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Rolex Yacht-Master 42 Oyster, 42 mm, RLX titanium M226627-0001

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The Rolex Yacht-Master 42 RLX Titanium, Very Rolex Yet Surprisingly Disturbing

It is undoubtedly a rolex from head to toe, yet it felt very surprising on the wrist....

Launched in 1992, the Rolex Yacht-Master has undoubtedly enjoyed a long shelf life but has never attained the same cult status as a Submariner. A watch inspired by the nautical world and meant to be used as a luxury yachting watch, its vocation and looks have always been slightly confusing. It looks somewhat like a Submariner but without the diving credentials. It has sporty specifications, yet it is truly luxurious and has often appeared in precious metals. Recent versions, with the enlarged 42mm diameter and the matte black bezel, changed this perception. But clearly, it’s the new Yacht-Master 42 RLX Titanium that signs the independence act of the collection. We’re taking a closer look at this watch that feels extremely familiar and, at the same time, left us with contradictory thoughts. Good or not, let’s check this out. 

Some context

The Yacht-Master collection was introduced at the 1992 edition of the Baselworld Fair. And believe me, this was quite an event. Rolex is known for its strategy of incremental updates and rarely presents new watches. In fact, when the YM was launched, it was one of the very few entirely new collections since the launch of the Daytona in 1963. However, despite the new name (well, not entirely, as it was first used in the late 1960s on a prototype watch based on a Daytona) and its unprecedented vocation within the Rolex portfolio, the watch felt familiar.

The modern-day version of the Yacht-Master made its first appearance with the reference 16628, an 18k yellow gold version with a white dial and black-filled hour markers. Looking at it, the resemblance with the Submariner and other aquatic models at Rolex is… obvious. Some say (nothing official here) that during the 1980s, the brand experimented with many different options to revamp its iconic Submariner. Several attempts later, something close to the Yacht-Master appeared; however, Rolex felt that redesigning the Sub was probably not the right move. Yet, the design caught people’s attention but had to be slightly updated so as not to cannibalise the all-important Submariner. The decision was made to position this design as a higher-end, luxurious nautical model.

The differences were straightforward: steel, 300m water-resistant case, black bezel, black dial and instrumental characteristics for the Submariner compared to the gold; 100m water-resistant case, bright dial, solid gold bezel, more rounded shapes and luxurious touches for the Yacht-Master. However, the visual resemblance persisted, which is probably why it took many years for the YM to become a model on its own. An important moment in the history of this watch is, to me, the introduction of the reference 116655 , an Everose model with a matte black dial, a matte ceramic bezel with raised numerals and the Oysterflex rubber bracelet. This is the moment when the YM became different… and much more attractive.

Since then, Rolex has gradually improved its nautical watch with the release of the Yacht-Master 42 – a new size, larger than a Submariner, to differentiate the collection. It would later be followed by a very appealing yellow gold edition .

The Prototype Yacht-Master 42 of Sir Ben Ainslie… In titanium

The current RLX Titanium edition of the Yacht-Master 42 doesn’t spring out of nowhere. It has existed for about three years already, but only as a prototype, on the wrist of legendary sailor Sir Ben Ainslie – winner of the 34th America’s Cup with Oracle Team USA in 2013, four-time Olympic champion, CEO and Skipper of INEOS Britannia and skipper of the Great Britain SailGP Team. This watch came to us as a surprise long after its creation in 2020. Despite appearing in the wild repeatedly, we only noticed its existence in late 2021, after it was mentioned in an interview on October 2020 in The Week . It was also mentioned in the official Rolex print magazine.

The watch in question, a prototype made exclusively for Ainslie for a very specific purpose and designed to be tested on the field, was made in RLX Titanium (back then an unprecedented material for Rolex, which would later be used on the Deepsea Challenge ) and looked like a deluxurised version of a well-known watch. Entirely matte, equipped with a black dial and black bezel and with a no-date display, it was worn on a technical NATO strap, which according to the brand, combines Cordura with high-performance elastomer and is closed by a Velcro for easy adjustments.

The existence of this watch immediately gave us some ideas, incorporated in our 2022 Rolex Predictions featuring a titanium Yacht-Master . And as we anticipated, it became a reality this year .

The Rolex Yacht-Master 42 RLX Titanium

This year, Rolex launched its commercial version of the Yacht-Master 42 Titanium, which resulted in a slightly different watch from what we’ve seen on the wrist of Ainslie. More in line with the current white gold and yellow gold YM42 , the watch has many distinctive features. It isn’t just a titanium attire; it is a standalone model with its specificities and unique features.

First of all, let’s talk titanium at Rolex. The brand, over the years, has been using an array of metals – steel, with its own Oystersteel alloy (904L), gold in all possible colours and even proprietary alloys and platinum. Ceramic has long been used too, but only for bezel inserts. Rolex has never used ceramic or any other high-tech material for its cases. Until the recently introduced Deepsea Challenge , titanium has remained a rarity, used for the caseback of the Sea-Dweller Deepsea and for the Pelagos , which isn’t a Rolex but a Tudor, so it doesn’t really count.

Now, in less than six months, Rolex has released two watches made entirely of titanium, with an alloy named RLX – which is grade 5 titanium. One is a beast, a gigantic timepiece made to explore the deepest point of the oceans – a watch, objectively speaking, that is hardly wearable. The other one, the Yacht-Master 42 RLX Titanium reference 226627, is certainly one of the most comfortable models in the brand’s collection.

As said, the YM42 Titanium is more than just a new material applied to an existing watch. Of course, it shares multiple elements with its gold siblings, but some details truly set it apart. The case measures 42mm in diameter with a fairly contained 11.60mm thickness. Measuring 50.3mm from lug-to-lug, it’s not the smallest watch in the brand’s portfolio and wears slightly larger than a classic Submariner (40.5mm x 12.5mm x 47.6mm). All parts of the habillage are made of titanium, from the monobloc middle case to the crown, the rotating bezel, the caseback and the bracelet. The specifications are classic Rolex Yacht-Master, with a Triplock crown with integral guards, a screwed back, a sapphire crystal with AR coating and a Cyclops lens over the date and 100m water-resistance.

Classic features of the YM have been retained, such as the bidirectional bezel with a 60-minute Cerachrom insert. The latter sticks to the classic look of the collection, with a matte base and raised, polished numerals and markers without a lumed index. What makes the Yacht-Master 42 RLX Titanium so special, then? Well, first of all, the case features one very appealing detail: bevelled lugs. A nod to the past, this feature is exclusive to this titanium version and brings more dynamism to the case, as well as providing a nice historical reference – something that Rolex fanboys will surely appreciate (I do…). The second specificity of this model is its matte look. But I’ll come back to that point later.

The dial of this titanium YM42 is, however, classic. It retains most of the attributes of the white gold reference 226659, with oversized applied markers and hands in polished white gold and all tracks and printings in white. There is not a single touch of colour on this dial, which comes in a new colour named intense black, with a fine satin finish. Matte, with a velvet-like texture, this dial isn’t pure black like most of the watches in the brand’s collection but feels more like a very dark anthracite. Combined with a flat sapphire crystal with AR coating, the result is an almost complete lack of reflections. And the overall legibility, thanks to large markers and great contrast, is superb.

Inside the case is a classic Rolex movement, the calibre 3235 – used in the Submariner Date , the Datejust 41 and 36 , the Sea-Dweller or the Deepsea . A Superlative Chronometer (meaning certified by COSC and then by Rolex once the movement is encased), this automatic movement comes with all the recent innovations of Rolex: a bidirectional rotor on ball bearings, a Chronergy escapement, a paramagnetic nickel-phosphorus pallet fork and escape wheel and a paramagnetic blue Parachrom hairspring. It beats at 4Hz, stores a comfortable 70h power reserve and features an instantaneous date and a stop-seconds mechanism. Simply one of the best time-and-date engines on the market.

The bracelet of this new Yacht-Master 42 is also made of RLX Titanium. A classic 3-link Oyster style, it is also entirely matte with a so-called technical satin finish . Contrary to most Oyster bracelets, the sides are also matte, and only the Coronet on the clasp is polished. As you would expect, it is on par with Rolex quality standards, with an Oysterlock folding safety clasp and the Easylink comfort extension link to adjust the bracelet length by approximately 5mm. Also, this bracelet includes patented ceramic inserts inside the links to enhance its longevity and flexibility on the wrist.

Some thoughts… It is a disturbing watch (but a good one)

When you’ve been into watches for some years, you develop some preconceived notions about Rolex timepieces and the way they look and feel on the wrist. There’s a certain heft, a presence on the wrist, consolidating the perception of quality and solidity. There’s also a sheen that is unique to Rolex, with glossy bezels and dials. Rolex watches are so emblematic that your brain is pre-formatted to a certain conception of what they should look and feel like on the wrist. The Rolex Yacht-Master 42 RLX Titanium changes everything and breaks the norm. And it left me with mixed feelings, but not necessarily in a bad way.

When you take a Submariner and strap it around your wrist, it feels like home… It’s reassuringly heavy yet comfortable. Even though weight might be a bit irrational, weight adds to the feeling of quality and weight robustness. Having worn Rolex sports watches on so many occasions in my personal and professional life, I expect a watch from the Crown to weigh about 150/160 grams on a bracelet. It is a construction that is so deeply embedded in my brain that the moment I strapped the YM42 Titanium, I was left with a very disturbing sensation.

Yes, the watch looks like a Rolex, but it doesn’t feel like one on the wrist. It’s about 35% lighter than steel (around 100 grams), and everything I associated with how a Rolex should feel on the wrist simply vanished. I don’t want to sound too dramatic, but believe me when I say that it was a rather special experience at first. But the beauty is that you soon forget about this first impression and enjoy a watch that is surprisingly light. Despite its size, it is extremely comfortable and balanced. A watch that you’ll forget in about 30 seconds after you strapped it on the wrist. The initial feeling of a lack of robustness is, of course, just a misinterpretation of a pre-formatted brain and has nothing to do with the actual heft of the watch.

The second surprise with this watch is how it plays with the light and its lack of reflections. As said, most sports Rolex have a certain sheen. Even a Submariner or a Deepea feature glossy, reflective parts, such as the bezel and the sides of the case and the bracelet. The Yacht-Master 42 RLX Titanium is the most matte watch in the brand’s collection, with only a few polished accents (numerals on the bezel, bezel rim, and crown guards). Even the bevel on the side of the lugs is satin finished. This lack of sheen is definitely something new to Rolex and, far from me to complain, makes this model one of the most discreet and instrumental in the collection. It’s monochromatic, light on the wrist, and despite a size that I would have loved to be a bit smaller, a real joy to wear. It’s not a poser’s watch. The Yacht-Master 42 RLX Titanium is a tribute to when Rolex watches were made for a job. Yes, I’m very positive about this new release.

Availability & Price

The Rolex Yacht-Master 42 RLX Titanium 226627 isn’t yet available at retailers but will be soon. At least, on paper, as it won’t be easily accessible, even by Rolex standards. The brand doesn’t communicate production numbers, but we’ve heard that this will remain, for now, a rather exclusive model. It is priced at EUR 13,900 ,  CHF 13,400 or  USD 14,050 . More details at rolex.com .

Technical specifications – Rolex Yacht-Master 42 RLX Titanium 226627

10 responses.

RLX, which is Grade 5 Titanium. 🙂 I laughed out loud, because it’s just so typical for the obfuscation the brand foists upon us via their marketing behemoth on an annual basis.

A “Piece Unique” is more common than this model ….

I have been looking forward to this for a while. But, I was hoping/expecting a more adjustable bracelet. If they can do it on the Pelagos at 1/3 the price, there’s no excuse they can’t do it for this

I only know that the so-called special steel Rolex uses on the bezel of their regular models was soft and easily scratched on the Rolex I owned. My humble Tissot which I wore every day for years, was much more scratch resistant. I wasn’t impressed with the materials Rolex uses. They make them look impressive in photos.I thought Rolex was the watch to have, until I got one.Sold and moved on.

IWC Mark XX vs new Ingenuier – the internet melts down at how expensive the watch is using the same movement.

DJ36 vs YM42 RLX- the internet would do anything (deranged Sxual favors included) to pay double for the YM even though they have the same movement.

Quite like the look of this one on its own, but on the wrist it looks genuinly gigantic..

Old dog doing new trick? It’s tough

Well, it really looks nice, and if it is that big and only weights 100 grams, that is really awesome!!!! I love Titanium watches more than any gold watch. But I am of the opinion that although Rolex is a brand producing excellent watches with a QC second to none, it is still too expensive for my taste. I own since 2017 as part of my watch collection, an Ocean 7 Diver chronometer with an ETA 2824-2, saphire crystal, ceramic bezel, 2000m WR with He Valve, and it had never failed me as my daily watch, and I only paid for it 365.00 USD including taxes new. I also have a 1971 Submariner, and I use both daily,one on each wrist, and I don’t see any difference on the accuracy/function. But I have to pay a fortune every time the Rolex is serviced, not with the Ocean 7 that I can service myself- I am a pretty good amateur watchmaker myself, is one of my hobbies. And when I am working at the Hospital near the MRI machines with that strong magnetic field, I then use my Speedmaster Master Chronometer with cal.3861, and it works flawlessly, and it is less expensive than this YM. I like expensive watches, but still look for the best bang of my buck. And I am an owner of a JLC Deep Sea 40mm, a Blancpain Fifty Fatoms, a Zodiac Super Sea Wolf, a Juvenia 200M Diver’s, and an Omega SMPO as part of my diver’s watch collection. But I like this Titanium YM a lot more than the Submariner or the Sea Dweller. That is what I can say.

best thing about this watch is it’s an alternative to the biG piLLowized case of the redesigned submariner a few years back. softer scratchable titanium and no bezel lume (guess people only yacht in the daytime) are reasons not to buy.

Really, why does one need a 42mm titanium Rolex watch when sailing his uber racing yacht!?! One need to keep your eyes on the gyro compass, or the magnetic compass including (always) the trim of the sails including the large readout on the on the E-chart display which includes instantly time, speed, direction and position. Last: Why does one need a watch when sailing in a corrosive salt sea and air environment? Answer: Beats me unless one wishes to show off his wealth at the yacht club dinner during post racing presentations where a 42mm titanium Rolex is a must.

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Why the Rolex Yacht-Master 42 Is the Perfect Poster Boy for a New Age

The watch industry is always changing, always evolving, always reacting to the conditions of the world. But some things seem eternal. Through good times and bad, one brand has, since its foundation in 1905, seemed immune to weakness. A history of constant innovation and textbook PR has resulted in a Rolex watch becoming one of the most desirable products in the world, and the brand name that is easily one of the most recognizable.

To establish the kind of reputation Rolex has, you have to do things differently. You also have to be ahead of the curve. Rolex has done that with aplomb in the past, and by carefully controlling the supply of steel watches, while moving the brand forward in a slightly different direction through the release of some headline-grabbing pieces at this year’s Baselworld (including the new Rolex Yacht-Master 42), Rolex is continuing to map its own destiny.

It didn’t begin with the renaissance of Tudor, but that event in 2007 now looks in retrospect to be the beginning of a transformation that elevated Rolex from a brand to some kind of looming deity. Simply put, Tudor is the new Rolex, and Rolex is a new thing entirely. When I speak to brand managers the world over (many of whom are trembling and sleep-deprived as the struggle to conceive strategies to lever attention away from the Crown) they all say the same thing in one way or another.

Rolex is no longer a brand; Rolex is a phenomenon. Trying to go toe-to-toe with Rolex is like boxing with your reflection, or shooting at smoke. It’s a fight you can’t win. It isn’t about the fact your opponent is stronger than you, it’s about the fact that your opponent is fighting on a different plane of existence entirely.

For three years I managed the sales accounts of a well-known German brand across 17 countries. Despite the vastly differing cultures, tastes, and consumer motivations, the presence and adulation of Rolex were ever-present. The power of the Crown is never more felt than when trying to negotiate space in a retail environment for the product of another brand.

For example, I once asked a retailer if I could commandeer thirty centimeters of unused counter space in his store. His face screwed up instantly as if suddenly overtaken by a crippling bout of indigestion. “Well,” he said through gritted teeth, “I’ll have to check with Rolex.”

Duly, he made the call. The answer came back as predicted.

“No,” he said, unable to make eye-contact with me. “Rolex wants that space now.”

I had offered him a full collection of watches with an extended payment terms so he could get the models into his store and test the water before making a significant financial investment. In contrast, Rolex had offered him one GMT Master II “Batman” (on the professional bracelet, not the Jubilee). The choice, for him, was simple. The “Batman” was already sold. It was money in the bank. And his relationship with Rolex – the lifeblood of his livelihood – was intact.

