather than, for example, documentaries reporting on something else, in which case they would be secondary sources). The distinction between primary and secondary sources sometimes lies on the use you make of them (Cottrell, 2014, p123). 

Primary data 

Primary data are data (primary sources) you directly obtained through your empirical work (Saunders, Lewis and Thornhill 2015, p316). 

Secondary data 

Secondary data are data (primary sources) that were originally collected by someone else (Saunders, Lewis and Thornhill 2015, p316).   

Comparison between primary and secondary data   

Use  

Virtually all research will use secondary sources, at least as background information. 

Often, especially at the postgraduate level, it will also use primary sources - secondary and/or primary data. The engagement with primary sources is generally appreciated, as less reliant on others' interpretations, and closer to 'facts'. 

The use of primary data, as opposed to secondary data, demonstrates the researcher's effort to do empirical work and find evidence to answer her specific research question and fulfill her specific research objectives. Thus, primary data contribute to the originality of the research.    

Ultimately, you should state in this section of the methodology: 

What sources and data you are using and why (how are they going to help you answer the research question and/or test the hypothesis. 

If using primary data, why you employed certain strategies to collect them. 

What the advantages and disadvantages of your strategies to collect the data (also refer to the research in you field and research methods literature). 

Quantitative, Qualitative & Mixed Methods

The methodology chapter should reference your use of quantitative research, qualitative research and/or mixed methods. The following is a description of each along with their advantages and disadvantages. 

Quantitative research 

Quantitative research uses numerical data (quantities) deriving, for example, from experiments, closed questions in surveys, questionnaires, structured interviews or published data sets (Cottrell, 2014, p93). It normally processes and analyses this data using quantitative analysis techniques like tables, graphs and statistics to explore, present and examine relationships and trends within the data (Saunders, Lewis and Thornhill, 2015, p496). 

Qualitative research  

Qualitative research is generally undertaken to study human behaviour and psyche. It uses methods like in-depth case studies, open-ended survey questions, unstructured interviews, focus groups, or unstructured observations (Cottrell, 2014, p93). The nature of the data is subjective, and also the analysis of the researcher involves a degree of subjective interpretation. Subjectivity can be controlled for in the research design, or has to be acknowledged as a feature of the research. Subject-specific books on (qualitative) research methods offer guidance on such research designs.  

Mixed methods 

Mixed-method approaches combine both qualitative and quantitative methods, and therefore combine the strengths of both types of research. Mixed methods have gained popularity in recent years.  

When undertaking mixed-methods research you can collect the qualitative and quantitative data either concurrently or sequentially. If sequentially, you can for example, start with a few semi-structured interviews, providing qualitative insights, and then design a questionnaire to obtain quantitative evidence that your qualitative findings can also apply to a wider population (Specht, 2019, p138). 

Ultimately, your methodology chapter should state: 

Whether you used quantitative research, qualitative research or mixed methods. 

Why you chose such methods (and refer to research method sources). 

Why you rejected other methods. 

How well the method served your research. 

The problems or limitations you encountered. 

Doug Specht, Senior Lecturer at the Westminster School of Media and Communication, explains mixed methods research in the following video:

LinkedIn Learning Video on Academic Research Foundations: Quantitative

The video covers the characteristics of quantitative research, and explains how to approach different parts of the research process, such as creating a solid research question and developing a literature review. He goes over the elements of a study, explains how to collect and analyze data, and shows how to present your data in written and numeric form.

Link to quantitative research video

Some Types of Methods

There are several methods you can use to get primary data. To reiterate, the choice of the methods should depend on your research question/hypothesis. 

Whatever methods you will use, you will need to consider: 

why did you choose one technique over another? What were the advantages and disadvantages of the technique you chose? 

what was the size of your sample? Who made up your sample? How did you select your sample population? Why did you choose that particular sampling strategy?) 

ethical considerations (see also tab...)  

safety considerations  

validity  

feasibility  

recording  

procedure of the research (see box procedural method...).  

Check Stella Cottrell's book  Dissertations and Project Reports: A Step by Step Guide  for some succinct yet comprehensive information on most methods (the following account draws mostly on her work). Check a research methods book in your discipline for more specific guidance.  

Experiments 

Experiments are useful to investigate cause and effect, when the variables can be tightly controlled. They can test a theory or hypothesis in controlled conditions. Experiments do not prove or disprove an hypothesis, instead they support or not support an hypothesis. When using the empirical and inductive method it is not possible to achieve conclusive results. The results may only be valid until falsified by other experiments and observations. 

For more information on Scientific Method, click here . 

Observations 

Observational methods are useful for in-depth analyses of behaviours in people, animals, organisations, events or phenomena. They can test a theory or products in real life or simulated settings. They generally a qualitative research method.  

Questionnaires and surveys 

Questionnaires and surveys are useful to gain opinions, attitudes, preferences, understandings on certain matters. They can provide quantitative data that can be collated systematically; qualitative data, if they include opportunities for open-ended responses; or both qualitative and quantitative elements. 

Interviews  

Interviews are useful to gain rich, qualitative information about individuals' experiences, attitudes or perspectives. With interviews you can follow up immediately on responses for clarification or further details. There are three main types of interviews: structured (following a strict pattern of questions, which expect short answers), semi-structured (following a list of questions, with the opportunity to follow up the answers with improvised questions), and unstructured (following a short list of broad questions, where the respondent can lead more the conversation) (Specht, 2019, p142). 

This short video on qualitative interviews discusses best practices and covers qualitative interview design, preparation and data collection methods. 

Focus groups   

In this case, a group of people (normally, 4-12) is gathered for an interview where the interviewer asks questions to such group of participants. Group interactions and discussions can be highly productive, but the researcher has to beware of the group effect, whereby certain participants and views dominate the interview (Saunders, Lewis and Thornhill 2015, p419). The researcher can try to minimise this by encouraging involvement of all participants and promoting a multiplicity of views. 

This video focuses on strategies for conducting research using focus groups.  

Check out the guidance on online focus groups by Aliaksandr Herasimenka, which is attached at the bottom of this text box. 

Case study 

Case studies are often a convenient way to narrow the focus of your research by studying how a theory or literature fares with regard to a specific person, group, organisation, event or other type of entity or phenomenon you identify. Case studies can be researched using other methods, including those described in this section. Case studies give in-depth insights on the particular reality that has been examined, but may not be representative of what happens in general, they may not be generalisable, and may not be relevant to other contexts. These limitations have to be acknowledged by the researcher.     

Content analysis 

Content analysis consists in the study of words or images within a text. In its broad definition, texts include books, articles, essays, historical documents, speeches, conversations, advertising, interviews, social media posts, films, theatre, paintings or other visuals. Content analysis can be quantitative (e.g. word frequency) or qualitative (e.g. analysing intention and implications of the communication). It can detect propaganda, identify intentions of writers, and can see differences in types of communication (Specht, 2019, p146). Check this page on collecting, cleaning and visualising Twitter data.