Trying to build a brand next to Rolex is like growing a tree in the shadow of a mountain. It’s not impossible, but there isn’t much light left to go around.

That kind of power is hard to contend with. Rolex has cultivated it over generations. One way in which they’ve managed this is to have been a tireless inventor. The brand’s watches have always been innovative and eminently practical. With every stone turned over in search of incremental gains, Rolex even changed the type of steel it uses in the production of its watches because it could.

Rolex uses 904L, while most of the industry uses 316L stainless steel. Most notable is 904L’s higher molybdenum content, which reduces the chance that the steel will pit or corrode. Although this kind of benefit is the sort of thing you might imagine other brands trying to cash in on, it isn’t that simple. 904L stainless steel is notoriously difficult to work with. Not only do you need special tools to cut it, you also need to be patient as it has an annoying tendency to overheat while being machined. This means manufacturers using 904L must be patient to avoid it blowing up (almost literally) in their faces.

Despite its foibles, Rolex’s first use of 904L steel was in a 1988 Sea-Dweller, and its collection-wide adoption of it in 2003 has been one of the brand’s calling cards. It makes perfect sense for a rugged sports watch brand that is hell-bent on improving the performance of its products. But the thing is, Rolex is changing. Rolex, for all its insistence that it is still a brand built around endeavor and adventure, is transitioning into something else, and its special steel (Oystersteel as they’ve started calling it since 2018) is no longer as central to the brand’s image as it once was.

Around the time of the Tudor rebrand (2007), you could still buy a Rolex no-date Submariner for around four and a half grand. Today the price is double that. Even adjusting for inflation won’t make you feel much better about not loading up on Submariners when you had the chance to get them for a relative song.

But crazier than the current retail prices is the current availability. In 2007, you could walk into a store and buy a green dial, green bezel Rolex Submariner “Hulk” out of the cabinet. If you had the money, you could get the watch. Waiting lists, enforced scarcity, and secondary market prices double the ticket just didn’t exist like they do today. Now, finding a retailer that has a professional model in stock is harder than finding a hen with teeth.

Tudor, meanwhile, has remained very fairly priced. With all the benefits of Rolex’s know-how and freedom to reinvent the brand, Tudor has carved its own niche with its own audience. It is, almost without a doubt, the Rolex of its generation.

Its savvy marketing campaign, excellent build quality, and never-overstated connection to the industry’s Big Brother has made it a hit with the customers discovering the industry for the first time. The Pelagos and Black Bay watches of today will likely be future classics in the way the Submariners and the Datejusts of old are today.

But since Rolex became an industry super-power, removed from the regular concerns of watch companies, it needed a new champion, a poster boy for a new age, a darling that is at once everything Rolex was and everything it is going to be…

The Rolex Yacht-Master 42

The stage could not have been more perfectly set for the release of the Rolex Yacht-Master 42 ref. 226659 at this year’s Baselworld. With its white gold case, simple black dial, matte black Cerachrom bezel, and black Oysterflex rubber strap, it is the epitome of stealth luxury. It also happens to be just about the most hypnotic black/black diver on a rubber band that anyone could imagine.

Why is the Yacht-Master 42 so perfect for this new age? Well, its a barrel load of contradictions packed into a 42mm case. But those contradictions are what make Rolex the brand it is these days. They are what makes it so hard to copy what the brand does. Because, on paper, it just doesn’t add up.

For all intents and purposes, the Yacht-Master 42 is a sports watch. And yet it’s not. Not really – its white gold case puts paid to that idea before the conversation even begins. It is instead, perhaps the most luxurious, desirable, deliciously devil-may-care thing the brand has ever produced.

Within the 18k white gold case of the Yacht-Master 42 is the Rolex Caliber 3235. The recipient of 14 patents, it includes the new Chronergy escapement, which is highly efficient and dependable. It contains all the hallmarks of a Rolex Perpetual movement suited to an active lifestyle, such as the Blue Parachrom hairspring (highly resistant to magnetic fields and temperature interference) and the Paraflex shock absorption system.

When you think of crazily luxurious watches made by Rolex, you’d be forgiven for thinking of a diamond-encrusted case, or even a rainbow bezel. But this trumps them all. The Yacht-Master 42 is the kind of luxury that only people in the know understand. For your investment, you don’t get anything that will scream your wealth across a room. Instead, you get something that is deliberately pared back. Something that is designed to catch the corner of an onlooker’s eye, but not their full attention. The Yacht-Master 42 is a watch that demands awareness to be appreciated. This is something for the wearer themselves to enjoy. Something deeply personal. Something deeply Rolex.

There are many stories as to where the five-pronged logo of Rolex comes from, and even more about what it represents. But if we take it for what it simply appears to be, it could not be more fitting. This brand is king. It may not have the finest movement finishing, the most mind-boggling complications, or price tags on a level with mansions or private jets, but Rolex has a heritage, a character, and a reputation that cannot be usurped. With this new direction with the Yacht-Master 42 carving out an evermore inaccessible niche, the brand next to whom any other would be happy to sit continues to stride further and further away from the pack.

About Rob Nudds

Rob Nudds is a WOSTEP-trained watchmaker, who graduated from the British School of Watchmaking. After working at the bench with brands such as Omega, Longines, Blancpain, and Bremont, he began working for NOMOS Glashütte, managing a retail network covering 17 countries, most notably the UK and USA.

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OYSTER PERPETUAL YACHT-MASTER 42

MASTERING LIGHTNESS

Light and robust, the new Yacht-Master 42, in RLX titanium, is the ally of those who revel in freedom. Especially suited to the demands and pressures of competitive sailing, it delivers exceptional performance.

Rolex is presenting a new version of the Oyster Perpetual Yacht-Master 42. This nautical watch is introduced for the first time in RLX titanium – a particularly strong but lightweight alloy – and is fitted on an Oyster bracelet. The new version stands out for its technical satin finish – a satin finish with a visible grain, a feature of Rolex watches in RLX titanium – which extends to the middle case sides, the edges of the bracelet links and the sides of the clasp cover. The chamfered top edges of the middle case lugs have a high-sheen finish, while the crown guard is polished. With its bidirectional rotatable bezel fitted with a Cerachrom insert in matt black ceramic featuring raised and polished numerals and graduations, the Yacht-Master 42 in RLX titanium remains faithful to the aesthetics of the original model, unveiled in 2019. It is graced with an intense black dial in a fine satin finish, and its Oyster bracelet is equipped with the Easylink comfort extension link. The new version of the Yacht-Master 42 is equipped with calibre 3235, a movement at the forefront of watchmaking technology, enabling it to display the date as well as the hours, minutes and seconds. Like all Rolex watches, the Oyster Perpetual Yacht-Master 42 carries the Superlative Chronometer certification, which ensures excellent performance on the wrist.

THE CALL OF THE OPEN SEAS Launched in 1992, the Yacht-Master was designed specifically for navigators and skippers. Embodying the rich heritage that has bound Rolex and the world of sailing since the 1950s, this Professional-category watch provides a perfect blend of functionality and nautical style, making it equally at home on and off the water. An emblematic nautical timepiece, it is easily recognized by its bidirectional rotatable 60-minute graduated bezel made entirely from precious metal or fitted with a Cerachrom insert in high-technology ceramic.

RLX TITANIUM  RLX titanium is a grade 5 titanium alloy specially selected by Rolex. Like all titanium alloys, it is especially lightweight and is noted for its mechanical strength and corrosion resistance. Another characteristic of RLX titanium is the possibility of working it to give a polished or satin finish according to the brand’s specifications. Its high mechanical strength makes it complex to work with, and the decision to use it has required the introduction of special production processes.

HIGH-TECHNOLOGY CERAMIC Rolex played a pioneering role in the development of special ceramics for creating monobloc bezels and bezel inserts. Not only are these materials virtually scratchproof, their colours are also of a rare intensity and are resistant to environmental effects. In addition, thanks to its chemical composition, the high-tech ceramic is inert and cannot corrode. Rolex has developed exclusive expertise and innovative manufacturing methods that grant it complete independence in the production of these ceramic components. On the new version of the Yacht-Master 42, the bidirectional rotatable bezel is fitted with a 60-minute graduated Cerachrom insert in matt black ceramic. Its raised graduations and numerals are first moulded into the ceramic and then polished. The first 15 minutes are graduated minute-by-minute to allow time intervals to be read with great precision. The bezel can also be turned with ease thanks to its knurled edge, which offers excellent grip.

OYSTER CASE, SYMBOL OF WATERPROOFNESS  A paragon of robustness and reliability, the 42 mm Oyster case of the new Yacht-Master 42 is guaranteed waterproof to a depth of 100 metres (330 feet). The middle case is crafted from a solid block of RLX titanium. Its case back, edged with fine fluting, is hermetically screwed down with a special tool that allows only Rolex watchmakers to access the movement. The Triplock winding crown, fitted with a triple waterproofness system and protected by an integral crown guard, screws down securely against the case. The crystal, which features a Cyclops lens at 3 o’clock for easy reading of the date, is made of virtually scratchproof sapphire and benefits from an anti-reflective coating. The waterproof Oyster case provides optimal protection for the movement it houses. 

PERPETUAL CALIBRE 3235  The new version of the Yacht-Master 42 is equipped with calibre 3235, a movement entirely developed and manufactured by Rolex that was released in 2015 and has been fitted on this model since its launch in 2019. A distillation of technology, this self-winding mechanical movement delivers outstanding performance in terms of precision, power reserve, convenience and reliability.   Calibre 3235 incorporates the patented Chronergy escapement, which combines high energy efficiency with great dependability. Made of nickel-phosphorus, this escapement is resistant to strong magnetic fields. The movement is fitted with a blue Parachrom hairspring, manufactured by Rolex in a paramagnetic alloy. The hairspring offers great stability in the face of temperature variations as well as high resistance to shocks. It is equipped with a Rolex overcoil, ensuring the calibre’s regularity in any position. The oscillator is mounted on the Rolex-designed, patented high-performance Paraflex shock absorbers, increasing the movement’s shock resistance. The oscillating weight is now fitted with an optimized ball bearing. Calibre 3235 is equipped with a self-winding system via a Perpetual rotor. Thanks to its barrel architecture and the escapement’s superior efficiency, the power reserve of calibre 3235 extends to approximately 70 hours. 

OYSTER BRACELET AND OYSTERLOCK SAFETY CLASP  The new version of the Yacht-Master 42, made from RLX titanium, is fitted on an Oyster bracelet. Developed at the end of the 1930s, this three-piece link bracelet remains the most universal in the Oyster Perpetual collection and is known for its robustness. The Oyster bracelet of this new version of the Yacht-Master 42 features the Oysterlock folding safety clasp, which prevents accidental opening. It is also equipped with the Easylink comfort extension link, developed by Rolex, which allows the wearer to easily adjust the bracelet length by approximately 5 mm. The Oyster bracelet in RLX titanium also includes patented ceramic inserts – designed by the brand – inside the links to enhance its flexibility on the wrist and its longevity.

SUPERLATIVE CHRONOMETER CERTIFICATION Like all Rolex watches, the Oyster Perpetual Yacht-Master 42 is covered by the Superlative Chronometer certification redefined by Rolex in 2015. This designation testifies that every watch leaving the brand’s workshops has successfully undergone a series of tests conducted by Rolex in its own laboratories according to its own criteria, following the official certification of the movements by the Swiss Official Chronometer Testing Institute (COSC). The in-house certification tests apply to the fully assembled watch, after casing the movement, guaranteeing superlative performance on the wrist in terms of precision, power reserve, waterproofness and self-winding. The precision of a Rolex Superlative Chronometer is of the order of −2 /+2 seconds per day – the rate deviation tolerated by the brand for a finished watch is significantly smaller than that accepted by COSC for official certification of the movement alone. The Superlative Chronometer status is symbolized by the green seal that comes with every Rolex watch and is coupled with an international five-year guarantee.

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what is a case study protocol

The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research

Mixed methods

• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

Applications for case study research, what is a good case study, process of case study design, benefits and limitations of case studies.

• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Case studies

Case studies are essential to qualitative research , offering a lens through which researchers can investigate complex phenomena within their real-life contexts. This chapter explores the concept, purpose, applications, examples, and types of case studies and provides guidance on how to conduct case study research effectively.

Whereas quantitative methods look at phenomena at scale, case study research looks at a concept or phenomenon in considerable detail. While analyzing a single case can help understand one perspective regarding the object of research inquiry, analyzing multiple cases can help obtain a more holistic sense of the topic or issue. Let's provide a basic definition of a case study, then explore its characteristics and role in the qualitative research process.

Definition of a case study

A case study in qualitative research is a strategy of inquiry that involves an in-depth investigation of a phenomenon within its real-world context. It provides researchers with the opportunity to acquire an in-depth understanding of intricate details that might not be as apparent or accessible through other methods of research. The specific case or cases being studied can be a single person, group, or organization – demarcating what constitutes a relevant case worth studying depends on the researcher and their research question .

Among qualitative research methods , a case study relies on multiple sources of evidence, such as documents, artifacts, interviews , or observations , to present a complete and nuanced understanding of the phenomenon under investigation. The objective is to illuminate the readers' understanding of the phenomenon beyond its abstract statistical or theoretical explanations.

Characteristics of case studies

Case studies typically possess a number of distinct characteristics that set them apart from other research methods. These characteristics include a focus on holistic description and explanation, flexibility in the design and data collection methods, reliance on multiple sources of evidence, and emphasis on the context in which the phenomenon occurs.

Furthermore, case studies can often involve a longitudinal examination of the case, meaning they study the case over a period of time. These characteristics allow case studies to yield comprehensive, in-depth, and richly contextualized insights about the phenomenon of interest.

The role of case studies in research

Case studies hold a unique position in the broader landscape of research methods aimed at theory development. They are instrumental when the primary research interest is to gain an intensive, detailed understanding of a phenomenon in its real-life context.

In addition, case studies can serve different purposes within research - they can be used for exploratory, descriptive, or explanatory purposes, depending on the research question and objectives. This flexibility and depth make case studies a valuable tool in the toolkit of qualitative researchers.

Remember, a well-conducted case study can offer a rich, insightful contribution to both academic and practical knowledge through theory development or theory verification, thus enhancing our understanding of complex phenomena in their real-world contexts.

What is the purpose of a case study?

Case study research aims for a more comprehensive understanding of phenomena, requiring various research methods to gather information for qualitative analysis . Ultimately, a case study can allow the researcher to gain insight into a particular object of inquiry and develop a theoretical framework relevant to the research inquiry.

Why use case studies in qualitative research?

Using case studies as a research strategy depends mainly on the nature of the research question and the researcher's access to the data.

Conducting case study research provides a level of detail and contextual richness that other research methods might not offer. They are beneficial when there's a need to understand complex social phenomena within their natural contexts.

The explanatory, exploratory, and descriptive roles of case studies

Case studies can take on various roles depending on the research objectives. They can be exploratory when the research aims to discover new phenomena or define new research questions; they are descriptive when the objective is to depict a phenomenon within its context in a detailed manner; and they can be explanatory if the goal is to understand specific relationships within the studied context. Thus, the versatility of case studies allows researchers to approach their topic from different angles, offering multiple ways to uncover and interpret the data .

The impact of case studies on knowledge development

Case studies play a significant role in knowledge development across various disciplines. Analysis of cases provides an avenue for researchers to explore phenomena within their context based on the collected data.

This can result in the production of rich, practical insights that can be instrumental in both theory-building and practice. Case studies allow researchers to delve into the intricacies and complexities of real-life situations, uncovering insights that might otherwise remain hidden.

Types of case studies

In qualitative research , a case study is not a one-size-fits-all approach. Depending on the nature of the research question and the specific objectives of the study, researchers might choose to use different types of case studies. These types differ in their focus, methodology, and the level of detail they provide about the phenomenon under investigation.

Understanding these types is crucial for selecting the most appropriate approach for your research project and effectively achieving your research goals. Let's briefly look at the main types of case studies.

Exploratory case studies

Exploratory case studies are typically conducted to develop a theory or framework around an understudied phenomenon. They can also serve as a precursor to a larger-scale research project. Exploratory case studies are useful when a researcher wants to identify the key issues or questions which can spur more extensive study or be used to develop propositions for further research. These case studies are characterized by flexibility, allowing researchers to explore various aspects of a phenomenon as they emerge, which can also form the foundation for subsequent studies.

Descriptive case studies

Descriptive case studies aim to provide a complete and accurate representation of a phenomenon or event within its context. These case studies are often based on an established theoretical framework, which guides how data is collected and analyzed. The researcher is concerned with describing the phenomenon in detail, as it occurs naturally, without trying to influence or manipulate it.

Explanatory case studies

Explanatory case studies are focused on explanation - they seek to clarify how or why certain phenomena occur. Often used in complex, real-life situations, they can be particularly valuable in clarifying causal relationships among concepts and understanding the interplay between different factors within a specific context.

Intrinsic, instrumental, and collective case studies

These three categories of case studies focus on the nature and purpose of the study. An intrinsic case study is conducted when a researcher has an inherent interest in the case itself. Instrumental case studies are employed when the case is used to provide insight into a particular issue or phenomenon. A collective case study, on the other hand, involves studying multiple cases simultaneously to investigate some general phenomena.

Each type of case study serves a different purpose and has its own strengths and challenges. The selection of the type should be guided by the research question and objectives, as well as the context and constraints of the research.

The flexibility, depth, and contextual richness offered by case studies make this approach an excellent research method for various fields of study. They enable researchers to investigate real-world phenomena within their specific contexts, capturing nuances that other research methods might miss. Across numerous fields, case studies provide valuable insights into complex issues.

Critical information systems research

Case studies provide a detailed understanding of the role and impact of information systems in different contexts. They offer a platform to explore how information systems are designed, implemented, and used and how they interact with various social, economic, and political factors. Case studies in this field often focus on examining the intricate relationship between technology, organizational processes, and user behavior, helping to uncover insights that can inform better system design and implementation.

Health research

Health research is another field where case studies are highly valuable. They offer a way to explore patient experiences, healthcare delivery processes, and the impact of various interventions in a real-world context.

Case studies can provide a deep understanding of a patient's journey, giving insights into the intricacies of disease progression, treatment effects, and the psychosocial aspects of health and illness.

Asthma research studies

Specifically within medical research, studies on asthma often employ case studies to explore the individual and environmental factors that influence asthma development, management, and outcomes. A case study can provide rich, detailed data about individual patients' experiences, from the triggers and symptoms they experience to the effectiveness of various management strategies. This can be crucial for developing patient-centered asthma care approaches.

Other fields

Apart from the fields mentioned, case studies are also extensively used in business and management research, education research, and political sciences, among many others. They provide an opportunity to delve into the intricacies of real-world situations, allowing for a comprehensive understanding of various phenomena.

Case studies, with their depth and contextual focus, offer unique insights across these varied fields. They allow researchers to illuminate the complexities of real-life situations, contributing to both theory and practice.

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Understanding the key elements of case study design is crucial for conducting rigorous and impactful case study research. A well-structured design guides the researcher through the process, ensuring that the study is methodologically sound and its findings are reliable and valid. The main elements of case study design include the research question , propositions, units of analysis, and the logic linking the data to the propositions.

The research question is the foundation of any research study. A good research question guides the direction of the study and informs the selection of the case, the methods of collecting data, and the analysis techniques. A well-formulated research question in case study research is typically clear, focused, and complex enough to merit further detailed examination of the relevant case(s).

Propositions

Propositions, though not necessary in every case study, provide a direction by stating what we might expect to find in the data collected. They guide how data is collected and analyzed by helping researchers focus on specific aspects of the case. They are particularly important in explanatory case studies, which seek to understand the relationships among concepts within the studied phenomenon.

Units of analysis

The unit of analysis refers to the case, or the main entity or entities that are being analyzed in the study. In case study research, the unit of analysis can be an individual, a group, an organization, a decision, an event, or even a time period. It's crucial to clearly define the unit of analysis, as it shapes the qualitative data analysis process by allowing the researcher to analyze a particular case and synthesize analysis across multiple case studies to draw conclusions.

Argumentation

This refers to the inferential model that allows researchers to draw conclusions from the data. The researcher needs to ensure that there is a clear link between the data, the propositions (if any), and the conclusions drawn. This argumentation is what enables the researcher to make valid and credible inferences about the phenomenon under study.

Understanding and carefully considering these elements in the design phase of a case study can significantly enhance the quality of the research. It can help ensure that the study is methodologically sound and its findings contribute meaningful insights about the case.

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Conducting a case study involves several steps, from defining the research question and selecting the case to collecting and analyzing data . This section outlines these key stages, providing a practical guide on how to conduct case study research.

Defining the research question

The first step in case study research is defining a clear, focused research question. This question should guide the entire research process, from case selection to analysis. It's crucial to ensure that the research question is suitable for a case study approach. Typically, such questions are exploratory or descriptive in nature and focus on understanding a phenomenon within its real-life context.

Selecting and defining the case

The selection of the case should be based on the research question and the objectives of the study. It involves choosing a unique example or a set of examples that provide rich, in-depth data about the phenomenon under investigation. After selecting the case, it's crucial to define it clearly, setting the boundaries of the case, including the time period and the specific context.

Previous research can help guide the case study design. When considering a case study, an example of a case could be taken from previous case study research and used to define cases in a new research inquiry. Considering recently published examples can help understand how to select and define cases effectively.

Developing a detailed case study protocol

A case study protocol outlines the procedures and general rules to be followed during the case study. This includes the data collection methods to be used, the sources of data, and the procedures for analysis. Having a detailed case study protocol ensures consistency and reliability in the study.

The protocol should also consider how to work with the people involved in the research context to grant the research team access to collecting data. As mentioned in previous sections of this guide, establishing rapport is an essential component of qualitative research as it shapes the overall potential for collecting and analyzing data.

Collecting data

Gathering data in case study research often involves multiple sources of evidence, including documents, archival records, interviews, observations, and physical artifacts. This allows for a comprehensive understanding of the case. The process for gathering data should be systematic and carefully documented to ensure the reliability and validity of the study.

Analyzing and interpreting data

The next step is analyzing the data. This involves organizing the data , categorizing it into themes or patterns , and interpreting these patterns to answer the research question. The analysis might also involve comparing the findings with prior research or theoretical propositions.

Writing the case study report

The final step is writing the case study report . This should provide a detailed description of the case, the data, the analysis process, and the findings. The report should be clear, organized, and carefully written to ensure that the reader can understand the case and the conclusions drawn from it.

Each of these steps is crucial in ensuring that the case study research is rigorous, reliable, and provides valuable insights about the case.

The type, depth, and quality of data in your study can significantly influence the validity and utility of the study. In case study research, data is usually collected from multiple sources to provide a comprehensive and nuanced understanding of the case. This section will outline the various methods of collecting data used in case study research and discuss considerations for ensuring the quality of the data.

Interviews are a common method of gathering data in case study research. They can provide rich, in-depth data about the perspectives, experiences, and interpretations of the individuals involved in the case. Interviews can be structured , semi-structured , or unstructured , depending on the research question and the degree of flexibility needed.

Observations

Observations involve the researcher observing the case in its natural setting, providing first-hand information about the case and its context. Observations can provide data that might not be revealed in interviews or documents, such as non-verbal cues or contextual information.

Documents and artifacts

Documents and archival records provide a valuable source of data in case study research. They can include reports, letters, memos, meeting minutes, email correspondence, and various public and private documents related to the case.

These records can provide historical context, corroborate evidence from other sources, and offer insights into the case that might not be apparent from interviews or observations.

Physical artifacts refer to any physical evidence related to the case, such as tools, products, or physical environments. These artifacts can provide tangible insights into the case, complementing the data gathered from other sources.

Ensuring the quality of data collection

Determining the quality of data in case study research requires careful planning and execution. It's crucial to ensure that the data is reliable, accurate, and relevant to the research question. This involves selecting appropriate methods of collecting data, properly training interviewers or observers, and systematically recording and storing the data. It also includes considering ethical issues related to collecting and handling data, such as obtaining informed consent and ensuring the privacy and confidentiality of the participants.

Data analysis

Analyzing case study research involves making sense of the rich, detailed data to answer the research question. This process can be challenging due to the volume and complexity of case study data. However, a systematic and rigorous approach to analysis can ensure that the findings are credible and meaningful. This section outlines the main steps and considerations in analyzing data in case study research.

Organizing the data

The first step in the analysis is organizing the data. This involves sorting the data into manageable sections, often according to the data source or the theme. This step can also involve transcribing interviews, digitizing physical artifacts, or organizing observational data.

Categorizing and coding the data

Once the data is organized, the next step is to categorize or code the data. This involves identifying common themes, patterns, or concepts in the data and assigning codes to relevant data segments. Coding can be done manually or with the help of software tools, and in either case, qualitative analysis software can greatly facilitate the entire coding process. Coding helps to reduce the data to a set of themes or categories that can be more easily analyzed.

Identifying patterns and themes

After coding the data, the researcher looks for patterns or themes in the coded data. This involves comparing and contrasting the codes and looking for relationships or patterns among them. The identified patterns and themes should help answer the research question.

Interpreting the data

Once patterns and themes have been identified, the next step is to interpret these findings. This involves explaining what the patterns or themes mean in the context of the research question and the case. This interpretation should be grounded in the data, but it can also involve drawing on theoretical concepts or prior research.

Verification of the data

The last step in the analysis is verification. This involves checking the accuracy and consistency of the analysis process and confirming that the findings are supported by the data. This can involve re-checking the original data, checking the consistency of codes, or seeking feedback from research participants or peers.

Like any research method , case study research has its strengths and limitations. Researchers must be aware of these, as they can influence the design, conduct, and interpretation of the study.

Understanding the strengths and limitations of case study research can also guide researchers in deciding whether this approach is suitable for their research question . This section outlines some of the key strengths and limitations of case study research.

Benefits include the following:

• Rich, detailed data: One of the main strengths of case study research is that it can generate rich, detailed data about the case. This can provide a deep understanding of the case and its context, which can be valuable in exploring complex phenomena.
• Flexibility: Case study research is flexible in terms of design , data collection , and analysis . A sufficient degree of flexibility allows the researcher to adapt the study according to the case and the emerging findings.
• Real-world context: Case study research involves studying the case in its real-world context, which can provide valuable insights into the interplay between the case and its context.
• Multiple sources of evidence: Case study research often involves collecting data from multiple sources , which can enhance the robustness and validity of the findings.

On the other hand, researchers should consider the following limitations:

• Generalizability: A common criticism of case study research is that its findings might not be generalizable to other cases due to the specificity and uniqueness of each case.
• Time and resource intensive: Case study research can be time and resource intensive due to the depth of the investigation and the amount of collected data.
• Complexity of analysis: The rich, detailed data generated in case study research can make analyzing the data challenging.
• Subjectivity: Given the nature of case study research, there may be a higher degree of subjectivity in interpreting the data , so researchers need to reflect on this and transparently convey to audiences how the research was conducted.

Being aware of these strengths and limitations can help researchers design and conduct case study research effectively and interpret and report the findings appropriately.

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Management Research Review

ISSN : 2040-8269

Article publication date: 4 July 2023

Issue publication date: 11 January 2024

Case study research has been applied across numerous fields and provides an established methodology for exploring and understanding various research contexts. This paper aims to aid in developing methodological rigor by investigating the approaches of establishing validity and reliability.

Design/methodology/approach

Based on a systematic review of relevant literature, this paper catalogs the use of validity and reliability measures within academic publications between 2008 and 2018. The review analyzes case study research across 15 peer-reviewed journals (total of 1,372 articles) and highlights the application of validity and reliability measures.

The evidence of the systematic literature review suggests that validity measures appear well established and widely reported within case study–based research articles. However, measures and test procedures related to research reliability appear underrepresented within analyzed articles.

Originality/value

As shown by the presented results, there is a need for more significant reporting of the procedures used related to research reliability. Toward this, the features of a robust case study protocol are defined and discussed.

• Case study research
• Systematic literature review

Burnard, K.J. (2024), "Developing a robust case study protocol", Management Research Review , Vol. 47 No. 2, pp. 204-225. https://doi.org/10.1108/MRR-11-2021-0821

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

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• What Is a Case Study? | Definition, Examples & Methods

What Is a Case Study? | Definition, Examples & Methods

Published on May 8, 2019 by Shona McCombes . Revised on November 20, 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, 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 analyze the case, other interesting articles.

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.

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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

TipIf your research is more practical in nature and aims to simultaneously investigate an issue as you solve it, consider conducting action research instead.

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.

Example of an outlying case studyIn the 1960s the town of Roseto, Pennsylvania was discovered to have extremely low rates of heart disease compared to the US average. It became an important case study for understanding previously neglected causes of heart disease.

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

Example of a representative case studyIn the 1920s, two sociologists used Muncie, Indiana as a case study of a typical American city that supposedly exemplified the changing culture of the US at the time.

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.

Example of a mixed methods case studyFor a case study of a wind farm development in a rural area, you could collect quantitative data on employment rates and business revenue, collect qualitative data on local people’s perceptions and experiences, and analyze local and national media coverage of the development.

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 analyze 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.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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Designing and Conducting Case Studies

This guide examines case studies, a form of qualitative descriptive research that is used to look at individuals, a small group of participants, or a group as a whole. Researchers collect data about participants using participant and direct observations, interviews, protocols, tests, examinations of records, and collections of writing samples. Starting with a definition of the case study, the guide moves to a brief history of this research method. Using several well documented case studies, the guide then looks at applications and methods including data collection and analysis. A discussion of ways to handle validity, reliability, and generalizability follows, with special attention to case studies as they are applied to composition studies. Finally, this guide examines the strengths and weaknesses of case studies.

Definition and Overview

Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves. A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.

Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.

Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. Likewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.

In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.

Unlike more statistically-based studies which search for quantifiable data, the goal of a case study is to offer new variables and questions for further research. F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).

Case studies are not a new form of research; naturalistic inquiry was the primary research tool until the development of the scientific method. The fields of sociology and anthropology are credited with the primary shaping of the concept as we know it today. However, case study research has drawn from a number of other areas as well: the clinical methods of doctors; the casework technique being developed by social workers; the methods of historians and anthropologists, plus the qualitative descriptions provided by quantitative researchers like LePlay; and, in the case of Robert Park, the techniques of newspaper reporters and novelists.

Park was an ex-newspaper reporter and editor who became very influential in developing sociological case studies at the University of Chicago in the 1920s. As a newspaper professional he coined the term "scientific" or "depth" reporting: the description of local events in a way that pointed to major social trends. Park viewed the sociologist as "merely a more accurate, responsible, and scientific reporter." Park stressed the variety and value of human experience. He believed that sociology sought to arrive at natural, but fluid, laws and generalizations in regard to human nature and society. These laws weren't static laws of the kind sought by many positivists and natural law theorists, but rather, they were laws of becoming--with a constant possibility of change. Park encouraged students to get out of the library, to quit looking at papers and books, and to view the constant experiment of human experience. He writes, "Go and sit in the lounges of the luxury hotels and on the doorsteps of the flophouses; sit on the Gold Coast settees and on the slum shakedowns; sit in the Orchestra Hall and in the Star and Garter Burlesque. In short, gentlemen [sic], go get the seats of your pants dirty in real research."

But over the years, case studies have drawn their share of criticism. In fact, the method had its detractors from the start. In the 1920s, the debate between pro-qualitative and pro-quantitative became quite heated. Case studies, when compared to statistics, were considered by many to be unscientific. From the 1930's on, the rise of positivism had a growing influence on quantitative methods in sociology. People wanted static, generalizable laws in science. The sociological positivists were looking for stable laws of social phenomena. They criticized case study research because it failed to provide evidence of inter subjective agreement. Also, they condemned it because of the few number of cases studied and that the under-standardized character of their descriptions made generalization impossible. By the 1950s, quantitative methods, in the form of survey research, had become the dominant sociological approach and case study had become a minority practice.

Educational Applications

The 1950's marked the dawning of a new era in case study research, namely that of the utilization of the case study as a teaching method. "Instituted at Harvard Business School in the 1950s as a primary method of teaching, cases have since been used in classrooms and lecture halls alike, either as part of a course of study or as the main focus of the course to which other teaching material is added" (Armisted 1984). The basic purpose of instituting the case method as a teaching strategy was "to transfer much of the responsibility for learning from the teacher on to the student, whose role, as a result, shifts away from passive absorption toward active construction" (Boehrer 1990). Through careful examination and discussion of various cases, "students learn to identify actual problems, to recognize key players and their agendas, and to become aware of those aspects of the situation that contribute to the problem" (Merseth 1991). In addition, students are encouraged to "generate their own analysis of the problems under consideration, to develop their own solutions, and to practically apply their own knowledge of theory to these problems" (Boyce 1993). Along the way, students also develop "the power to analyze and to master a tangled circumstance by identifying and delineating important factors; the ability to utilize ideas, to test them against facts, and to throw them into fresh combinations" (Merseth 1991).