Extra links and resources:  

Research Methods  

A clear and comprehensive overview of research methods by Emerald Publishing. It includes: crowdsourcing as a research tool; mixed methods research; case study; discourse analysis; ground theory; repertory grid; ethnographic method and participant observation; interviews; focus group; action research; analysis of qualitative data; survey design; questionnaires; statistics; experiments; empirical research; literature review; secondary data and archival materials; data collection. 

Doing your dissertation during the COVID-19 pandemic  

Resources providing guidance on doing dissertation research during the pandemic: Online research methods; Secondary data sources; Webinars, conferences and podcasts; 

• Virtual Focus Groups Guidance on managing virtual focus groups

5 Minute Methods Videos

The following are a series of useful videos that introduce research methods in five minutes. These resources have been produced by lecturers and students with the University of Westminster's School of Media and Communication. 

Case Study Research

Research Ethics

Quantitative Content Analysis 

Sequential Analysis 

Qualitative Content Analysis 

Thematic Analysis 

Social Media Research 

Mixed Method Research 

Procedural Method

In this part, provide an accurate, detailed account of the methods and procedures that were used in the study or the experiment (if applicable!). 

Include specifics about participants, sample, materials, design and methods. 

If the research involves human subjects, then include a detailed description of who and how many participated along with how the participants were selected.  

Describe all materials used for the study, including equipment, written materials and testing instruments. 

Identify the study's design and any variables or controls employed. 

Write out the steps in the order that they were completed. 

Indicate what participants were asked to do, how measurements were taken and any calculations made to raw data collected. 

Specify statistical techniques applied to the data to reach your conclusions. 

Provide evidence that you incorporated rigor into your research. This is the quality of being thorough and accurate and considers the logic behind your research design. 

Highlight any drawbacks that may have limited your ability to conduct your research thoroughly. 

You have to provide details to allow others to replicate the experiment and/or verify the data, to test the validity of the research. 

Bibliography

Cottrell, S. (2014). Dissertations and project reports: a step by step guide. Hampshire, England: Palgrave Macmillan.

Lombard, E. (2010). Primary and secondary sources.  The Journal of Academic Librarianship , 36(3), 250-253

Saunders, M.N.K., Lewis, P. and Thornhill, A. (2015).  Research Methods for Business Students.  New York: Pearson Education. 

Specht, D. (2019).  The Media And Communications Study Skills Student Guide . London: University of Westminster Press.  

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Home » Dissertation – Format, Example and Template

Dissertation – Format, Example and Template

Table of Contents

Dissertation

Definition:

Dissertation is a lengthy and detailed academic document that presents the results of original research on a specific topic or question. It is usually required as a final project for a doctoral degree or a master’s degree.

Dissertation Meaning in Research

In Research , a dissertation refers to a substantial research project that students undertake in order to obtain an advanced degree such as a Ph.D. or a Master’s degree.

Dissertation typically involves the exploration of a particular research question or topic in-depth, and it requires students to conduct original research, analyze data, and present their findings in a scholarly manner. It is often the culmination of years of study and represents a significant contribution to the academic field.

Types of Dissertation

Types of Dissertation are as follows:

Empirical Dissertation

An empirical dissertation is a research study that uses primary data collected through surveys, experiments, or observations. It typically follows a quantitative research approach and uses statistical methods to analyze the data.

Non-Empirical Dissertation

A non-empirical dissertation is based on secondary sources, such as books, articles, and online resources. It typically follows a qualitative research approach and uses methods such as content analysis or discourse analysis.

Narrative Dissertation

A narrative dissertation is a personal account of the researcher’s experience or journey. It typically follows a qualitative research approach and uses methods such as interviews, focus groups, or ethnography.

Systematic Literature Review

A systematic literature review is a comprehensive analysis of existing research on a specific topic. It typically follows a qualitative research approach and uses methods such as meta-analysis or thematic analysis.

Case Study Dissertation

A case study dissertation is an in-depth analysis of a specific individual, group, or organization. It typically follows a qualitative research approach and uses methods such as interviews, observations, or document analysis.

Mixed-Methods Dissertation

A mixed-methods dissertation combines both quantitative and qualitative research approaches to gather and analyze data. It typically uses methods such as surveys, interviews, and focus groups, as well as statistical analysis.

How to Write a Dissertation

Here are some general steps to help guide you through the process of writing a dissertation:

• Choose a topic : Select a topic that you are passionate about and that is relevant to your field of study. It should be specific enough to allow for in-depth research but broad enough to be interesting and engaging.
• Conduct research : Conduct thorough research on your chosen topic, utilizing a variety of sources, including books, academic journals, and online databases. Take detailed notes and organize your information in a way that makes sense to you.
• Create an outline : Develop an outline that will serve as a roadmap for your dissertation. The outline should include the introduction, literature review, methodology, results, discussion, and conclusion.
• Write the introduction: The introduction should provide a brief overview of your topic, the research questions, and the significance of the study. It should also include a clear thesis statement that states your main argument.
• Write the literature review: The literature review should provide a comprehensive analysis of existing research on your topic. It should identify gaps in the research and explain how your study will fill those gaps.
• Write the methodology: The methodology section should explain the research methods you used to collect and analyze data. It should also include a discussion of any limitations or weaknesses in your approach.
• Write the results: The results section should present the findings of your research in a clear and organized manner. Use charts, graphs, and tables to help illustrate your data.
• Write the discussion: The discussion section should interpret your results and explain their significance. It should also address any limitations of the study and suggest areas for future research.
• Write the conclusion: The conclusion should summarize your main findings and restate your thesis statement. It should also provide recommendations for future research.
• Edit and revise: Once you have completed a draft of your dissertation, review it carefully to ensure that it is well-organized, clear, and free of errors. Make any necessary revisions and edits before submitting it to your advisor for review.

Dissertation Format

The format of a dissertation may vary depending on the institution and field of study, but generally, it follows a similar structure:

• Title Page: This includes the title of the dissertation, the author’s name, and the date of submission.
• Abstract : A brief summary of the dissertation’s purpose, methods, and findings.
• Table of Contents: A list of the main sections and subsections of the dissertation, along with their page numbers.
• Introduction : A statement of the problem or research question, a brief overview of the literature, and an explanation of the significance of the study.
• Literature Review : A comprehensive review of the literature relevant to the research question or problem.
• Methodology : A description of the methods used to conduct the research, including data collection and analysis procedures.
• Results : A presentation of the findings of the research, including tables, charts, and graphs.
• Discussion : A discussion of the implications of the findings, their significance in the context of the literature, and limitations of the study.
• Conclusion : A summary of the main points of the study and their implications for future research.
• References : A list of all sources cited in the dissertation.
• Appendices : Additional materials that support the research, such as data tables, charts, or transcripts.