In addition to the practical application and testing of scholarly knowledge, case discussions can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments (i.e. classroom, board room, courtroom, or hospital). Thus, through the examination of specific cases, students are given the opportunity to work out their own professional issues through the trials, tribulations, experiences, and research findings of others. An obvious advantage to this mode of instruction is that it allows students the exposure to settings and contexts that they might not otherwise experience. For example, a student interested in studying the effects of poverty on minority secondary student's grade point averages and S.A.T. scores could access and analyze information from schools as geographically diverse as Los Angeles, New York City, Miami, and New Mexico without ever having to leave the classroom.

The case study method also incorporates the idea that students can learn from one another "by engaging with each other and with each other's ideas, by asserting something and then having it questioned, challenged and thrown back at them so that they can reflect on what they hear, and then refine what they say" (Boehrer 1990). In summary, students can direct their own learning by formulating questions and taking responsibility for the study.

Types and Design Concerns

Researchers use multiple methods and approaches to conduct case studies.

Types of Case Studies

Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:

Illustrative Case Studies These are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.

Exploratory (or pilot) Case Studies These are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.

Cumulative Case Studies These serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.

Critical Instance Case Studies These examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.

Identifying a Theoretical Perspective

Much of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers are typically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:

Individual Theories These focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject.

Organizational Theories These focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.

Social Theories These focus on urban development, group behavior, cultural institutions, or marketplace functions.

Two examples of case studies are used consistently throughout this chapter. The first, a study produced by Berkenkotter, Huckin, and Ackerman (1988), looks at a first year graduate student's initiation into an academic writing program. The study uses participant-observer and linguistic data collecting techniques to assess the student's knowledge of appropriate discourse conventions. Using the pseudonym Nate to refer to the subject, the study sought to illuminate the particular experience rather than to generalize about the experience of fledgling academic writers collectively.

For example, in Berkenkotter, Huckin, and Ackerman's (1988) study we are told that the researchers are interested in disciplinary communities. In the first paragraph, they ask what constitutes membership in a disciplinary community and how achieving membership might affect a writer's understanding and production of texts. In the third paragraph they state that researchers must negotiate their claims "within the context of his sub specialty's accepted knowledge and methodology." In the next paragraph they ask, "How is literacy acquired? What is the process through which novices gain community membership? And what factors either aid or hinder students learning the requisite linguistic behaviors?" This introductory section ends with a paragraph in which the study's authors claim that during the course of the study, the subject, Nate, successfully makes the transition from "skilled novice" to become an initiated member of the academic discourse community and that his texts exhibit linguistic changes which indicate this transition. In the next section the authors make explicit the sociolinguistic theoretical and methodological assumptions on which the study is based (1988). Thus the reader has a good understanding of the authors' theoretical background and purpose in conducting the study even before it is explicitly stated on the fourth page of the study. "Our purpose was to examine the effects of the educational context on one graduate student's production of texts as he wrote in different courses and for different faculty members over the academic year 1984-85." The goal of the study then, was to explore the idea that writers must be initiated into a writing community, and that this initiation will change the way one writes.

The second example is Janet Emig's (1971) study of the composing process of a group of twelfth graders. In this study, Emig seeks to answer the question of what happens to the self as a result educational stimuli in terms of academic writing. The case study used methods such as protocol analysis, tape-recorded interviews, and discourse analysis.

In the case of Janet Emig's (1971) study of the composing process of eight twelfth graders, four specific hypotheses were made:

• Twelfth grade writers engage in two modes of composing: reflexive and extensive.
• These differences can be ascertained and characterized through having the writers compose aloud their composition process.
• A set of implied stylistic principles governs the writing process.
• For twelfth grade writers, extensive writing occurs chiefly as a school-sponsored activity, or reflexive, as a self-sponsored activity.

In this study, the chief distinction is between the two dominant modes of composing among older, secondary school students. The distinctions are:

• The reflexive mode, which focuses on the writer's thoughts and feelings.
• The extensive mode, which focuses on conveying a message.

Emig also outlines the specific questions which guided the research in the opening pages of her Review of Literature , preceding the report.

Designing a Case Study

After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:

• What questions to study
• What data are relevant
• What data to collect
• How to analyze that data

In other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.

Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:

• A study's questions.
• A study's propositions (if any).
• A study's units of analysis.
• The logic that links the data to the propositions.
• The criteria for interpreting the findings.

In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.

Conducting Case Studies

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.

Method: Single or Multi-modal?

To obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews , protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).

Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.

A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method.

Participant Selection

Case studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.

For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-class suburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.

Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.

Data Collection

There are six types of data collected in case studies:

• Archival records.
• Interviews.
• Direct observation.
• Participant observation.

In the field of composition research, these six sources might be:

• A writer's drafts.
• School records of student writers.
• Transcripts of interviews with a writer.
• Transcripts of conversations between writers (and protocols).
• Videotapes and notes from direct field observations.
• Hard copies of a writer's work on computer.

Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or any combination of these sources.

Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.

In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.

Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.

It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."

It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.

Data Analysis

As the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.

However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in the study. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:

• The role of participants.
• The network analysis of formal and informal exchanges among groups.
• Historical.
• Thematical.
• Ritual and symbolism.
• Critical incidents that challenge or reinforce fundamental beliefs, practices, and values.

There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.

As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.

Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.

Composing the Case Study Report

In the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.

This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of data collection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.

Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.

For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?

Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.

Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:

• Prepare specialized condensations for appropriate groups.
• Replace narrative sections with a series of answers to open-ended questions.
• Present "skimmer's" summaries at beginning of each section.
• Incorporate headlines that encapsulate information from text.
• Prepare analytic summaries with supporting data appendixes.
• Present data in colorful and/or unique graphic representations.

Issues of Validity and Reliability

Once key variables have been identified, they can be analyzed. Reliability becomes a key concern at this stage, and many case study researchers go to great lengths to ensure that their interpretations of the data will be both reliable and valid. Because issues of validity and reliability are an important part of any study in the social sciences, it is important to identify some ways of dealing with results.

Multi-modal case study researchers often balance the results of their coding with data from interviews or writer's reflections upon their own work. Consequently, the researchers' conclusions become highly contextualized. For example, in a case study which looked at the time spent in different stages of the writing process, Berkenkotter concluded that her participant, Donald Murray, spent more time planning his essays than in other writing stages. The report of this case study is followed by Murray's reply, wherein he agrees with some of Berkenkotter's conclusions and disagrees with others.

As is the case with other research methodologies, issues of external validity, construct validity, and reliability need to be carefully considered.

Commentary on Case Studies

Researchers often debate the relative merits of particular methods, among them case study. In this section, we comment on two key issues. To read the commentaries, choose any of the items below:

Strengths and Weaknesses of Case Studies

Most case study advocates point out that case studies produce much more detailed information than what is available through a statistical analysis. Advocates will also hold that while statistical methods might be able to deal with situations where behavior is homogeneous and routine, case studies are needed to deal with creativity, innovation, and context. Detractors argue that case studies are difficult to generalize because of inherent subjectivity and because they are based on qualitative subjective data, generalizable only to a particular context.

Flexibility

The case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.

Emphasis on Context

By seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.

Inherent Subjectivity

"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.

High Investment

Case studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.

Ethical Considerations

Researchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study.

The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.

A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.

Concerns about Reliability, Validity, and Generalizability

Merriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:

• Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concrete information upon which to formulate interpretations.
• Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example of such a data check would be what McClintock, Brannon, and Maynard (1985) refer to as a "case cluster method," that is, when a single unit within a larger case is randomly sampled, and that data treated quantitatively." For instance, in Emig's (1971) study, the case cluster method was employed, singling out the productivity of a single student named Lynn. This cluster profile included an advanced case history of the subject, specific examination and analysis of individual compositions and protocols, and extensive interview sessions. The seven remaining students were then compared with the case of Lynn, to ascertain if there are any shared, or unique dimensions to the composing process engaged in by these eight students.
• Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided the data. In other words, talk to your subjects.
• Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971) supports her initial propositions with historical accounts by writers such as T.S. Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples of theoretical research done with regards to the creative process, as well as examples of empirical research dealing with the writing of adolescents. Specific attention is then given to the four stages description of the composing process delineated by Helmoltz, Wallas, and Cowley, as it serves as the focal point in this study.
• Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validity through pooled judgment.

Although little can be done to combat challenges concerning the generalizability of case studies, "most writers suggest that qualitative research should be judged as credible and confirmable as opposed to valid and reliable" (Merriam 1985). Likewise, it has been argued that "rather than transplanting statistical, quantitative notions of generalizability and thus finding qualitative research inadequate, it makes more sense to develop an understanding of generalization that is congruent with the basic characteristics of qualitative inquiry" (1985). After all, criticizing the case study method for being ungeneralizable is comparable to criticizing a washing machine for not being able to tell the correct time. In other words, it is unjust to criticize a method for not being able to do something which it was never originally designed to do in the first place.

Annotated Bibliography

Armisted, C. (1984). How Useful are Case Studies. Training and Development Journal, 38 (2), 75-77.

This article looks at eight types of case studies, offers pros and cons of using case studies in the classroom, and gives suggestions for successfully writing and using case studies.

Bardovi-Harlig, K. (1997). Beyond Methods: Components of Second Language Teacher Education . New York: McGraw-Hill.

A compilation of various research essays which address issues of language teacher education. Essays included are: "Non-native reading research and theory" by Lee, "The case for Psycholinguistics" by VanPatten, and "Assessment and Second Language Teaching" by Gradman and Reed.

Bartlett, L. (1989). A Question of Good Judgment; Interpretation Theory and Qualitative Enquiry Address. 70th Annual Meeting of the American Educational Research Association. San Francisco.

Bartlett selected "quasi-historical" methodology, which focuses on the "truth" found in case records, as one that will provide "good judgments" in educational inquiry. He argues that although the method is not comprehensive, it can try to connect theory with practice.

Baydere, S. et. al. (1993). Multimedia conferencing as a tool for collaborative writing: a case study in Computer Supported Collaborative Writing. New York: Springer-Verlag.

The case study by Baydere et. al. is just one of the many essays in this book found in the series "Computer Supported Cooperative Work." Denley, Witefield and May explore similar issues in their essay, "A case study in task analysis for the design of a collaborative document production system."

Berkenkotter, C., Huckin, T., N., & Ackerman J. (1988). Conventions, Conversations, and the Writer: Case Study of a Student in a Rhetoric Ph.D. Program. Research in the Teaching of English, 22, 9-44.

The authors focused on how the writing of their subject, Nate or Ackerman, changed as he became more acquainted or familiar with his field's discourse community.

Berninger, V., W., and Gans, B., M. (1986). Language Profiles in Nonspeaking Individuals of Normal Intelligence with Severe Cerebral Palsy. Augmentative and Alternative Communication, 2, 45-50.

Argues that generalizations about language abilities in patients with severe cerebral palsy (CP) should be avoided. Standardized tests of different levels of processing oral language, of processing written language, and of producing written language were administered to 3 male participants (aged 9, 16, and 40 yrs).

Bockman, J., R., and Couture, B. (1984). The Case Method in Technical Communication: Theory and Models. Texas: Association of Teachers of Technical Writing.

Examines the study and teaching of technical writing, communication of technical information, and the case method in terms of those applications.

Boehrer, J. (1990). Teaching With Cases: Learning to Question. New Directions for Teaching and Learning, 42 41-57.

This article discusses the origins of the case method, looks at the question of what is a case, gives ideas about learning in case teaching, the purposes it can serve in the classroom, the ground rules for the case discussion, including the role of the question, and new directions for case teaching.

Bowman, W. R. (1993). Evaluating JTPA Programs for Economically Disadvantaged Adults: A Case Study of Utah and General Findings . Washington: National Commission for Employment Policy.

"To encourage state-level evaluations of JTPA, the Commission and the State of Utah co-sponsored this report on the effectiveness of JTPA Title II programs for adults in Utah. The technique used is non-experimental and the comparison group was selected from registrants with Utah's Employment Security. In a step-by-step approach, the report documents how non-experimental techniques can be applied and several specific technical issues can be addressed."

Boyce, A. (1993) The Case Study Approach for Pedagogists. Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance. (Address). Washington DC.

This paper addresses how case studies 1) bridge the gap between teaching theory and application, 2) enable students to analyze problems and develop solutions for situations that will be encountered in the real world of teaching, and 3) helps students to evaluate the feasibility of alternatives and to understand the ramifications of a particular course of action.

Carson, J. (1993) The Case Study: Ideal Home of WAC Quantitative and Qualitative Data. Annual Meeting of the Conference on College Composition and Communication. (Address). San Diego.

"Increasingly, one of the most pressing questions for WAC advocates is how to keep [WAC] programs going in the face of numerous difficulties. Case histories offer the best chance for fashioning rhetorical arguments to keep WAC programs going because they offer the opportunity to provide a coherent narrative that contextualizes all documents and data, including what is generally considered scientific data. A case study of the WAC program, . . . at Robert Morris College in Pittsburgh demonstrates the advantages of this research method. Such studies are ideal homes for both naturalistic and positivistic data as well as both quantitative and qualitative information."

---. (1991). A Cognitive Process Theory of Writing. College Composition and Communication. 32. 365-87.

No abstract available.

Cromer, R. (1994) A Case Study of Dissociations Between Language and Cognition. Constraints on Language Acquisition: Studies of Atypical Children . Hillsdale: Lawrence Erlbaum Associates, 141-153.

Crossley, M. (1983) Case Study in Comparative and International Education: An Approach to Bridging the Theory-Practice Gap. Proceedings of the 11th Annual Conference of the Australian Comparative and International Education Society. Hamilton, NZ.

Case study research, as presented here, helps bridge the theory-practice gap in comparative and international research studies of education because it focuses on the practical, day-to-day context rather than on the national arena. The paper asserts that the case study method can be valuable at all levels of research, formation, and verification of theories in education.

Daillak, R., H., and Alkin, M., C. (1982). Qualitative Studies in Context: Reflections on the CSE Studies of Evaluation Use . California: EDRS

The report shows how the Center of the Study of Evaluation (CSE) applied qualitative techniques to a study of evaluation information use in local, Los Angeles schools. It critiques the effectiveness and the limitations of using case study, evaluation, field study, and user interview survey methodologies.

Davey, L. (1991). The Application of Case Study Evaluations. ERIC/TM Digest.

This article examines six types of case studies, the type of evaluation questions that can be answered, the functions served, some design features, and some pitfalls of the method.

Deutch, C. E. (1996). A course in research ethics for graduate students. College Teaching, 44, 2, 56-60.

This article describes a one-credit discussion course in research ethics for graduate students in biology. Case studies are focused on within the four parts of the course: 1) major issues, 2 )practical issues in scholarly work, 3) ownership of research results, and 4) training and personal decisions.

DeVoss, G. (1981). Ethics in Fieldwork Research. RIE 27p. (ERIC)

This article examines four of the ethical problems that can happen when conducting case study research: acquiring permission to do research, knowing when to stop digging, the pitfalls of doing collaborative research, and preserving the integrity of the participants.

Driscoll, A. (1985). Case Study of a Research Intervention: the University of Utah’s Collaborative Approach . San Francisco: Far West Library for Educational Research Development.

Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Denver, CO, March 1985. Offers information of in-service training, specifically case studies application.

Ellram, L. M. (1996). The Use of the Case Study Method in Logistics Research. Journal of Business Logistics, 17, 2, 93.

This article discusses the increased use of case study in business research, and the lack of understanding of when and how to use case study methodology in business.

Emig, J. (1971) The Composing Processes of Twelfth Graders . Urbana: NTCE.

This case study uses observation, tape recordings, writing samples, and school records to show that writing in reflexive and extensive situations caused different lengths of discourse and different clusterings of the components of the writing process.

Feagin, J. R. (1991). A Case For the Case Study . Chapel Hill: The University of North Carolina Press.

This book discusses the nature, characteristics, and basic methodological issues of the case study as a research method.

Feldman, H., Holland, A., & Keefe, K. (1989) Language Abilities after Left Hemisphere Brain Injury: A Case Study of Twins. Topics in Early Childhood Special Education, 9, 32-47.

"Describes the language abilities of 2 twin pairs in which 1 twin (the experimental) suffered brain injury to the left cerebral hemisphere around the time of birth and1 twin (the control) did not. One pair of twins was initially assessed at age 23 mo. and the other at about 30 mo.; they were subsequently evaluated in their homes 3 times at about 6-mo intervals."

Fidel, R. (1984). The Case Study Method: A Case Study. Library and Information Science Research, 6.

The article describes the use of case study methodology to systematically develop a model of online searching behavior in which study design is flexible, subject manner determines data gathering and analyses, and procedures adapt to the study's progressive change.

Flower, L., & Hayes, J. R. (1984). Images, Plans and Prose: The Representation of Meaning in Writing. Written Communication, 1, 120-160.

Explores the ways in which writers actually use different forms of knowing to create prose.

Frey, L. R. (1992). Interpreting Communication Research: A Case Study Approach Englewood Cliffs, N.J.: Prentice Hall.

The book discusses research methodologies in the Communication field. It focuses on how case studies bridge the gap between communication research, theory, and practice.

Gilbert, V. K. (1981). The Case Study as a Research Methodology: Difficulties and Advantages of Integrating the Positivistic, Phenomenological and Grounded Theory Approaches . The Annual Meeting of the Canadian Association for the Study of Educational Administration. (Address) Halifax, NS, Can.

This study on an innovative secondary school in England shows how a "low-profile" participant-observer case study was crucial to the initial observation, the testing of hypotheses, the interpretive approach, and the grounded theory.

Gilgun, J. F. (1994). A Case for Case Studies in Social Work Research. Social Work, 39, 4, 371-381.

This article defines case study research, presents guidelines for evaluation of case studies, and shows the relevance of case studies to social work research. It also looks at issues such as evaluation and interpretations of case studies.

Glennan, S. L., Sharp-Bittner, M. A. & Tullos, D. C. (1991). Augmentative and Alternative Communication Training with a Nonspeaking Adult: Lessons from MH. Augmentative and Alternative Communication, 7, 240-7.

"A response-guided case study documented changes in a nonspeaking 36-yr-old man's ability to communicate using 3 trained augmentative communication modes. . . . Data were collected in videotaped interaction sessions between the nonspeaking adult and a series of adult speaking."

Graves, D. (1981). An Examination of the Writing Processes of Seven Year Old Children. Research in the Teaching of English, 15, 113-134.

Hamel, J. (1993). Case Study Methods . Newbury Park: Sage. .

"In a most economical fashion, Hamel provides a practical guide for producing theoretically sharp and empirically sound sociological case studies. A central idea put forth by Hamel is that case studies must "locate the global in the local" thus making the careful selection of the research site the most critical decision in the analytic process."

Karthigesu, R. (1986, July). Television as a Tool for Nation-Building in the Third World: A Post-Colonial Pattern, Using Malaysia as a Case-Study. International Television Studies Conference. (Address). London, 10-12.

"The extent to which Television Malaysia, as a national mass media organization, has been able to play a role in nation building in the post-colonial period is . . . studied in two parts: how the choice of a model of nation building determines the character of the organization; and how the character of the organization influences the output of the organization."

Kenny, R. (1984). Making the Case for the Case Study. Journal of Curriculum Studies, 16, (1), 37-51.

The article looks at how and why the case study is justified as a viable and valuable approach to educational research and program evaluation.

Knirk, F. (1991). Case Materials: Research and Practice. Performance Improvement Quarterly, 4 (1 ), 73-81.

The article addresses the effectiveness of case studies, subject areas where case studies are commonly used, recent examples of their use, and case study design considerations.

Klos, D. (1976). Students as Case Writers. Teaching of Psychology, 3.2, 63-66.

This article reviews a course in which students gather data for an original case study of another person. The task requires the students to design the study, collect the data, write the narrative, and interpret the findings.

Leftwich, A. (1981). The Politics of Case Study: Problems of Innovation in University Education. Higher Education Review, 13.2, 38-64.

The article discusses the use of case studies as a teaching method. Emphasis is on the instructional materials, interdisciplinarity, and the complex relationships within the university that help or hinder the method.

Mabrito, M. (1991, Oct.). Electronic Mail as a Vehicle for Peer Response: Conversations of High and Low Apprehensive Writers. Written Communication, 509-32.

McCarthy, S., J. (1955). The Influence of Classroom Discourse on Student Texts: The Case of Ella . East Lansing: Institute for Research on Teaching.

A look at how students of color become marginalized within traditional classroom discourse. The essay follows the struggles of one black student: Ella.

Matsuhashi, A., ed. (1987). Writing in Real Time: Modeling Production Processes Norwood, NJ: Ablex Publishing Corporation.

Investigates how writers plan to produce discourse for different purposes to report, to generalize, and to persuade, as well as how writers plan for sentence level units of language. To learn about planning, an observational measure of pause time was used" (ERIC).

Merriam, S. B. (1985). The Case Study in Educational Research: A Review of Selected Literature. Journal of Educational Thought, 19.3, 204-17.

The article examines the characteristics of, philosophical assumptions underlying the case study, the mechanics of conducting a case study, and the concerns about the reliability, validity, and generalizability of the method.

---. (1988). Case Study Research in Education: A Qualitative Approach San Francisco: Jossey Bass.

Merry, S. E., & Milner, N. eds. (1993). The Possibility of Popular Justice: A Case Study of Community Mediation in the United States . Ann Arbor: U of Michigan.

". . . this volume presents a case study of one experiment in popular justice, the San Francisco Community Boards. This program has made an explicit claim to create an alternative justice, or new justice, in the midst of a society ordered by state law. The contributors to this volume explore the history and experience of the program and compare it to other versions of popular justice in the United States, Europe, and the Third World."

Merseth, K. K. (1991). The Case for Cases in Teacher Education. RIE. 42p. (ERIC).

This monograph argues that the case method of instruction offers unique potential for revitalizing the field of teacher education.

Michaels, S. (1987). Text and Context: A New Approach to the Study of Classroom Writing. Discourse Processes, 10, 321-346.

"This paper argues for and illustrates an approach to the study of writing that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The approach is illustrated through a case study of writing in a single sixth grade classroom during a single writing assignment."

Milburn, G. (1995). Deciphering a Code or Unraveling a Riddle: A Case Study in the Application of a Humanistic Metaphor to the Reporting of Social Studies Teaching. Theory and Research in Education, 13.

This citation serves as an example of how case studies document learning procedures in a senior-level economics course.

Milley, J. E. (1979). An Investigation of Case Study as an Approach to Program Evaluation. 19th Annual Forum of the Association for Institutional Research. (Address). San Diego.

The case study method merged a narrative report focusing on the evaluator as participant-observer with document review, interview, content analysis, attitude questionnaire survey, and sociogram analysis. Milley argues that case study program evaluation has great potential for widespread use.

Minnis, J. R. (1985, Sept.). Ethnography, Case Study, Grounded Theory, and Distance Education Research. Distance Education, 6.2.

This article describes and defines the strengths and weaknesses of ethnography, case study, and grounded theory.

Nunan, D. (1992). Collaborative language learning and teaching . New York: Cambridge University Press.

Included in this series of essays is Peter Sturman’s "Team Teaching: a case study from Japan" and David Nunan’s own "Toward a collaborative approach to curriculum development: a case study."

Nystrand, M., ed. (1982). What Writers Know: The Language, Process, and Structure of Written Discourse . New York: Academic Press.

Owenby, P. H. (1992). Making Case Studies Come Alive. Training, 29, (1), 43-46. (ERIC)

This article provides tips for writing more effective case studies.

---. (1981). Pausing and Planning: The Tempo of Writer Discourse Production. Research in the Teaching of English, 15 (2),113-34.

Perl, S. (1979). The Composing Processes of Unskilled College Writers. Research in the Teaching of English, 13, 317-336.

"Summarizes a study of five unskilled college writers, focusing especially on one of the five, and discusses the findings in light of current pedagogical practice and research design."

Pilcher J. and A. Coffey. eds. (1996). Gender and Qualitative Research . Brookfield: Aldershot, Hants, England.

This book provides a series of essays which look at gender identity research, qualitative research and applications of case study to questions of gendered pedagogy.

Pirie, B. S. (1993). The Case of Morty: A Four Year Study. Gifted Education International, 9 (2), 105-109.

This case study describes a boy from kindergarten through third grade with above average intelligence but difficulty in learning to read, write, and spell.

Popkewitz, T. (1993). Changing Patterns of Power: Social Regulation and Teacher Education Reform. Albany: SUNY Press.

Popkewitz edits this series of essays that address case studies on educational change and the training of teachers. The essays vary in terms of discipline and scope. Also, several authors include case studies of educational practices in countries other than the United States.

---. (1984). The Predrafting Processes of Four High- and Four Low Apprehensive Writers. Research in the Teaching of English, 18, (1), 45-64.

Rasmussen, P. (1985, March) A Case Study on the Evaluation of Research at the Technical University of Denmark. International Journal of Institutional Management in Higher Education, 9 (1).

This is an example of a case study methodology used to evaluate the chemistry and chemical engineering departments at the University of Denmark.

Roth, K. J. (1986). Curriculum Materials, Teacher Talk, and Student Learning: Case Studies in Fifth-Grade Science Teaching . East Lansing: Institute for Research on Teaching.

Roth offers case studies on elementary teachers, elementary school teaching, science studies and teaching, and verbal learning.

Selfe, C. L. (1985). An Apprehensive Writer Composes. When a Writer Can't Write: Studies in Writer's Block and Other Composing-Process Problems . (pp. 83-95). Ed. Mike Rose. NMY: Guilford.

Smith-Lewis, M., R. and Ford, A. (1987). A User's Perspective on Augmentative Communication. Augmentative and Alternative Communication, 3, 12-7.

"During a series of in-depth interviews, a 25-yr-old woman with cerebral palsy who utilized augmentative communication reflected on the effectiveness of the devices designed for her during her school career."

St. Pierre, R., G. (1980, April). Follow Through: A Case Study in Metaevaluation Research . 64th Annual Meeting of the American Educational Research Association. (Address).

The three approaches to metaevaluation are evaluation of primary evaluations, integrative meta-analysis with combined primary evaluation results, and re-analysis of the raw data from a primary evaluation.

Stahler, T., M. (1996, Feb.) Early Field Experiences: A Model That Worked. ERIC.

"This case study of a field and theory class examines a model designed to provide meaningful field experiences for preservice teachers while remaining consistent with the instructor's beliefs about the role of teacher education in preparing teachers for the classroom."

Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks: Sage Publications.

This book examines case study research in education and case study methodology.

Stiegelbauer, S. (1984) Community, Context, and Co-curriculum: Situational Factors Influencing School Improvements in a Study of High Schools. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Discussion of several case studies: one looking at high school environments, another examining educational innovations.

Stolovitch, H. (1990). Case Study Method. Performance And Instruction, 29, (9), 35-37.

This article describes the case study method as a form of simulation and presents guidelines for their use in professional training situations.

Thaller, E. (1994). Bibliography for the Case Method: Using Case Studies in Teacher Education. RIE. 37 p.

This bibliography presents approximately 450 citations on the use of case studies in teacher education from 1921-1993.

Thrane, T. (1986). On Delimiting the Senses of Near-Synonyms in Historical Semantics: A Case Study of Adjectives of 'Moral Sufficiency' in the Old English Andreas. Linguistics Across Historical and Geographical Boundaries: In Honor of Jacek Fisiak on the Occasion of his Fiftieth Birthday . Berlin: Mouton de Gruyter.

United Nations. (1975). Food and Agriculture Organization. Report on the FAO/UNFPA Seminar on Methodology, Research and Country: Case Studies on Population, Employment and Productivity . Rome: United Nations.

This example case study shows how the methodology can be used in a demographic and psychographic evaluation. At the same time, it discusses the formation and instigation of the case study methodology itself.

Van Vugt, J. P., ed. (1994). Aids Prevention and Services: Community Based Research . Westport: Bergin and Garvey.

"This volume has been five years in the making. In the process, some of the policy applications called for have met with limited success, such as free needle exchange programs in a limited number of American cities, providing condoms to prison inmates, and advertisements that depict same-sex couples. Rather than dating our chapters that deal with such subjects, such policy applications are verifications of the type of research demonstrated here. Furthermore, they indicate the critical need to continue community based research in the various communities threatened by acquired immuno-deficiency syndrome (AIDS) . . . "

Welch, W., ed. (1981, May). Case Study Methodology in Educational Evaluation. Proceedings of the Minnesota Evaluation Conference. Minnesota. (Address).

The four papers in these proceedings provide a comprehensive picture of the rationale, methodology, strengths, and limitations of case studies.

Williams, G. (1987). The Case Method: An Approach to Teaching and Learning in Educational Administration. RIE, 31p.

This paper examines the viability of the case method as a teaching and learning strategy in instructional systems geared toward the training of personnel of the administration of various aspects of educational systems.

Yin, R. K. (1993). Advancing Rigorous Methodologies: A Review of 'Towards Rigor in Reviews of Multivocal Literatures.' Review of Educational Research, 61, (3).

"R. T. Ogawa and B. Malen's article does not meet its own recommended standards for rigorous testing and presentation of its own conclusions. Use of the exploratory case study to analyze multivocal literatures is not supported, and the claim of grounded theory to analyze multivocal literatures may be stronger."

---. (1989). Case Study Research: Design and Methods. London: Sage Publications Inc.

This book discusses in great detail, the entire design process of the case study, including entire chapters on collecting evidence, analyzing evidence, composing the case study report, and designing single and multiple case studies.

Related Links

Consider the following list of related Web sites for more information on the topic of case study research. Note: although many of the links cover the general category of qualitative research, all have sections that address issues of case studies.

• Sage Publications on Qualitative Methodology: Search here for a comprehensive list of new books being published about "Qualitative Methodology" http://www.sagepub.co.uk/
• The International Journal of Qualitative Studies in Education: An on-line journal "to enhance the theory and practice of qualitative research in education." On-line submissions are welcome. http://www.tandf.co.uk/journals/tf/09518398.html
• Qualitative Research Resources on the Internet: From syllabi to home pages to bibliographies. All links relate somehow to qualitative research. http://www.nova.edu/ssss/QR/qualres.html

Becker, Bronwyn, Patrick Dawson, Karen Devine, Carla Hannum, Steve Hill, Jon Leydens, Debbie Matuskevich, Carol Traver, & Mike Palmquist. (2005). Case Studies. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=60

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Case Study Method: A Step-by-Step Guide for Business Researchers

International Journal of Qualitative Methods

Qualitative case study methodology enables researchers to conduct an in-depth exploration of intricate phenomena within some specific context. By keeping in mind research students, this article presents a systematic step-by-step guide to conduct a case study in the business discipline. Research students belonging to said discipline face issues in terms of clarity, selection, and operationalization of qualitative case study while doing their final dissertation. These issues often lead to confusion, wastage of valuable time, and wrong decisions that affect the overall outcome of the research. This article presents a checklist comprised of four phases, that is, foundation phase, prefield phase, field phase, and reporting phase. The objective of this article is to provide novice researchers with practical application of this checklist by linking all its four phases with the authors’ experiences and learning from recently conducted in-depth multiple case studies in the organizations of N...

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casestudies journal

Qualitative case-study research has experienced an upsurge in business management fields of inquiry in the recent past. A methodology is selection, justification and sequential arranging of activities, procedures and tasks in a research project. Research methodology can no longer be confined to a set of universally applicable rules, conventions and traditions. A research paradigm is a set of propositions that explains how the world is perceived. There are three basic paradigms: positivist, interpretive and critical. Qualitative " approaches to research " , " strategies of inquiry " and " varieties of methodologies " classified into five " types " or " traditions " namely; biography, phenomenology, grounded theory, ethnography and case study. The major criticism made of qualitative methods is that they are impressionistic and non-verifiable, post-positivists who reject this charge claiming that qualitative data is auditable and therefore dependable. The less structured qualitative methodologies reject many of the positivists " constructions over what constitutes rigour, favouring instead the flexibility, creativity and otherwise inaccessible insights afforded by alternative routes of inquiry that embrace storytelling, recollection, and dialogue. Case study research is not really a " methodology " or a method, rather an approach to research. Case studies can be ethnographic or not and some scholars identified it as a strategy of social inquiry. It is argued that, case studies are more appropriate to investigate causal relationships prevailing both in the business field as well as in wider society in general.

A. Biba Rebolj

Marlisa Abdul Rahim

Social science researchers have made wide use of case study method to investigate contemporary real-life situations and provide the basis for the application of ideas and extension of methods. Hence, this article discusses several aspects of case study method in business. These include the definition, types and design of case study. It also confers on data collection method in case study that discusses in detail about interview, observation, and document analysis. The quality in case study and previous research that relate with case study also converse in this article. This study contributes and assists individuals or researchers to obtain ideas particularly in studies of real-life context governing social issues and problems.