Dissertation Outline

Dissertation Outline is as follows:

Title Page:

• Title of dissertation
• Author name
• Institutional affiliation
• Date of submission
• Brief summary of the dissertation’s research problem, objectives, methods, findings, and implications
• Usually around 250-300 words

Table of Contents:

• List of chapters and sections in the dissertation, with page numbers for each

I. Introduction

• Background and context of the research
• Research problem and objectives
• Significance of the research

II. Literature Review

• Overview of existing literature on the research topic
• Identification of gaps in the literature
• Theoretical framework and concepts

III. Methodology

• Research design and methods used
• Data collection and analysis techniques
• Ethical considerations

IV. Results

• Presentation and analysis of data collected
• Findings and outcomes of the research
• Interpretation of the results

V. Discussion

• Discussion of the results in relation to the research problem and objectives
• Evaluation of the research outcomes and implications
• Suggestions for future research

VI. Conclusion

• Summary of the research findings and outcomes
• Implications for the research topic and field
• Limitations and recommendations for future research

VII. References

• List of sources cited in the dissertation

VIII. Appendices

• Additional materials that support the research, such as tables, figures, or questionnaires.

Example of Dissertation

Here is an example Dissertation for students:

Title : Exploring the Effects of Mindfulness Meditation on Academic Achievement and Well-being among College Students

This dissertation aims to investigate the impact of mindfulness meditation on the academic achievement and well-being of college students. Mindfulness meditation has gained popularity as a technique for reducing stress and enhancing mental health, but its effects on academic performance have not been extensively studied. Using a randomized controlled trial design, the study will compare the academic performance and well-being of college students who practice mindfulness meditation with those who do not. The study will also examine the moderating role of personality traits and demographic factors on the effects of mindfulness meditation.

Chapter Outline:

Chapter 1: Introduction

• Background and rationale for the study
• Research questions and objectives
• Significance of the study
• Overview of the dissertation structure

Chapter 2: Literature Review

• Definition and conceptualization of mindfulness meditation
• Theoretical framework of mindfulness meditation
• Empirical research on mindfulness meditation and academic achievement
• Empirical research on mindfulness meditation and well-being
• The role of personality and demographic factors in the effects of mindfulness meditation

Chapter 3: Methodology

• Research design and hypothesis
• Participants and sampling method
• Intervention and procedure
• Measures and instruments
• Data analysis method

Chapter 4: Results

• Descriptive statistics and data screening
• Analysis of main effects
• Analysis of moderating effects
• Post-hoc analyses and sensitivity tests

Chapter 5: Discussion

• Summary of findings
• Implications for theory and practice
• Limitations and directions for future research
• Conclusion and contribution to the literature

Chapter 6: Conclusion

• Recap of the research questions and objectives
• Summary of the key findings
• Contribution to the literature and practice
• Implications for policy and practice
• Final thoughts and recommendations.

References :

List of all the sources cited in the dissertation

Appendices :

Additional materials such as the survey questionnaire, interview guide, and consent forms.

Note : This is just an example and the structure of a dissertation may vary depending on the specific requirements and guidelines provided by the institution or the supervisor.

How Long is a Dissertation

The length of a dissertation can vary depending on the field of study, the level of degree being pursued, and the specific requirements of the institution. Generally, a dissertation for a doctoral degree can range from 80,000 to 100,000 words, while a dissertation for a master’s degree may be shorter, typically ranging from 20,000 to 50,000 words. However, it is important to note that these are general guidelines and the actual length of a dissertation can vary widely depending on the specific requirements of the program and the research topic being studied. It is always best to consult with your academic advisor or the guidelines provided by your institution for more specific information on dissertation length.

Applications of Dissertation

Here are some applications of a dissertation:

• Advancing the Field: Dissertations often include new research or a new perspective on existing research, which can help to advance the field. The results of a dissertation can be used by other researchers to build upon or challenge existing knowledge, leading to further advancements in the field.
• Career Advancement: Completing a dissertation demonstrates a high level of expertise in a particular field, which can lead to career advancement opportunities. For example, having a PhD can open doors to higher-paying jobs in academia, research institutions, or the private sector.
• Publishing Opportunities: Dissertations can be published as books or journal articles, which can help to increase the visibility and credibility of the author’s research.
• Personal Growth: The process of writing a dissertation involves a significant amount of research, analysis, and critical thinking. This can help students to develop important skills, such as time management, problem-solving, and communication, which can be valuable in both their personal and professional lives.
• Policy Implications: The findings of a dissertation can have policy implications, particularly in fields such as public health, education, and social sciences. Policymakers can use the research to inform decision-making and improve outcomes for the population.

When to Write a Dissertation

Here are some situations where writing a dissertation may be necessary:

• Pursuing a Doctoral Degree: Writing a dissertation is usually a requirement for earning a doctoral degree, so if you are interested in pursuing a doctorate, you will likely need to write a dissertation.
• Conducting Original Research : Dissertations require students to conduct original research on a specific topic. If you are interested in conducting original research on a topic, writing a dissertation may be the best way to do so.
• Advancing Your Career: Some professions, such as academia and research, may require individuals to have a doctoral degree. Writing a dissertation can help you advance your career by demonstrating your expertise in a particular area.
• Contributing to Knowledge: Dissertations are often based on original research that can contribute to the knowledge base of a field. If you are passionate about advancing knowledge in a particular area, writing a dissertation can help you achieve that goal.
• Meeting Academic Requirements : If you are a graduate student, writing a dissertation may be a requirement for completing your program. Be sure to check with your academic advisor to determine if this is the case for you.

Purpose of Dissertation

some common purposes of a dissertation include:

• To contribute to the knowledge in a particular field : A dissertation is often the culmination of years of research and study, and it should make a significant contribution to the existing body of knowledge in a particular field.
• To demonstrate mastery of a subject: A dissertation requires extensive research, analysis, and writing, and completing one demonstrates a student’s mastery of their subject area.
• To develop critical thinking and research skills : A dissertation requires students to think critically about their research question, analyze data, and draw conclusions based on evidence. These skills are valuable not only in academia but also in many professional fields.
• To demonstrate academic integrity: A dissertation must be conducted and written in accordance with rigorous academic standards, including ethical considerations such as obtaining informed consent, protecting the privacy of participants, and avoiding plagiarism.
• To prepare for an academic career: Completing a dissertation is often a requirement for obtaining a PhD and pursuing a career in academia. It can demonstrate to potential employers that the student has the necessary skills and experience to conduct original research and make meaningful contributions to their field.
• To develop writing and communication skills: A dissertation requires a significant amount of writing and communication skills to convey complex ideas and research findings in a clear and concise manner. This skill set can be valuable in various professional fields.
• To demonstrate independence and initiative: A dissertation requires students to work independently and take initiative in developing their research question, designing their study, collecting and analyzing data, and drawing conclusions. This demonstrates to potential employers or academic institutions that the student is capable of independent research and taking initiative in their work.
• To contribute to policy or practice: Some dissertations may have a practical application, such as informing policy decisions or improving practices in a particular field. These dissertations can have a significant impact on society, and their findings may be used to improve the lives of individuals or communities.
• To pursue personal interests: Some students may choose to pursue a dissertation topic that aligns with their personal interests or passions, providing them with the opportunity to delve deeper into a topic that they find personally meaningful.