Dr. BABOUCARR NJIE

SAGE Research Methods Foundations [online]

Mark N K Saunders , Bill Lee

Despite having a relatively recent history compared to other social sciences, the business and management field has proliferated into a number of largely independent disciplines. These include: accounting; corporate governance; entrepreneurship; finance; human resource management; international business and international management; leadership; management and business history; marketing and retail; operations and logistics; organizational behaviour; public management and governance; and strategy. Each of these disciplines has its own methodological predilections and as a corollary, a view of what constitutes a case study, where case studies should feature in a research project and the relative usefulness of case study research. Given this breadth of disciplines, only a provisional definition of a case study will be provided at this point; namely, a case study is research into a phenomenon, organization, process, or event that is studied as a unit of analysis that is interesting in its own right. Rather than attempting to summarise all that has been written about case studies across the management disciplines, this entry will elaborate upon thinking around this definition using the metaphor of a kaleidoscope.

Serbian Journal of Management

Milovan Vuković

Ali Haj Aghapour

Case-study as a qualitative research is a strongly debatable research strategy among all academicians and particularly practitioners. Therefore, in order to provide some upto-date insights into this controversial issue, the current paper seeks to investigate and document some aspects of case-study research. In fact, after reviewing some literatures in order to define, clarify and classify case-study research, the paper tries to consider and trade-off this qualitative strategy from different philosophical perspectives and approaches. Then, by relying on some recently outstanding papers and other highly recognized written resources, the paper gets into the appropriateness of casestudy including Generalizability, Validity, Construct validity, Internal validity and Reliability. Next, the role of case-study to build a social theory is investigated that leads to preset a step-bystep process to achieve this visionary goal. At the end, a brief comparison between case-study, as a common representative of qualitative research, and survey, an indicator of opposite view, is done. This paper contributes to research method’s development used by scholars looking to establish a case research by improving the level of understanding regarding the discussed issues. Index Terms- case-study appropriateness, case-study classification, case-study approaches.

South Asian Journal of Business and Management Cases

shreya mishra

The Journal of Agricultural Sciences - Sri Lanka

rohitha rosairo

We receive a large number of manuscripts for possible publication in this journal. In reviewing them, we find that the bulk of them are from the area of crop sciences, livestock production and allied fields that have used experiments as the research strategy. The minority that falls in to the areas of agribusiness, agricultural economics and extension have used survey strategy. There is a lack of utilizing other research strategies in current research. Research has to be commenced with a clear direction and a clearly identified study process. These are primarily provided by its research strategy (Wedawatta, 2011). There are numerous strategies that a researcher can adopt to achieve the objectives of a particular research study. Some common research strategies are; experiment, survey, archival analysis, ethnography, action research, narrative inquiry, and the case study. This paper explains what a case study is and outlines the components of a case study. The Nature of a Case Study Yin (2003) defines case study as 'an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident'. A phenomenon and context are not always distinguishable in real-life situations. Therefore, a case study uses a large number of variables of interest than data points; and essentially relies on multiple sources of evidence for data triangulation. A historical viewpoint on case study strategy is presented in Tellis (1997). According to Yin (2003), case studies can be exploratory, explanatory or descriptive. Research in social sciences deals with interactions between institutions and human behaviour. These can be best studied in real-life settings and contexts. Sometimes an inquiry may be undertaken on an individual organization with a limited or a narrow population. These suggest qualitative investigations which are assessments of attitudes, opinions and behaviour (Kothari and Garg, 2018). These qualitative investigations are characteristic with the case study strategy. Whilst often been identified as interpretivist, case studies can also be used in positivistic research (Saunders et al. 2012).

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Write an Error-free Research Protocol As Recommended by WHO: 21 Elements You Shouldn’t Miss!

Principal Investigator: Did you draft the research protocol?

Student: Not yet. I have too many questions about it. Why is it important to write a research protocol? Is it similar to research proposal? What should I include in it? How should I structure it? Is there a specific format?

Researchers at an early stage fall short in understanding the purpose and importance of some supplementary documents, let alone how to write them. Let’s better your understanding of writing an acceptance-worthy research protocol.

Table of Contents

What Is Research Protocol?

The research protocol is a document that describes the background, rationale, objective(s), design, methodology, statistical considerations and organization of a clinical trial. It is a document that outlines the clinical research study plan. Furthermore, the research protocol should be designed to provide a satisfactory answer to the research question. The protocol in effect is the cookbook for conducting your study

Why Is Research Protocol Important?

In clinical research, the research protocol is of paramount importance. It forms the basis of a clinical investigation. It ensures the safety of the clinical trial subjects and integrity of the data collected. Serving as a binding document, the research protocol states what you are—and you are not—allowed to study as part of the trial. Furthermore, it is also considered to be the most important document in your application with your Institution’s Review Board (IRB).

It is written with the contributions and inputs from a medical expert, a statistician, pharmacokinetics expert, the clinical research coordinator, and the project manager to ensure all aspects of the study are covered in the final document.

Is Research Protocol Same As Research Proposal?

Often misinterpreted, research protocol is not similar to research proposal. Here are some significant points of difference between a research protocol and a research proposal:

What Are the Elements/Sections of a Research Protocol?

According to Good Clinical Practice guidelines laid by WHO, a research protocol should include the following:

1. General Information

• Protocol title, protocol identifying number (if any), and date.
• Name and address of the funder.
• Name(s) and contact details of the investigator(s) responsible for conducting the research, the research site(s).
• Responsibilities of each investigator.
• Name(s) and address(es) of the clinical laboratory(ies), other medical and/or technical department(s) and/or institutions involved in the research.

2. Rationale & Background Information

• The rationale and background information provides specific reasons for conducting the research in light of pertinent knowledge about the research topic.
• It is a statement that includes the problem that is the basis of the project, the cause of the research problem, and its possible solutions.
• It should be supported with a brief description of the most relevant literatures published on the research topic.

3. Study Objectives

• The study objectives mentioned in the research proposal states what the investigators hope to accomplish. The research is planned based on this section.
• The research proposal objectives should be simple, clear, specific, and stated prior to conducting the research.
• It could be divided into primary and secondary objectives based on their relativity to the research problem and its solution.

4. Study Design

• The study design justifies the scientific integrity and credibility of the research study.
• The study design should include information on the type of study, the research population or the sampling frame, participation criteria (inclusion, exclusion, and withdrawal), and the expected duration of the study.

5. Methodology

• The methodology section is the most critical section of the research protocol.
• It should include detailed information on the interventions to be made, procedures to be used, measurements to be taken, observations to be made, laboratory investigations to be done, etc.
• The methodology should be standardized and clearly defined if multiple sites are engaged in a specified protocol.

6. Safety Considerations

• The safety of participants is a top-tier priority while conducting clinical research .
• Safety aspects of the research should be scrutinized and provided in the research protocol.

7. Follow-up

• The research protocol clearly indicate of what follow up will be provided to the participating subjects.
• It must also include the duration of the follow-up.

8. Data Management and Statistical Analysis

• The research protocol should include information on how the data will be managed, including data handling and coding for computer analysis, monitoring and verification.
• It should clearly outline the statistical methods proposed to be used for the analysis of data.
• For qualitative approaches, specify in detail how the data will be analysed.

9. Quality Assurance

• The research protocol should clearly describe the quality control and quality assurance system.
• These include GCP, follow up by clinical monitors, DSMB, data management, etc.

10. Expected Outcomes of the Study

• This section indicates how the study will contribute to the advancement of current knowledge, how the results will be utilized beyond publications.
• It must mention how the study will affect health care, health systems, or health policies.

11. Dissemination of Results and Publication Policy

• The research protocol should specify not only how the results will be disseminated in the scientific media, but also to the community and/or the participants, the policy makers, etc.
• The publication policy should be clearly discussed as to who will be mentioned as contributors, who will be acknowledged, etc.

12. Duration of the Project

• The protocol should clearly mention the time likely to be taken for completion of each phase of the project.
• Furthermore a detailed timeline for each activity to be undertaken should also be provided.

13. Anticipated Problems

• The investigators may face some difficulties while conducting the clinical research. This section must include all anticipated problems in successfully completing their projects.
• Furthermore, it should also provide possible solutions to deal with these difficulties.

14. Project Management

• This section includes detailed specifications of the role and responsibility of each investigator of the team.
• Everyone involved in the research project must be mentioned here along with the specific duties they have performed in completing the research.
• The research protocol should also describe the ethical considerations relating to the study.
• It should not only be limited to providing ethics approval, but also the issues that are likely to raise ethical concerns.
• Additionally, the ethics section must also describe how the investigator(s) plan to obtain informed consent from the research participants.
• This section should include a detailed commodity-wise and service-wise breakdown of the requested funds.
• It should also include justification of utilization of each listed item.

17. Supplementary Support for the Project

• This section should include information about the received funding and other anticipated funding for the specific project.

18. Collaboration With Other Researchers or Institutions

• Every researcher or institute that has been a part of the research project must be mentioned in detail in this section of the research protocol.

19. Curriculum Vitae of All Investigators

• The CVs of the principal investigator along with all the co-investigators should be attached with the research protocol.
• Ideally, each CV should be limited to one page only, unless a full-length CV is requested.

20. Other Research Activities of Investigators

• A list of all current research projects being conducted by all investigators must be listed here.

21. References

• All relevant references should be mentioned and cited accurately in this section to avoid plagiarism.

How Do You Write a Research Protocol? (Research Protocol Example)

Main Investigator    

Number of Involved Centers (for multi-centric studies)

Indicate the reference center

Title of the Study

Protocol ID (acronym)

Keywords (up to 7 specific keywords)

Study Design

Mono-centric/multi-centric

Perspective/retrospective

Controlled/uncontrolled

Open-label/single-blinded or double-blinded

Randomized/non-randomized

n parallel branches/n overlapped branches

Experimental/observational

Endpoints (main primary and secondary endpoints to be listed)

Expected Results                                                

Analyzed Criteria

Main variables/endpoints of the primary analysis

Main variables/endpoints of the secondary analysis

Safety variables

Health Economy (if applicable)

Visits and Examinations

Therapeutic plan and goals

Visits/controls schedule (also with graphics)

Comparison to treatment products (if applicable)

Dose and dosage for the study duration (if applicable)

Formulation and power of the studied drugs (if applicable)

Method of administration of the studied drugs (if applicable)

Informed Consent

Study Population

Short description of the main inclusion, exclusion, and withdrawal criteria

Sample Size

Estimated Duration of the Study

Safety Advisory

Classification Needed

Requested Funds

Additional Features (based on study objectives)

Click Here to Download the Research Protocol Example/Template

Be prepared to conduct your clinical research by writing a detailed research protocol. It is as easy as mentioned in this article. Follow the aforementioned path and write an impactful research protocol. All the best!

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Using a Protocol Template for Case Study Planning

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Article Contents

Introduction, contents of a research study protocol, conflict of interest statement, how to write a research study protocol.

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Julien Al Shakarchi, How to write a research study protocol, Journal of Surgical Protocols and Research Methodologies , Volume 2022, Issue 1, January 2022, snab008, https://doi.org/10.1093/jsprm/snab008

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A study protocol is an important document that specifies the research plan for a clinical study. Many funders such as the NHS Health Research Authority encourage researchers to publish their study protocols to create a record of the methodology and reduce duplication of research effort. In this paper, we will describe how to write a research study protocol.

A study protocol is an essential part of a research project. It describes the study in detail to allow all members of the team to know and adhere to the steps of the methodology. Most funders, such as the NHS Health Research Authority in the United Kingdom, encourage researchers to publish their study protocols to create a record of the methodology, help with publication of the study and reduce duplication of research effort. In this paper, we will explain how to write a research protocol by describing what should be included.

Introduction

The introduction is vital in setting the need for the planned research and the context of the current evidence. It should be supported by a background to the topic with appropriate references to the literature. A thorough review of the available evidence is expected to document the need for the planned research. This should be followed by a brief description of the study and the target population. A clear explanation for the rationale of the project is also expected to describe the research question and justify the need of the study.

Methods and analysis

A suitable study design and methodology should be chosen to reflect the aims of the research. This section should explain the study design: single centre or multicentre, retrospective or prospective, controlled or uncontrolled, randomised or not, and observational or experimental. Efforts should be made to explain why that particular design has been chosen. The studied population should be clearly defined with inclusion and exclusion criteria. These criteria will define the characteristics of the population the study is proposing to investigate and therefore outline the applicability to the reader. The size of the sample should be calculated with a power calculation if possible.

The protocol should describe the screening process about how, when and where patients will be recruited in the process. In the setting of a multicentre study, each participating unit should adhere to the same recruiting model or the differences should be described in the protocol. Informed consent must be obtained prior to any individual participating in the study. The protocol should fully describe the process of gaining informed consent that should include a patient information sheet and assessment of his or her capacity.

The intervention should be described in sufficient detail to allow an external individual or group to replicate the study. The differences in any changes of routine care should be explained. The primary and secondary outcomes should be clearly defined and an explanation of their clinical relevance is recommended. Data collection methods should be described in detail as well as where the data will be kept secured. Analysis of the data should be explained with clear statistical methods. There should also be plans on how any reported adverse events and other unintended effects of trial interventions or trial conduct will be reported, collected and managed.

Ethics and dissemination

A clear explanation of the risk and benefits to the participants should be included as well as addressing any specific ethical considerations. The protocol should clearly state the approvals the research has gained and the minimum expected would be ethical and local research approvals. For multicentre studies, the protocol should also include a statement of how the protocol is in line with requirements to gain approval to conduct the study at each proposed sites.

It is essential to comment on how personal information about potential and enrolled participants will be collected, shared and maintained in order to protect confidentiality. This part of the protocol should also state who owns the data arising from the study and for how long the data will be stored. It should explain that on completion of the study, the data will be analysed and a final study report will be written. We would advise to explain if there are any plans to notify the participants of the outcome of the study, either by provision of the publication or via another form of communication.

The authorship of any publication should have transparent and fair criteria, which should be described in this section of the protocol. By doing so, it will resolve any issues arising at the publication stage.

Funding statement

It is important to explain who are the sponsors and funders of the study. It should clarify the involvement and potential influence of any party. The sponsor is defined as the institution or organisation assuming overall responsibility for the study. Identification of the study sponsor provides transparency and accountability. The protocol should explicitly outline the roles and responsibilities of any funder(s) in study design, data analysis and interpretation, manuscript writing and dissemination of results. Any competing interests of the investigators should also be stated in this section.

A study protocol is an important document that specifies the research plan for a clinical study. It should be written in detail and researchers should aim to publish their study protocols as it is encouraged by many funders. The spirit 2013 statement provides a useful checklist on what should be included in a research protocol [ 1 ]. In this paper, we have explained a straightforward approach to writing a research study protocol.

None declared.

Chan   A-W , Tetzlaff   JM , Gøtzsche   PC , Altman   DG , Mann   H , Berlin   J , et al.    SPIRIT 2013 explanation and elaboration: guidance for protocols of clinical trials . BMJ   2013 ; 346 : e7586 .

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Designing a Case Study Protocol for Application in IS Research

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• Published in Pacific Asia Conference on… 2005

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A case study protocol is a structured framework designed to guide researchers in conducting rigorous and systematic case study research [1] [2] [3] [4] [5] . It serves as a roadmap for data collection, analysis, and interpretation, ensuring methodological rigor and reliability in the research process [2] . The protocol outlines specific steps and recommendations for researchers to follow when studying a particular case, especially in fields like operations management, climate risk analysis, translational research, and palliative care services [1] [3] [4] [5] . By providing a set of guidelines and procedures, a case study protocol helps researchers maintain consistency, reduce uncertainties, and enhance the quality of their findings [1] [4] . Overall, the protocol acts as a valuable tool for researchers to achieve robust and credible outcomes in their case study investigations [2] [5] .

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A case study is a research method that involves investigating a subject area and its contextual position . It allows for a holistic understanding of a thing within real-life contexts from the perspective of those involved . Case studies are used to study social movements and movement-related processes, distinguishing them from other research strategies . The case study method has historical origins in applied and natural sciences and is widely used in social science, political and cultural studies, sociology, and educational research . Case studies are crucial research tools that work in dialogue with other methodologies to identify real-world challenges and understand the systemic complexity of specific instances . They can elaborate on findings from other research, offer caveats, or raise new research questions . Overall, case studies are a method of inquiry that allows for a deep understanding of individual cases and are suited to research that asks "how" and "why" questions .

Case studies are conducted in various ways depending on the research objectives and the specific context being studied. They involve investigating a subject area and its related contextual position, such as cultural landscapes . Case studies can be used to understand the systemic complexity of specific instances and describe how things can happen in order to consider why . In industrial settings, case studies are well-planned experiments that provide a foundation for understanding how to carry out experiments and analyze the results . The case study approach allows for a holistic understanding of a thing within real-life contexts and is suited to research that asks "how" and "why" questions . In science education studies, case studies focus on one occurrence or a limited amount of occurrences of a given phenomenon to provide an in-depth interpretation of procedures, experiences, outcomes, and relationships .

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The Case Study Protocol

A case study protocol has only one thing in common with a survey question­naire: Both are directed at a single data point—either a single case (even if the case is part of a larger, multiple-case study) or a single respondent.

Beyond this similarity are major differences. The protocol is more than a questionnaire or instrument. First, the protocol contains the instrument but also contains the procedures and general rales to be followed in using the pro­tocol. Second, the protocol is directed at an entirely different party than that of a survey questionnaire, explained below. Third, having a case study protocol is desirable under all circumstances, but it is essential if you are doing a mul­tiple-case study.

The protocol is a major way of increasing the reliability of case study research and is intended to guide the investigator in carrying out the data col­lection from a single case (again, even if the single case is one of several in a multiple-case study). Figure 3.2 gives a table of contents from an illustrative protocol, which was used in a study of innovative law enforcement practices supported by federal funds. The practices had been defined earlier through a careful screening process (see later discussion in this chapter for more detail on “screening case study nominations”). Furthermore, because data were to be collected from 18 such cases as part of a multiple-case study, the information about any given case could not be collected in great depth, and thus the number of the case study questions was minimal.

As a general matter, a case study protocol should have the following sections:

• an overview of the case study project (project objectives and auspices, case study issues, and relevant readings about the topic being investigated),
• field procedures (presentation of credentials, access to the case study “sites,” language pertaining to the protection of human subjects, sources of data, and procedural reminders),
• case study questions (the specific questions that the case study investigator must keep in mind in collecting data, “table shells” for specific arrays of data, and the potential sources of information for answering each question—see Figure 3.3 for an example), and
• a guide for the case study report (outline, format for the data, use and presenta­tion of other documentation, and bibliographical information).

A quick glance at these topics will indicate why the protocol is so important. First, it keeps you targeted on the topic of the case study. Second, preparing the protocol forces you to anticipate several problems, including the way that the case study reports are to be completed. This means, for instance, that you will have to identify the audience for your case study report even before you have conducted your case study. Such forethought will help to avoid mismatches in the long run.

The table of contents of the illustrative protocol in Figure 3.2 reveals another important feature of the case study report: In this instance, the desired report starts by calling for a description of the innovative practice being studied (see item Cl in Figure 3.2)—and only later covers the agency context and history pertaining to the practice (see item C4). This choice reflects the fact that most investigators write too extensively on history and background conditions. While these are important, the description of the subject of the study—the innovative practice—needs more attention.

Each section of the protocol is discussed next.

1. Overview of the Case Study Project

The overview should cover the background information about the project, the substantive issues being investigated, and the relevant readings about the issues.

As for background information, every project has its own context and perspective. Some projects, for instance, are funded by government agencies having a general mission and clientele that need to be remembered in con­ducting the research. Other projects have broader theoretical concerns or are offshoots, of earlier research studies. Whatever the situation, this type of back­ground information, in summary form, belongs in the overview section.

A procedural element of this background section is a statement about the project which you can present to anyone who may want to know about the pro­ject, its purpose, and the people involved in conducting and sponsoring the project. This statement can even be accompanied by a letter of introduction, to be sent to all major interviewees and organizations that may be the subject of study. (See Figure 3.4 for an illustrative letter.) The bulk of the overview, how­ever, should be devoted to the substantive issues being investigated. This may include the rationale for selecting the case(s), the propositions or hypotheses being examined, and the broader theoretical or policy relevance of the inquiry. For all of these topics, relevant readings should be cited, and the essential read­ing materials should be made available to everyone on the case study team.

A good overview will communicate to the informed reader (that is, some­one familiar with the general topic of inquiry) the case study’s purpose and set­ting. Some of the materials (such as a summary describing the project) may be needed for other purposes anyway, so that writing the overview should be seen as a doubly worthwhile activity. In the same vein, a well-conceived overview even may later form the basis for the background and introduction to the final case study report.

2. Field Procedures

Chapter 1 has previously defined case studies as studies of events within their real-life context. This has important implications for defining and design­ing the case study, which have been discussed in Chapters 1 and 2.

For data collection, however, this characteristic of case studies also raises an important issue, for which properly designed field procedures are essential. You will be collecting data from people and institutions in their everyday situations, not within the controlled confines of a laboratory, the sanctity of a library, or the structured limitations of a survey questionnaire. In a case study, you must there­fore learn to integrate real-world events with the needs of the data collection plan. In this sense, you do not have the control over the data collection environment as others might have in using the other research methods discussed in Chapter 1.

Note that in a laboratory experiment, human “subjects” are solicited to enter into the laboratory—an environment controlled nearly entirely by the research investigator. The subject, within ethical and physical constraints, must follow the investigator’s instructions, which carefully prescribe the desired behavior. Similarly, the human “respondent” to a survey questionnaire cannot deviate from the agenda set by the questions. Therefore, the respondent’s behavior also is con­strained by the ground rules of the investigator. Naturally, the subject or respon­dent who does not wish to follow the prescribed behaviors may freely drop out of the experiment or survey. Finally, in the historical archive, pertinent documents may not always be available, but the investigator can inspect what exists at his or her own pace and at a time convenient to her or his schedule. In all three situa­tions, the research investigator closely controls the formal data collection activity.

Doing case studies involves an entirely different situation. For interviewing key persons, you must cater to the interviewee’s schedule and availability, not your own. The nature of the interview is much more open-ended, and an interviewee may not necessarily cooperate fully in sticking to your line of questions. Similarly, in making observations of real-life activities, you are intruding into the world of the subject being studied rather than the reverse; under these conditions, you are the one who may have to make special arrangements, to be able to act as an observer (or even as a participant- observer). As a result, your behavior—and not that of the subject or respon­dent—is the one likely to be constrained.

This contrasting process of doing data collection leads to the need to have explicit and well-planned field procedures encompassing guidelines for “cop­ing” behaviors. Imagine, for instance, sending a youngster to camp; because you do not know what to expect, the best preparation is to have the resources to be prepared. Case study field procedures should be the same way.

With the preceding orientation in mind, the field procedures of the protocol need to emphasize the major tasks in collecting data, including

• gaining access to key organizations or interviewees;
• having sufficient resources while in the field—including a personal computer, writing instruments, paper, paper clips, and a preestablished, quiet place to write notes privately;
• developing a procedure for calling for assistance and guidance, if needed, from other case study investigators or colleagues;
• making a clear schedule of the data collection activities that are expected to be completed within specified periods of time; and
• providing for unanticipated events, including changes in the availability of interview­ees as well as changes in the mood and motivation of the case study investigator.

These are the types of topics that can be included in the field procedures sec­tion of the protocol. Depending upon the type of study being done, the specific procedures will vary.

The more operational these procedures are, the better. To take but one minor issue as an example, case study data collection frequently results in the accu­mulation of numerous documents at the field site. The burden of carrying such bulky documents can be reduced by two procedures. First, the case study team may have had the foresight to bring large, prelabeled envelopes, to mail the documents back to the office rather than carry them. Second, field time may have been set aside for perusing the documents and then going to a local copier facility and copying only the few relevant pages of each document—and then returning the original documents to the informants at the field site. These and other operational details can enhance the overall quality and efficiency of case study data collection.

A final part of this portion of the protocol should carefully describe the procedures for protecting human subjects. First, the protocol should repeat the rationale for the IRB-approved field procedures. Then, the protocol should include the “scripted” words or instructions for the team to use in obtaining informed consent or otherwise informing case study interviewees and other participants of the risks and conditions associated with the research.

3. Case Study Questions

The heart of the protocol is a set of substantive questions reflecting your actual line of inquiry. Some people may consider this part of the protocol to be the case study “instrument.” However, two characteristics distinguish case study questions from those in a survey instrument. (Refer back to Figure 3.3 for an illustrative question from a study of a school program; the complete protocol included dozens of such questions.)

General orientation of questions. First, the questions are posed to you, the investigator, not to an interviewee. In this sense, the protocol is directed at an entirely different party than a survey instrument. The protocol’s questions, in essence, are your reminders regarding the information that needs to be col­lected, and why. In some instances, the specific questions also may serve as prompts in asking questions during a case study interview. However, the main purpose of the protocol’s questions is to keep the investigator on track as data collection proceeds.

Each question should be accompanied by a list of likely sources of evidence. Such sources may include the names of individual interviewees, documents, or observations. This crosswalk between the questions of interest and the likely sources of evidence is extremely helpful in collecting case study data. Before arriving on the case study scene, for instance, a case study investigator can quickly review the major questions that the data collection should cover.

(Again, these questions form the structure of the inquiry and are not intended as the literal questions to be asked of any given interviewee.)

Levels of questions. Second, the questions in the case study protocol should distinguish clearly among different types or levels of questions. The poten­tially relevant questions can, remarkably, occur at any of five levels:

Level 1: questions asked of specific interviewees;

Level 2: questions asked of the individual case (these are the questions in the case study protocol to be answered by the investigator during a single case, even when the single case is part of a larger, multiple-case study);

Level 3: questions asked of the pattern of findings across multiple cases;

Level 4: questions asked of an entire study—for example, calling on information beyond the case study evidence and including other literature or published data that may have been reviewed; and

Level 5: normative questions about policy recommendations and conclusions, going beyond the narrow scope of the study.

Of these five levels, you should concentrate heavily on Level 2 for the case study protocol.

The difference between Level 1 and Level 2 questions is highly significant. The two types of questions are most commonly confused because investigators think that their questions of inquiry (Level 2) are synonymous with the spe­cific questions they will ask in the field (Level 1). To disentangle these two levels in your own mind, think again about a detective, especially a wily one. The detective has in mind what the course of events in a crime might have been (Level 2), but the actual questions posed to any witness or suspect (Level 1) do not necessarily betray the detective’s thinking. The verbal line of inquiry is different from the mental line of inquiry, and this is the difference between Level 1 and Level 2 questions. For the case study protocol, explicitly articu­lating the Level 2 questions is therefore of much greater importance than any attempt to identify the Level 1 questions.

In the field, keeping in mind the Level 2 questions while simultaneously articulating Level 1 questions in conversing with an interviewee is not easy. In a like manner, you can lose sight of your Level 2 questions when examin­ing a detailed document that will become part of the case study evidence (the common revelation occurs when you ask yourself, “Why am I reading this document?”). To overcome these problems, successful participation in the earlier seminar training helps. Remember that being a “senior” investigator means maintaining a working knowledge of the entire case study inquiry. The (Level 2) questions in the case study protocol embody this inquiry.

The other levels also should be understood clearly. A cross-case question, for instance (Level 3), may be whether the larger school districts among your cases are more responsive than smaller school districts or whether complex bureaucratic structures make the larger districts more cumbersome and less responsive. However, this Level 3 question should not be part of the protocol for collecting data from the single case, because the single case only can address the responsiveness of a single school district. The Level 3 question cannot be addressed until the data from all the single cases (in a multiple-case study) are examined. Thus, only the multiple-case analysis can cover Level 3 questions. Similarly, the questions at Levels 4 and 5 also go well beyond any individual case study, and you should note this limitation if you include such questions in the case study protocol. Remember: The protocol is for the data collection from a single case (even when part of a multiple-case study) and is not intended to serve the entire project.

Undesired confusion between unit of data collection and unit of analysis. Related to the distinction between Level 1 and Level 2 questions, a more sub­tle and serious problem can arise in articulating the questions in the case study protocol. The questions should cater to the unit of analysis of the case study, which may be at a different level from the unit of data collection of the case study. Confusion will occur if, under these circumstances, the data collection process leads to an (undesirable) distortion of the unit of analysis.

The common confusion begins because the data collection sources may be individual people (e.g., interviews with individuals), whereas the unit of analy­sis of your case study may be a collective (e.g., the organization to which the individual belongs)—a frequent design when the case study is about an orga­nization, community, or social group. Even though your data collection may have to rely heavily on information from individual interviewees, your con­clusions cannot be based entirely on interviews as a source of information (you would then have collected information about individuals’ reports about the organization, not necessarily about organizational events as they actually had occurred). In this example, the protocol questions therefore need to be about the organization, not the individual.

However, the reverse situation also can be true. Your case study may be about an individual, but the sources of information can include archival records (e.g., personnel files or student records) from an organization. In this situation, you also would want to avoid basing your conclusions about the individual from the organizational sources of information only. In this example, the protocol ques­tions therefore need to be about the individual, not the organization.

Figure 3.5 illustrates these two situations, where the unit of analysis for the case study is different from the unit of data collection.

Other data collection devices. The protocol questions also can include empty “table shells” (for more detail, see Miles & Huberman, 1994). These are the outlines of a table, defining precisely the “rows” and “columns” of a data array—but in the absence of having the actual data. In this sense, the table shell indicates the data to be collected, and your job is to collect the data called forth by the table. Such table shells help in several ways. First, the table shells force you to identify exactly what data are being sought. Second, they ensure that parallel information will be collected at different sites, where a multiple- case design is being used. Finally, the table shells aid in understanding what will be done with the data once they have been collected.

4. Guide for the Case Study Report

This element is generally missing in most case study plans. Investigators neglect to think about the outline, format, or audience for the case study report until after the data have been collected. Yet, some planning at this preparatory stage—admittedly out of sequence in the typical conduct of most research— means that a tentative outline can (and should) appear in the case study protocol. (Such planning accounts for the arrow between “prepare” and “share” in the figure at the outset of this chapter.)

Again, one reason for the traditional, linear sequence is related to practices with other research methods. One does not worry about the report from an exper­iment until after the experiment has been completed, because the format of the report and its likely audience already have been dictated by the conventional for­mats of academic journals. Most reports of experiments follow a similar outline: the posing of the research questions and hypotheses; a description of the research design, apparatus, and data collection procedures; the presentation of the data collected; the analysis of the data; and a discussion of findings and conclusions.

Unfortunately, case study reports do not have such a uniformly acceptable outline. Nor, in many instances, do case study reports end up in journals (Feagin et al., 1991, pp. 269-273). For this reason, each investigator must be concerned, throughout the conduct of a case study, with the design of the final case study report. The problem is not easy to deal with.

In addition, the protocol also can indicate the extent of documentation for the case study report. Properly done, the data collection is likely to lead to large amounts of documentary evidence, in the form of published reports, publica­tions, memoranda, and other documents collected about the case. What is to be done with this documentation, for later presentation? In most studies, the docu­ments are filed away and seldom retrieved. Yet, this documentation is an impor­tant part of the “database” for a case study (see Chapter 4) and should not be ignored until after the case study has been completed. One possibility is to have the case study report include an annotated bibliography in which each of the available documents is itemized. The annotations would help a reader (or the investigator, at some later date) to know which documents might be relevant for further inquiry.

In summary, to the extent possible, the basic outline of the case study report should be part of the protocol. This will facilitate the collection of relevant data, in the appropriate format, and will reduce the possibility that a return visit to the case study site will be necessary. At the same time, the existence of such an outline should not imply rigid adherence to a predesigned protocol. In fact, case study plans can change as a result of the initial data collection, and you are encouraged to consider these flexibilities—if used properly and with­out bias—to be an advantage of the case study method.

EXERCISE 3.4 Developing a Case Study Protocol

Select some phenomenon in need of explanation from the everyday life of your university or school (past or present). Illustrative topics might be, for example, why the university or school changed some policy or how it makes decisions about its curriculum requirements. For these illustrative topics (or some topics of your own choosing), design a case study protocol to collect the information needed to make an adequate explanation. What would be your main research questions or propositions? What specific sources of data would you seek (e.g., persons to be interviewed, documents to be sought, and field observations to be made)? Would your protocol be sufficient in guiding you through the entire process of doing your case study?

Source: Yin K Robert (2008), Case Study Research Designs and Methods , SAGE Publications, Inc; 4th edition.

13 Aug 2021

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Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review

Margarithe charlotte schlunegger.

1 Department of Health Professions, Applied Research & Development in Nursing, Bern University of Applied Sciences, Bern, Switzerland

2 Faculty of Health, School of Nursing Science, Witten/Herdecke University, Witten, Germany

Maya Zumstein-Shaha

Rebecca palm.

3 Department of Health Care Research, Carl von Ossietzky University Oldenburg, Oldenburg, Germany

Associated Data

Supplemental material, sj-docx-1-wjn-10.1177_01939459241263011 for Methodologic and Data-Analysis Triangulation in Case Studies: A Scoping Review by Margarithe Charlotte Schlunegger, Maya Zumstein-Shaha and Rebecca Palm in Western Journal of Nursing Research

We sought to explore the processes of methodologic and data-analysis triangulation in case studies using the example of research on nurse practitioners in primary health care.

Design and methods:

We conducted a scoping review within Arksey and O’Malley’s methodological framework, considering studies that defined a case study design and used 2 or more data sources, published in English or German before August 2023.