Advantage of Dissertation

Some advantages of writing a dissertation include:

• Developing research and analytical skills: The process of writing a dissertation involves conducting extensive research, analyzing data, and presenting findings in a clear and coherent manner. This process can help students develop important research and analytical skills that can be useful in their future careers.
• Demonstrating expertise in a subject: Writing a dissertation allows students to demonstrate their expertise in a particular subject area. It can help establish their credibility as a knowledgeable and competent professional in their field.
• Contributing to the academic community: A well-written dissertation can contribute new knowledge to the academic community and potentially inform future research in the field.
• Improving writing and communication skills : Writing a dissertation requires students to write and present their research in a clear and concise manner. This can help improve their writing and communication skills, which are essential for success in many professions.
• Increasing job opportunities: Completing a dissertation can increase job opportunities in certain fields, particularly in academia and research-based positions.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Open access
• Published: 09 May 2024

Evaluation of integrated community case management of the common childhood illness program in Gondar city, northwest Ethiopia: a case study evaluation design

• Mekides Geta 1 ,
• Geta Asrade Alemayehu 2 ,
• Wubshet Debebe Negash 2 ,
• Tadele Biresaw Belachew 2 ,
• Chalie Tadie Tsehay 2 &
• Getachew Teshale 2  

BMC Pediatrics volume  24 , Article number:  310 ( 2024 ) Cite this article

103 Accesses

Metrics details

Integrated Community Case Management (ICCM) of common childhood illness is one of the global initiatives to reduce mortality among under-five children by two-thirds. It is also implemented in Ethiopia to improve community access and coverage of health services. However, as per our best knowledge the implementation status of integrated community case management in the study area is not well evaluated. Therefore, this study aimed to evaluate the implementation status of the integrated community case management program in Gondar City, Northwest Ethiopia.

A single case study design with mixed methods was employed to evaluate the process of integrated community case management for common childhood illness in Gondar town from March 17 to April 17, 2022. The availability, compliance, and acceptability dimensions of the program implementation were evaluated using 49 indicators. In this evaluation, 484 mothers or caregivers participated in exit interviews; 230 records were reviewed, 21 key informants were interviewed; and 42 observations were included. To identify the predictor variables associated with acceptability, we used a multivariable logistic regression analysis. Statistically significant variables were identified based on the adjusted odds ratio (AOR) with a 95% confidence interval (CI) and p-value. The qualitative data was recorded, transcribed, and translated into English, and thematic analysis was carried out.

The overall implementation of integrated community case management was 81.5%, of which availability (84.2%), compliance (83.1%), and acceptability (75.3%) contributed. Some drugs and medical equipment, like Cotrimoxazole, vitamin K, a timer, and a resuscitation bag, were stocked out. Health care providers complained that lack of refreshment training and continuous supportive supervision was the common challenges that led to a skill gap for effective program delivery. Educational status (primary AOR = 0.27, 95% CI:0.11–0.52), secondary AOR = 0.16, 95% CI:0.07–0.39), and college and above AOR = 0.08, 95% CI:0.07–0.39), prescribed drug availability (AOR = 2.17, 95% CI:1.14–4.10), travel time to the to the ICCM site (AOR = 3.8, 95% CI:1.99–7.35), and waiting time (AOR = 2.80, 95% CI:1.16–6.79) were factors associated with the acceptability of the program by caregivers.

Conclusion and recommendation

The overall implementation status of the integrated community case management program was judged as good. However, there were gaps observed in the assessment, classification, and treatment of diseases. Educational status, availability of the prescribed drugs, waiting time and travel time to integrated community case management sites were factors associated with the program acceptability. Continuous supportive supervision for health facilities, refreshment training for HEW’s to maximize compliance, construction clean water sources for HPs, and conducting longitudinal studies for the future are the forwarded recommendation.

Peer Review reports

Integrated Community Case Management (ICCM) is a critical public health strategy for expanding the coverage of quality child care services [ 1 , 2 ]. It mainly concentrated on curative care and also on the diagnosis, treatment, and referral of children who are ill with infectious diseases [ 3 , 4 ].

Based on the World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) recommendations, Ethiopia adopted and implemented a national policy supporting community-based treatment of common childhood illnesses like pneumonia, Diarrhea, uncomplicated malnutrition, malaria and other febrile illness and Amhara region was one the piloted regions in late 2010 [ 5 ]. The Ethiopian primary healthcare units, established at district levels include primary hospitals, health centers (HCs), and health posts (HPs). The HPs are run by Health Extension Workers (HEWs), and they have function of monitoring health programs and disease occurrence, providing health education, essential primary care services, and timely referrals to HCs [ 6 , 7 ]. The Health Extension Program (HEP) uses task shifting and community ownership to provide essential health services at the first level using the health development army and a network of woman volunteers. These groups are organized to promote health and prevent diseases through community participation and empowerment by identifying the salient local bottlenecks which hinder vital maternal, neonatal, and child health service utilization [ 8 , 9 ].

One of the key steps to enhance the clinical case of health extension staff is to encourage better growth and development among under-five children by health extension. Healthy family and neighborhood practices are also encouraged [ 10 , 11 ]. The program also combines immunization, community-based feeding, vitamin A and de-worming with multiple preventive measures [ 12 , 13 ]. Now a days rapidly scaling up of ICCM approach to efficiently manage the most common causes of morbidity and mortality of children under the age of five in an integrated manner at the community level is required [ 14 , 15 ].

Over 5.3 million children are died at a global level in 2018 and most causes (75%) are preventable or treatable diseases such as pneumonia, malaria and diarrhea [ 16 ]. About 99% of the global burden of mortality and morbidity of under-five children which exists in developing countries are due to common childhood diseases such as pneumonia, diarrhea, malaria and malnutrition [ 17 ].

In 2013, the mortality rate of under-five children in Sub-Saharan Africa decreased to 86 deaths per 1000 live birth and estimated to be 25 per 1000live births by 2030. However, it is a huge figure and the trends are not sufficient to reach the target [ 18 ]. About half of global under-five deaths occurred in sub-Saharan Africa. And from the top 26 nations burdened with 80% of the world’s under-five deaths, 19 are in sub-Saharan Africa [ 19 ].

To alleviate the burden, the Ethiopian government tries to deliver basic child care services at the community level by trained health extension workers. The program improves the health of the children not only in Ethiopia but also in some African nations. Despite its proven benefits, the program implementation had several challenges, in particular, non-adherence to the national guidelines among health care workers [ 20 ]. Addressing those challenges could further improve the program performance. Present treatment levels in sub-Saharan Africa are unacceptably poor; only 39% of children receive proper diarrhea treatment, 13% of children with suspected pneumonia receive antibiotics, 13% of children with fever receive a finger/heel stick to screen for malaria [ 21 ].

To improve the program performance, program gaps should be identified through scientific evaluations and stakeholder involvement. This evaluation not only identify gaps but also forward recommendations for the observed gaps. Furthermore, the implementation status of ICCM of common childhood illnesses has not been evaluated in the study area yet. Therefore, this work aimed to evaluate the implementation status of integrated community case management program implementation in Gondar town, northwest Ethiopia. The findings may be used by policy makers, healthcare providers, funders and researchers.

Method and material

Evaluation design and settings.

A single-case study design with concurrent mixed-methods evaluation was conducted in Gondar city, northwest Ethiopia, from March 17 to April 17, 2022. The evaluability assessment was done from December 15–30, 2021. Both qualitative and quantitative data were collected concurrently, analyzed separately, and integrated at the result interpretation phase.

The evaluation area, Gondar City, is located in northwest Ethiopia, 740 km from Addis Ababa, the capital city of the country. It has six sub-cities and thirty-six kebeles (25 urban and 11 rural). In 2019, the estimated total population of the town was 338,646, and 58,519 (17.3%) were under-five children. In the town there are eight public health centers and 14 health posts serving the population. All health posts provide ICCM service for more than 70,852 populations.

Evaluation approach and dimensions

Program stakeholders.

The evaluation followed a formative participatory approach by engaging the potential stakeholders in the program. Prior to the development of the proposal, an extensive discussion was held with the Gondar City Health Department to identify other key stakeholders in the program. Service providers at each health facility (HCs and HPs), caretakers of sick children, the Gondar City Health Office (GCHO), the Amhara Regional Health Bureau (ARHB), the Minister of Health (MoH), and NGOs (IFHP and Save the Children) were considered key stakeholders. During the Evaluability Assessment (EA), the stakeholders were involved in the development of evaluation questions, objectives, indicators, and judgment criteria of the evaluation.

Evaluation dimensions

The availability and acceptability dimensions from the access framework [ 22 ] and compliance dimension from the fidelity framework [ 23 ] were used to evaluate the implementation of ICCM.

Population and samplings

All under-five children and their caregivers attended at the HPs; program implementers (health extension workers, healthcare providers, healthcare managers, PHCU focal persons, MCH coordinators, and other stakeholders); and ICCM records and registries in the health posts of Gondar city administration were included in the evaluation. For quantitative data, the required sample size was proportionally allocated for each health post based on the number of cases served in the recent one month. But the qualitative sample size was determined by data saturation, and the samples were selected purposefully.

The data sources and sample size for the compliance dimension were all administrative records/reports and ICCM registration books (230 documents) in all health posts registered from December 1, 2021, to February 30, 2022 (three months retrospectively) included in the evaluation. The registries were assessed starting from the most recent registration number until the required sample size was obtained for each health post.

The sample size to measure the mothers’/caregivers’ acceptability towards ICCM was calculated by taking prevalence of caregivers’ satisfaction on ICCM program p  = 74% from previously similar study [ 24 ] and considering standard error 4% at 95% CI and 10% non- responses, which gave 508. Except those who were seriously ill, all caregivers attending the ICCM sites during data collection were selected and interviewed consecutively.

The availability of required supplies, materials and human resources for the program were assessed in all 14HPs. The data collectors observed the health posts and collected required data by using a resources inventory checklist.

A total of 70 non-participatory patient-provider interactions were also observed. The observations were conducted per each health post and for health posts which have more than one health extension workers one of them were selected randomly. The observation findings were used to triangulate the findings obtained through other data collection techniques. Since people may act accordingly to the standards when they know they are observed for their activities, we discarded the first two observations from analysis. It is one of the strategies to minimize the Hawthorne effect of the study. Finally a total of 42 (3 in each HPs) observations were included in the analysis.

Twenty one key informants (14 HEWs, 3 PHCU focal person, 3 health center heads and one MCH coordinator) were interviewed. These key informants were selected since they are assumed to be best teachers in the program. Besides originally developed key informant interview questions, the data collectors probed them to get more detail and clear information.

Variables and measurement

The availability of resources, including trained healthcare workers, was examined using 17 indicators, with weighted score of 35%. Compliance was used to assess HEWs’ adherence to the ICCM treatment guidelines by observing patient-provider interactions and conducting document reviews. We used 18 indicators and a weighted value of 40%.

Mothers’ /caregivers’/ acceptance of ICCM service was examined using 14 indicators and had a weighted score of 25%. The indicators were developed with a five-point Likert scale (1: strongly disagree, 2: disagree, 3: neutral, 4: agree and 5: strongly agree). The cut off point for this categorization was calculated using the demarcation threshold formula: ( \(\frac{\text{t}\text{o}\text{t}\text{a}\text{l}\, \text{h}\text{i}\text{g}\text{h}\text{e}\text{s}\text{t}\, \text{s}\text{c}\text{o}\text{r}\text{e}-\,\text{t}\text{o}\text{t}\text{a}\text{l}\, \text{l}\text{o}\text{w}\text{e}\text{s}\text{t} \,\text{s}\text{c}\text{o}\text{r}\text{e}}{2}) +total lowest score\) ( 25 – 27 ). Those mothers/caregivers/ who scored above cut point (42) were considered as “satisfied”, otherwise “dissatisfied”. The indicators were adapted from the national ICCM and IMNCI implementation guideline and other related evaluations with the participation of stakeholders. Indicator weight was given by the stakeholders during EA. Indicators score was calculated using the formula \(\left(achieved \,in \%=\frac{indicator \,score \,x \,100}{indicator\, weight} \right)\) [ 26 , 28 ].

The independent variables for the acceptability dimension were socio-demographic and economic variables (age, educational status, marital status, occupation of caregiver, family size, income level, and mode of transport), availability of prescribed drugs, waiting time, travel time to ICCM site, home to home visit, consultation time, appointment, and source of information.

The overall implementation of ICCM was measured by using 49 indicators over the three dimensions: availability (17 indicators), compliance (18 indicators) and acceptability (14 indicators).

Program logic model

Based on the constructed program logic model and trained health care providers, mothers/caregivers received health information and counseling on child feeding; children were assessed, classified, and treated for disease, received follow-up; they were checked for vitamin A; and deworming and immunization status were the expected outputs of the program activities. Improved knowledge of HEWs on ICCM, increased health-seeking behavior, improved quality of health services, increased utilization of services, improved data quality and information use, and improved child health conditions are considered outcomes of the program. Reduction of under-five morbidity and mortality and improving quality of life in the society are the distant outcomes or impacts of the program (Fig.  1 ).

Integrated community case management of childhood illness program logic model in Gondar City in 2022

Data collection tools and procedure

Resource inventory and data extraction checklists were adapted from standard ICCM tool and check lists [ 29 ]. A structured interviewer administered questionnaire was adapted by referring different literatures [ 30 , 31 ] to measure the acceptability of ICCM. The key informant interview (KII) guide was also developed to explore the views of KIs. The interview questionnaire and guide were initially developed in English and translated into the local language (Amharic) and finally back to English to ensure consistency. All the interviews were done in the local language, Amharic.

Five trained clinical nurses and one BSC nurse were recruited from Gondar zuria and Wegera district as data collectors and supervisors, respectively. Two days training on the overall purpose of the evaluation and basic data collection procedures were provided prior to data collection. Then, both quantitative and qualitative data were gathered at the same time. The quantitative data were gathered from program documentation, charts of ICCM program visitors and, exit interview. Interviews with 21 KIIs and non-participatory observations of patient-provider interactions were used to acquire qualitative data. Key informant interviews were conducted to investigate the gaps and best practices in the implementation of the ICCM program.

A pretest was conducted to 26 mothers/caregivers/ at Maksegnit health post and appropriate modifications were made based on the pretest results. The data collectors were supervised and principal evaluator examined the completeness and consistency of the data on a daily basis.

Data management and analysis

For analysis, quantitative data were entered into epi-data version 4.6 and exported to Stata 14 software for analysis. Narration and tabular statistics were used to present descriptive statistics. Based on established judgment criteria, the total program implementation was examined and interpreted as a mix of the availability, compliance, and acceptability dimensions. To investigate the factors associated with ICCM acceptance, a binary logistic regression analysis was performed. During bivariable analysis, variables with p-values less than 0.25 were included in multivariable analysis. Finally, variables having a p-value less than 0.05 and an adjusted odds ratio (AOR) with a 95% confidence interval (CI) were judged statistically significant. Qualitative data were collected recorded, transcribed into Amharic, then translated into English and finally coded and thematically analyzed.

Judgment matrix analysis

The weighted values of availability, compliance, and acceptability dimensions were 35, 40, and 25 based on the stakeholder and investigator agreement on each indicator, respectively. The judgment parameters for each dimension and the overall implementation of the program were categorized as poor (< 60%), fair (60–74.9%), good (75-84.9%), and very good (85–100%).

Availability of resources

A total of 26 HEWs were assigned within the fourteen health posts, and 72.7% of them were trained on ICCM to manage common childhood illnesses in under-five children. However, the training was given before four years, and they didn’t get even refreshment training about ICCM. The KII responses also supported that the shortage of HEWs at the HPs was the problem in implementing the program properly.

I am the only HEW in this health post and I have not been trained on ICCM program. So, this may compromise the quality of service and client satisfaction.(25 years old HEW with two years’ experience)

All observed health posts had ICCM registration books, monthly report and referral formats, functional thermometer, weighting scale and MUAC tape meter. However, timer and resuscitation bag was not available in all HPs. Most of the key informant finding showed that, in all HPs there was no shortage of guideline, registration book and recording tool; however, there was no OTP card in some health posts.

“Guideline, ICCM registration book for 2–59 months of age, and other different recording and reporting formats and booklet charts are available since September/2016. However, OTP card is not available in most HPs.”. (A 30 years male health center director)

Only one-fifth (21%) of HPs had a clean water source for drinking and washing of equipment. Most of Key-informant interview findings showed that the availability of infrastructures like water was not available in most HPs. Poor linkage between HPs, HCs, town health department, and local Kebele administer were the reason for unavailability.

Since there is no water for hand washing, or drinking, we obligated to bring water from our home for daily consumptions. This increases the burden for us in our daily activity. (35 years old HEW)

Most medicines, such as anti-malaria drugs with RDT, Quartem, Albendazole, Amoxicillin, vitamin A capsules, ORS, and gloves, were available in all the health posts. Drugs like zinc, paracetamol, TTC eye ointment, and folic acid were available in some HPs. However, cotrimoxazole and vitamin K capsules were stocked-out in all health posts for the last six months. The key informant also revealed that: “Vitamin K was not available starting from the beginning of this program and Cotrimoxazole was not available for the past one year and they told us they would avail it soon but still not availed. Some essential ICCM drugs like anti malaria drugs, De-worming, Amoxicillin, vitamin A capsules, ORS and medical supplies were also not available in HCs regularly.”(28 years’ Female PHCU focal)

The overall availability of resources for ICCM implementation was 84.2% which was good based on our presetting judgment parameter (Table  1 ).

Health extension worker’s compliance

From the 42 patient-provider interactions, we found that 85.7%, 71.4%, 76.2%, and 95.2% of the children were checked for body temperature, weight, general danger signs, and immunization status respectively. Out of total (42) observation, 33(78.6%) of sick children were classified for their nutritional status. During observation time 29 (69.1%) of caregivers were counseled by HEWs on food, fluid and when to return back and 35 (83.3%) of children were appointed for next follow-up visit. Key informant interviews also affirmed that;

“Most of our health extension workers were trained on ICCM program guidelines but still there are problems on assessment classification and treatment of disease based on guidelines and standards this is mainly due to lack refreshment training on the program and lack of continuous supportive supervision from the respective body.” (27years’ Male health center head)

From 10 clients classified as having severe pneumonia cases, all of them were referred to a health center (with pre-referral treatment), and from those 57 pneumonia cases, 50 (87.7%) were treated at the HP with amoxicillin or cotrimoxazole. All children with severe diarrhea, very severe disease, and severe complicated malnutrition cases were referred to health centers with a pre-referral treatment for severe dehydration, very severe febrile disease, and severe complicated malnutrition, respectively. From those with some dehydration and no dehydration cases, (82.4%) and (86.8%) were treated at the HPs for some dehydration (ORS; plan B) and for no dehydration (ORS; plan A), respectively. Moreover, zinc sulfate was prescribed for 63 (90%) of under-five children with some dehydration or no dehydration. From 26 malaria cases and 32 severe uncomplicated malnutrition and moderate acute malnutrition cases, 20 (76.9%) and 25 (78.1%) were treated at the HPs, respectively. Of the total reviewed documents, 56 (93.3%), 66 (94.3%), 38 (84.4%), and 25 (78.1%) of them were given a follow-up date for pneumonia, diarrhea, malaria, and malnutrition, respectively.

Supportive supervision and performance review meetings were conducted only in 10 (71.4%) HPs, but all (100%) HPs sent timely reports to the next supervisory body.

Most of the key informants’ interview findings showed that supportive supervision was not conducted regularly and for all HPs.

I had mentored and supervised by supportive supervision teams who came to our health post at different times from health center, town health office and zonal health department. I received this integrated supervision from town health office irregularly, but every month from catchment health center and last integrated supportive supervision from HC was on January. The problem is the supervision was conducted for all programs.(32 years’ old and nine years experienced female HEW)

Moreover, the result showed that there was poor compliance of HEWs for the program mainly due to weak supportive supervision system of managerial and technical health workers. It was also supported by key informants as:

We conducted supportive supervision and performance review meeting at different time, but still there was not regular and not addressed all HPs. In addition to this the supervision and review meeting was conducted as integration of ICCM program with other services. The other problem is that most of the time we didn’t used checklist during supportive supervision. (Mid 30 years old male HC director)

Based on our observation and ICCM document review, 83.1% of the HEWs were complied with the ICCM guidelines and judged as fair (Table  2 ).

Acceptability of ICCM program

Sociodemographic and obstetric characteristics of participants.

A total of 484 study participants responded to the interviewer-administered questionnaire with a response rate of 95.3%. The mean age of study participants was 30.7 (SD ± 5.5) years. Of the total caregivers, the majority (38.6%) were categorized under the age group of 26–30 years. Among the total respondents, 89.3% were married, and regarding religion, the majorities (84.5%) were Orthodox Christian followers. Regarding educational status, over half of caregivers (52.1%) were illiterate (unable to read or write). Nearly two-thirds of the caregivers (62.6%) were housewives (Table  3 ).

All the caregivers came to the health post on foot, and most of them 418 (86.4%) arrived within one hour. The majority of 452 (93.4%) caregivers responded that the waiting time to get the service was less than 30 min. Caregivers who got the prescribed drugs at the health post were 409 (84.5%). Most of the respondents, 429 (88.6%) and 438 (90.5%), received counseling services on providing extra fluid and feeding for their sick child and were given a follow-up date.

Most 298 (61.6%) of the caregivers were satisfied with the convenience of the working hours of HPs, and more than three-fourths (80.8%) were satisfied with the counseling services they received. Most of the respondents, 366 (75.6%), were satisfied with the appropriateness of waiting time and 431 (89%) with the appropriateness of consultation time. The majority (448 (92.6%) of caregivers were satisfied with the way of communicating with HEWs, and 269 (55.6%) were satisfied with the knowledge and competence of HEWs. Nearly half of the caregivers (240, or 49.6%) were satisfied with the availability of drugs at health posts.

The overall acceptability of the ICCM program was 75.3%, which was judged as good. A low proportion of acceptability was measured on the cleanliness of the health posts, the appropriateness of the waiting area, and the competence and knowledge of the HEWs. On the other hand, high proportion of acceptability was measured on appropriateness of waiting time, way of communication with HEWs, and the availability of drugs (Table  4 ).

Factors associated with acceptability of ICCM program

In the final multivariable logistic regression analysis, educational status of caregivers, availability of prescribed drugs, time to arrive, and waiting time were factors significantly associated with the satisfaction of caregivers with the ICCM program.

Accordingly, the odds of caregivers with primary education, secondary education, and college and above were 73% (AOR = 0.27, 95% CI: 0.11–0.52), 84% (AOR = 0.16, 95% CI: 0.07–0.39), and 92% (AOR = 0.08, 95% CI: 0.07–0.40) less likely to accept the program as compared to mothers or caregivers who were not able to read and write, respectively. The odds of caregivers or mothers who received prescribed drugs were 2.17 times more likely to accept the program as compared to their counters (AOR = 2.17, 95% CI: 1.14–4.10). The odds of caregivers or mothers who waited for services for less than 30 min were 2.8 times more likely to accept the program as compared to those who waited for more than 30 min (AOR = 2.80, 95% CI: 1.16–6.79). Moreover, the odds of caregivers/mothers who traveled an hour or less for service were 3.8 times more likely to accept the ICCM program as compared to their counters (AOR = 3.82, 95% CI:1.99–7.35) (Table  5 ).

Overall ICCM program implementation and judgment

The implementation of the ICCM program in Gondar city administration was measured in terms of availability (84.2%), compliance (83.1%), and acceptability (75.3%) dimensions. In the availability dimension, amoxicillin, antimalarial drugs, albendazole, Vit. A, and ORS were available in all health posts, but only six HPs had Ready-to-Use Therapeutic Feedings, three HPs had ORT Corners, and none of the HPs had functional timers. In all health posts, the health extension workers asked the chief to complain, correctly assessed for pneumonia, diarrhea, malaria, and malnutrition, and sent reports based on the national schedule. However, only 70% of caretakers counseled about food, fluids, and when to return, 66% and 76% of the sick children were checked for anemia and other danger signs, respectively. The acceptability level of the program by caretakers and caretakers’/mothers’ educational status, waiting time to get the service and travel time ICCM sites were the factors affecting its acceptability. The overall ICCM program in Gondar city administration was 81.5% and judged as good (Fig.  2 ).

Overall ICCM program implementation and the evaluation dimensions in Gondar city administration, 2022

The implementation status of ICCM was judged by using three dimensions including availability, compliance and acceptability of the program. The judgment cut of points was determined during evaluability assessment (EA) along with the stakeholders. As a result, we found that the overall implementation status of ICCM program was good as per the presetting judgment parameter. Availability of resources for the program implementation, compliance of HEWs to the treatment guideline and acceptability of the program services by users were also judged as good as per the judgment parameter.

This evaluation showed that most medications, equipment and recording and reporting materials available. This finding was comparable with the standard ICCM treatment guide line [ 10 ]. On the other hand trained health care providers, some medications like Zink, Paracetamol and TTC eye ointment, folic acid and syringes were not found in some HPs. However the finding was higher than the study conducted in SNNPR on selected health posts [ 33 ] and a study conducted in Soro district, southern Ethiopia [ 24 ]. The possible reason might be due to low interruption of drugs at town health office or regional health department stores, regular supplies of essential drugs and good supply management and distribution of drug from health centers to health post.

The result of this evaluation showed that only one fourth of health posts had functional ORT Corner which was lower compared to the study conducted in SNNPR [ 34 ]. This might be due poor coverage of functional pipe water in the kebeles and the installation was not set at the beginning of health post construction as reported from one of ICCM program coordinator.

Compliance of HEWs to the treatment guidelines in this evaluation was higher than the study done in southern Ethiopia (65.6%) [ 24 ]. This might be due to availability of essential drugs educational level of HEWs and good utilization of ICCM guideline and chart booklet by HEWs. The observations showed most of the sick children were assessed for danger sign, weight, and temperature respectively. This finding is lower than the study conducted in Rwanda [ 35 ]. This difference might be due to lack of refreshment training and regular supportive supervision for HEWs. This also higher compared to the study done in three regions of Ethiopia indicates that 88%, 92% and 93% of children classified as per standard for Pneumonia, diarrhea and malaria respectively [ 36 ]. The reason for this difference may be due to the presence of medical equipment and supplies including RDT kit for malaria, and good educational level of HEWs.

Moreover most HPs received supportive supervision and performance review meeting was conducted and all of them send reports timely to next level. The finding of this evaluation was lower than the study conducted on implementation evaluation of ICCM program southern Ethiopia [ 24 ] and study done in three regions of Ethiopia (Amhara, Tigray and SNNPR) [ 37 ]. This difference might be due sample size variation.

The overall acceptability of the ICCM program was less than the presetting judgment parameter but slightly higher compared to the study in southern Ethiopia [ 24 ]. This might be due to presence of essential drugs for treating children, reasonable waiting and counseling time provided by HEWs, and smooth communication between HEWs and caregivers. In contrast, this was lower than similar studies conducted in Wakiso district, Uganda [ 38 ]. The reason for this might be due to contextual difference between the two countries, inappropriate waiting area to receive the service and poor cleanness of the HPs in our study area. Low acceptability of caregivers to ICCM service was observed in the appropriateness of waiting area, availability of drugs, cleanness of health post, and competence of HEWs while high level of caregiver’s acceptability was consultation time, counseling service they received, communication with HEWs, treatment given for their sick children and interest to return back for ICCM service.

Caregivers who achieved primary, secondary, and college and above were more likely accept the program services than those who were illiterate. This may more educated mothers know about their child health condition and expect quality service from healthcare providers which is more likely reduce the acceptability of the service. The finding is congruent with a study done on implementation evaluation of ICCM program in southern Ethiopia [ 24 ]. However, inconsistent with a study conducted in wakiso district in Uganda [ 38 ]. The possible reason for this might be due to contextual differences between the two countries. The ICCM program acceptability was high in caregivers who received all prescribed drugs than those did not. Caregivers those waited less than 30 min for service were more accepted ICCM services compared to those more than 30 minutes’ waiting time. This finding is similar compared with the study conducted on implementation evaluation of ICCM program in southern Ethiopia [ 24 ]. In contrary, the result was incongruent with a survey result conducted by Ethiopian public health institute in all regions and two administrative cities of Ethiopia [ 39 ]. This variation might be due to smaller sample size in our study the previous one. Moreover, caregivers who traveled to HPs less than 60 min were more likely accepted the program than who traveled more and the finding was similar with the study finding in Jimma zone [ 40 ].

Strengths and limitations

This evaluation used three evaluation dimensions, mixed method and different data sources that would enhance the reliability and credibility of the findings. However, the study might have limitations like social desirability bias, recall bias and Hawthorne effect.

The implementation of the ICCM program in Gondar city administration was measured in terms of availability (84.2%), compliance (83.1%), and acceptability (75.3%) dimensions. In the availability dimension, amoxicillin, antimalarial drugs, albendazole, Vit. A, and ORS were available in all health posts, but only six HPs had Ready-to-Use Therapeutic Feedings, three HPs had ORT Corners, and none of the HPs had functional timers.

This evaluation assessed the implementation status of the ICCM program, focusing mainly on availability, compliance, and acceptability dimensions. The overall implementation status of the program was judged as good. The availability dimension is compromised due to stock-outs of chloroquine syrup, cotrimoxazole, and vitamin K and the inaccessibility of clean water supply in some health posts. Educational statuses of caregivers, availability of prescribed drugs at the HPs, time to arrive to HPs, and waiting time to receive the service were the factors associated with the acceptability of the ICCM program.

Therefore, continuous supportive supervision for health facilities, and refreshment training for HEW’s to maximize compliance are recommended. Materials and supplies shall be delivered directly to the health centers or health posts to solve the transportation problem. HEWs shall document the assessment findings and the services provided using the registration format to identify their gaps, limitations, and better performances. The health facilities and local administrations should construct clean water sources for health facilities. Furthermore, we recommend for future researchers and program evaluators to conduct longitudinal studies to know the causal relationship of the program interventions and the outcomes.

Data availability

Data will be available upon reasonable request from the corresponding author.

Abbreviations

Ethiopian Demographic and Health Survey

Health Center/Health Facility

Health Extension Program

Health Extension Workers

Health Post

Health Sector Development Plan

Integrated Community Case Management of Common Childhood Illnesses

Information Communication and Education

Integrated Family Health Program

Integrated Management of Neonatal and Childhood Illness

Integrated Supportive Supervision

Maternal and Child Health

Mid Upper Arm Circumference

Non-Government Organization

Oral Rehydration Salts

Outpatient Therapeutic program

Primary health care unit

Rapid Diagnostics Test

Ready to Use Therapeutic Foods

Sever Acute Malnutrition

South Nation Nationalities People Region

United Nations International Child Emergency Fund

World Health Organization

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Acknowledgements

We are very grateful to University of Gondar and Gondar town health office for its welcoming approaches. We would also like to thank all of the study participants of this evaluation for their information and commitment. Our appreciation also goes to the data collectors and supervisors for their unreserved contribution.

No funding is secured for this evaluation study.

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Mekides Geta

Department of Health Systems and Policy, Institute of Public Health, College of Medicine and Health Sciences, University of Gondar, P.O. Box 196, Gondar, Ethiopia

Geta Asrade Alemayehu, Wubshet Debebe Negash, Tadele Biresaw Belachew, Chalie Tadie Tsehay & Getachew Teshale

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All authors contributed to the preparation of the manuscript. M.G. conceived and designed the evaluation and performed the analysis then T.B.B., W.D.N., G.A.A., C.T.T. and G.T. revised the analysis. G.T. prepared the manuscript and all the authors revised and approved the final manuscript.

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Correspondence to Getachew Teshale .

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Ethical approval was obtained from Institutional Review Board (IRB) of Institute of Public Health, College of Medicine and Health sciences, University of Gondar (Ref No/IPH/1482/2013). Informed consent was obtained from all subjects and/or their legal guardian(s).

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All authors declared that they have no competing interest.

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Geta, M., Alemayehu, G.A., Negash, W.D. et al. Evaluation of integrated community case management of the common childhood illness program in Gondar city, northwest Ethiopia: a case study evaluation design. BMC Pediatr 24 , 310 (2024). https://doi.org/10.1186/s12887-024-04785-0

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Received : 20 February 2024

Accepted : 22 April 2024

Published : 09 May 2024

DOI : https://doi.org/10.1186/s12887-024-04785-0

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Comparison of Soil Carbon Dynamics Between Restored Prairie and Agricultural Soils in the U.S. Midwest

Globally, soils hold more carbon than both the atmosphere and aboveground terrestrial biosphere combined. Changes in land use and land cover have the potential to alter soil carbon cycling throughout the soil profile, from the surface to meters deep, yet most studies focus only on the near surface impact ( 3 and C 4 photosynthetic pathway plant community composition. Comparative analysis of edaphic properties and soil carbon suggests that deep loess deposits in Nebraska permit enhanced water infiltration and SOC deposition to depths of ~100 cm in 60 years of prairie restoration. In Illinois, poorly drained, clay/lime rich soils on glacial till and a younger restored prairie age (15 years) restricted the influence of prairie restoration to the upper 30 cm. Comparing the δ 13 C values of SOC and SIC in each system demonstrated that SIC at each site is likely of lithogenic origin. This work indicates that the magnitude of influence of restoration management is dependent on edaphic properties inherited from geological and geomorphological controls. Future work should quantify root structures and redox properties to better understand the influence of rooting depth on soil carbon concentrations. Fast-cycling C dynamics can be assessed using continuous, in-situ CO 2 and O 2 soil gas concentration changes. The secondary objective of my thesis was to determine if manual, low temporal resolution gas sampling and analysis are a low cost and effective means of measuring soil O 2 and CO 2 , by comparing it with data from in-situ continuous (hourly) sensors. Manual analysis of soil CO 2 and O 2 from field replicates of buried gas collection cups resulted in measurement differences from the continuous sensors. Measuring CO2 concentration with manual methods often resulted in higher concentrations than hourly, continuous measurements across all sites. Additionally, O 2 concentrations measured by manual methods were higher than hourly values in the restored prairie and less in agricultural sites. A variety of spatial variability, pressure perturbations, calibration offsets, and system leakage influences on both analysis methods could cause the discrepancy.

NSF Grant 1331906

Degree type.

• Master of Science
• Earth, Atmospheric and Planetary Sciences

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, additional committee member 4, additional committee member 5, usage metrics.

• Environmental biogeochemistry
• Soil chemistry and soil carbon sequestration (excl. carbon sequestration science)