Data sources:

The databases searched were MEDLINE and CINAHL, supplemented with hand searching of relevant nursing journals. We also examined the reference list of all the included studies.

In total, 63 reports were assessed for eligibility. Ultimately, we included 8 articles. Five studies described within-method triangulation, whereas 3 provided information on between/across-method triangulation. No study reported within-method triangulation of 2 or more quantitative data-collection procedures. The data-collection procedures were interviews, observation, documentation/documents, service records, and questionnaires/assessments. The data-analysis triangulation involved various qualitative and quantitative methods of analysis. Details about comparing or contrasting results from different qualitative and mixed-methods data were lacking.

Conclusions:

Various processes for methodologic and data-analysis triangulation are described in this scoping review but lack detail, thus hampering standardization in case study research, potentially affecting research traceability. Triangulation is complicated by terminological confusion. To advance case study research in nursing, authors should reflect critically on the processes of triangulation and employ existing tools, like a protocol or mixed-methods matrix, for transparent reporting. The only existing reporting guideline should be complemented with directions on methodologic and data-analysis triangulation.

Case study research is defined as “an empirical method that investigates a contemporary phenomenon (the ‘case’) in depth and within its real-world context, especially when the boundaries between phenomenon and context may not be clearly evident. A case study relies on multiple sources of evidence, with data needing to converge in a triangulating fashion.” 1 (p15) This design is described as a stand-alone research approach equivalent to grounded theory and can entail single and multiple cases. 1 , 2 However, case study research should not be confused with single clinical case reports. “Case reports are familiar ways of sharing events of intervening with single patients with previously unreported features.” 3 (p107) As a methodology, case study research encompasses substantially more complexity than a typical clinical case report. 1 , 3

A particular characteristic of case study research is the use of various data sources, such as quantitative data originating from questionnaires as well as qualitative data emerging from interviews, observations, or documents. Therefore, a case study always draws on multiple sources of evidence, and the data must converge in a triangulating manner. 1 When using multiple data sources, a case or cases can be examined more convincingly and accurately, compensating for the weaknesses of the respective data sources. 1 Another characteristic is the interaction of various perspectives. This involves comparing or contrasting perspectives of people with different points of view, eg, patients, staff, or leaders. 4 Through triangulation, case studies contribute to the completeness of the research on complex topics, such as role implementation in clinical practice. 1 , 5 Triangulation involves a combination of researchers from various disciplines, of theories, of methods, and/or of data sources. By creating connections between these sources (ie, investigator, theories, methods, data sources, and/or data analysis), a new understanding of the phenomenon under study can be obtained. 6 , 7

This scoping review focuses on methodologic and data-analysis triangulation because concrete procedures are missing, eg, in reporting guidelines. Methodologic triangulation has been called methods, mixed methods, or multimethods. 6 It can encompass within-method triangulation and between/across-method triangulation. 7 “Researchers using within-method triangulation use at least 2 data-collection procedures from the same design approach.” 6 (p254) Within-method triangulation is either qualitative or quantitative but not both. Therefore, within-method triangulation can also be considered data source triangulation. 8 In contrast, “researchers using between/across-method triangulation employ both qualitative and quantitative data-collection methods in the same study.” 6 (p254) Hence, methodologic approaches are combined as well as various data sources. For this scoping review, the term “methodologic triangulation” is maintained to denote between/across-method triangulation. “Data-analysis triangulation is the combination of 2 or more methods of analyzing data.” 6 (p254)

Although much has been published on case studies, there is little consensus on the quality of the various data sources, the most appropriate methods, or the procedures for conducting methodologic and data-analysis triangulation. 5 According to the EQUATOR (Enhancing the QUAlity and Transparency Of health Research) clearinghouse for reporting guidelines, one standard exists for organizational case studies. 9 Organizational case studies provide insights into organizational change in health care services. 9 Rodgers et al 9 pointed out that, although high-quality studies are being funded and published, they are sometimes poorly articulated and methodologically inadequate. In the reporting checklist by Rodgers et al, 9 a description of the data collection is included, but reporting directions on methodologic and data-analysis triangulation are missing. Therefore, the purpose of this study was to examine the process of methodologic and data-analysis triangulation in case studies. Accordingly, we conducted a scoping review to elicit descriptions of and directions for triangulation methods and analysis, drawing on case studies of nurse practitioners (NPs) in primary health care as an example. Case studies are recommended to evaluate the implementation of new roles in (primary) health care, such as that of NPs. 1 , 5 Case studies on new role implementation can generate a unique and in-depth understanding of specific roles (individual), teams (smaller groups), family practices or similar institutions (organization), and social and political processes in health care systems. 1 , 10 The integration of NPs into health care systems is at different stages of progress around the world. 11 Therefore, studies are needed to evaluate this process.

The methodological framework by Arksey and O’Malley 12 guided this scoping review. We examined the current scientific literature on the use of methodologic and data-analysis triangulation in case studies on NPs in primary health care. The review process included the following stages: (1) establishing the research question; (2) identifying relevant studies; (3) selecting the studies for inclusion; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consulting experts in the field. 12 Stage 6 was not performed due to a lack of financial resources. The reporting of the review followed the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Review) guideline by Tricco et al 13 (guidelines for reporting systematic reviews and meta-analyses [ Supplementary Table A ]). Scoping reviews are not eligible for registration in PROSPERO.

Stage 1: Establishing the Research Question

The aim of this scoping review was to examine the process of triangulating methods and analysis in case studies on NPs in primary health care to improve the reporting. We sought to answer the following question: How have methodologic and data-analysis triangulation been conducted in case studies on NPs in primary health care? To answer the research question, we examined the following elements of the selected studies: the research question, the study design, the case definition, the selected data sources, and the methodologic and data-analysis triangulation.

Stage 2: Identifying Relevant Studies

A systematic database search was performed in the MEDLINE (via PubMed) and CINAHL (via EBSCO) databases between July and September 2020 to identify relevant articles. The following terms were used as keyword search strategies: (“Advanced Practice Nursing” OR “nurse practitioners”) AND (“primary health care” OR “Primary Care Nursing”) AND (“case study” OR “case studies”). Searches were limited to English- and German-language articles. Hand searches were conducted in the journals Nursing Inquiry , BMJ Open , and BioMed Central ( BMC ). We also screened the reference lists of the studies included. The database search was updated in August 2023. The complete search strategy for all the databases is presented in Supplementary Table B .

Stage 3: Selecting the Studies

Inclusion and exclusion criteria.

We used the inclusion and exclusion criteria reported in Table 1 . We included studies of NPs who had at least a master’s degree in nursing according to the definition of the International Council of Nurses. 14 This scoping review considered studies that were conducted in primary health care practices in rural, urban, and suburban regions. We excluded reviews and study protocols in which no data collection had occurred. Articles were included without limitations on the time period or country of origin.

Inclusion and Exclusion Criteria.

Screening process

After the search, we collated and uploaded all the identified records into EndNote v.X8 (Clarivate Analytics, Philadelphia, Pennsylvania) and removed any duplicates. Two independent reviewers (MCS and SA) screened the titles and abstracts for assessment in line with the inclusion criteria. They retrieved and assessed the full texts of the selected studies while applying the inclusion criteria. Any disagreements about the eligibility of studies were resolved by discussion or, if no consensus could be reached, by involving experienced researchers (MZ-S and RP).

Stages 4 and 5: Charting the Data and Collating, Summarizing, and Reporting the Results

The first reviewer (MCS) extracted data from the selected publications. For this purpose, an extraction tool developed by the authors was used. This tool comprised the following criteria: author(s), year of publication, country, research question, design, case definition, data sources, and methodologic and data-analysis triangulation. First, we extracted and summarized information about the case study design. Second, we narratively summarized the way in which the data and methodological triangulation were described. Finally, we summarized the information on within-case or cross-case analysis. This process was performed using Microsoft Excel. One reviewer (MCS) extracted data, whereas another reviewer (SA) cross-checked the data extraction, making suggestions for additions or edits. Any disagreements between the reviewers were resolved through discussion.

A total of 149 records were identified in 2 databases. We removed 20 duplicates and screened 129 reports by title and abstract. A total of 46 reports were assessed for eligibility. Through hand searches, we identified 117 additional records. Of these, we excluded 98 reports after title and abstract screening. A total of 17 reports were assessed for eligibility. From the 2 databases and the hand search, 63 reports were assessed for eligibility. Ultimately, we included 8 articles for data extraction. No further articles were included after the reference list screening of the included studies. A PRISMA flow diagram of the study selection and inclusion process is presented in Figure 1 . As shown in Tables 2 and ​ and3, 3 , the articles included in this scoping review were published between 2010 and 2022 in Canada (n = 3), the United States (n = 2), Australia (n = 2), and Scotland (n = 1).

PRISMA flow diagram.

Characteristics of Articles Included.

Overview of Within-Method, Between/Across-Method, and Data-Analysis Triangulation.

Research Question, Case Definition, and Case Study Design

The following sections describe the research question, case definition, and case study design. Case studies are most appropriate when asking “how” or “why” questions. 1 According to Yin, 1 how and why questions are explanatory and lead to the use of case studies, histories, and experiments as the preferred research methods. In 1 study from Canada, eg, the following research question was presented: “How and why did stakeholders participate in the system change process that led to the introduction of the first nurse practitioner-led Clinic in Ontario?” (p7) 19 Once the research question has been formulated, the case should be defined and, subsequently, the case study design chosen. 1 In typical case studies with mixed methods, the 2 types of data are gathered concurrently in a convergent design and the results merged to examine a case and/or compare multiple cases. 10

“How” or “why” questions were found in 4 studies. 16 , 17 , 19 , 22 Two studies additionally asked “what” questions. Three studies described an exploratory approach, and 1 study presented an explanatory approach. Of these 4 studies, 3 studies chose a qualitative approach 17 , 19 , 22 and 1 opted for mixed methods with a convergent design. 16

In the remaining studies, either the research questions were not clearly stated or no “how” or “why” questions were formulated. For example, “what” questions were found in 1 study. 21 No information was provided on exploratory, descriptive, and explanatory approaches. Schadewaldt et al 21 chose mixed methods with a convergent design.

Case definition and case study design

A total of 5 studies defined the case as an organizational unit. 17 , 18 - 20 , 22 Of the 8 articles, 4 reported multiple-case studies. 16 , 17 , 22 , 23 Another 2 publications involved single-case studies. 19 , 20 Moreover, 2 publications did not state the case study design explicitly.

Within-Method Triangulation

This section describes within-method triangulation, which involves employing at least 2 data-collection procedures within the same design approach. 6 , 7 This can also be called data source triangulation. 8 Next, we present the single data-collection procedures in detail. In 5 studies, information on within-method triangulation was found. 15 , 17 - 19 , 22 Studies describing a quantitative approach and the triangulation of 2 or more quantitative data-collection procedures could not be included in this scoping review.

Qualitative approach

Five studies used qualitative data-collection procedures. Two studies combined face-to-face interviews and documents. 15 , 19 One study mixed in-depth interviews with observations, 18 and 1 study combined face-to-face interviews and documentation. 22 One study contained face-to-face interviews, observations, and documentation. 17 The combination of different qualitative data-collection procedures was used to present the case context in an authentic and complex way, to elicit the perspectives of the participants, and to obtain a holistic description and explanation of the cases under study.

All 5 studies used qualitative interviews as the primary data-collection procedure. 15 , 17 - 19 , 22 Face-to-face, in-depth, and semi-structured interviews were conducted. The topics covered in the interviews included processes in the introduction of new care services and experiences of barriers and facilitators to collaborative work in general practices. Two studies did not specify the type of interviews conducted and did not report sample questions. 15 , 18

In 2 studies, qualitative observations were carried out. 17 , 18 During the observations, the physical design of the clinical patients’ rooms and office spaces was examined. 17 Hungerford et al 18 did not explain what information was collected during the observations. In both studies, the type of observation was not specified. Observations were generally recorded as field notes.

Public documents

In 3 studies, various qualitative public documents were studied. 15 , 19 , 22 These documents included role description, education curriculum, governance frameworks, websites, and newspapers with information about the implementation of the role and general practice. Only 1 study failed to specify the type of document and the collected data. 15

Electronic health records

In 1 study, qualitative documentation was investigated. 17 This included a review of dashboards (eg, provider productivity reports or provider quality dashboards in the electronic health record) and quality performance reports (eg, practice-wide or co-management team-wide performance reports).

Between/Across-Method Triangulation

This section describes the between/across methods, which involve employing both qualitative and quantitative data-collection procedures in the same study. 6 , 7 This procedure can also be denoted “methodologic triangulation.” 8 Subsequently, we present the individual data-collection procedures. In 3 studies, information on between/across triangulation was found. 16 , 20 , 21

Three studies used qualitative and quantitative data-collection procedures. One study combined face-to-face interviews, documentation, and self-assessments. 16 One study employed semi-structured interviews, direct observation, documents, and service records, 20 and another study combined face-to-face interviews, non-participant observation, documents, and questionnaires. 23

All 3 studies used qualitative interviews as the primary data-collection procedure. 16 , 20 , 23 Face-to-face and semi-structured interviews were conducted. In the interviews, data were collected on the introduction of new care services and experiences of barriers to and facilitators of collaborative work in general practices.

In 2 studies, direct and non-participant qualitative observations were conducted. 20 , 23 During the observations, the interaction between health professionals or the organization and the clinical context was observed. Observations were generally recorded as field notes.

In 2 studies, various qualitative public documents were examined. 20 , 23 These documents included role description, newspapers, websites, and practice documents (eg, flyers). In the documents, information on the role implementation and role description of NPs was collected.

Individual journals

In 1 study, qualitative individual journals were studied. 16 These included reflective journals from NPs, who performed the role in primary health care.

Service records

Only 1 study involved quantitative service records. 20 These service records were obtained from the primary care practices and the respective health authorities. They were collected before and after the implementation of an NP role to identify changes in patients’ access to health care, the volume of patients served, and patients’ use of acute care services.

Questionnaires/Assessment

In 2 studies, quantitative questionnaires were used to gather information about the teams’ satisfaction with collaboration. 16 , 21 In 1 study, 3 validated scales were used. The scales measured experience, satisfaction, and belief in the benefits of collaboration. 21 Psychometric performance indicators of these scales were provided. However, the time points of data collection were not specified; similarly, whether the questionnaires were completed online or by hand was not mentioned. A competency self-assessment tool was used in another study. 16 The assessment comprised 70 items and included topics such as health promotion, protection, disease prevention and treatment, the NP-patient relationship, the teaching-coaching function, the professional role, managing and negotiating health care delivery systems, monitoring and ensuring the quality of health care practice, and cultural competence. Psychometric performance indicators were provided. The assessment was completed online with 2 measurement time points (pre self-assessment and post self-assessment).

Data-Analysis Triangulation

This section describes data-analysis triangulation, which involves the combination of 2 or more methods of analyzing data. 6 Subsequently, we present within-case analysis and cross-case analysis.

Mixed-methods analysis

Three studies combined qualitative and quantitative methods of analysis. 16 , 20 , 21 Two studies involved deductive and inductive qualitative analysis, and qualitative data were analyzed thematically. 20 , 21 One used deductive qualitative analysis. 16 The method of analysis was not specified in the studies. Quantitative data were analyzed using descriptive statistics in 3 studies. 16 , 20 , 23 The descriptive statistics comprised the calculation of the mean, median, and frequencies.

Qualitative methods of analysis

Two studies combined deductive and inductive qualitative analysis, 19 , 22 and 2 studies only used deductive qualitative analysis. 15 , 18 Qualitative data were analyzed thematically in 1 study, 22 and data were treated with content analysis in the other. 19 The method of analysis was not specified in the 2 studies.

Within-case analysis

In 7 studies, a within-case analysis was performed. 15 - 20 , 22 Six studies used qualitative data for the within-case analysis, and 1 study employed qualitative and quantitative data. Data were analyzed separately, consecutively, or in parallel. The themes generated from qualitative data were compared and then summarized. The individual cases were presented mostly as a narrative description. Quantitative data were integrated into the qualitative description with tables and graphs. Qualitative and quantitative data were also presented as a narrative description.

Cross-case analyses

Of the multiple-case studies, 5 carried out cross-case analyses. 15 - 17 , 20 , 22 Three studies described the cross-case analysis using qualitative data. Two studies reported a combination of qualitative and quantitative data for the cross-case analysis. In each multiple-case study, the individual cases were contrasted to identify the differences and similarities between the cases. One study did not specify whether a within-case or a cross-case analysis was conducted. 23

Confirmation or contradiction of data

This section describes confirmation or contradiction through qualitative and quantitative data. 1 , 4 Qualitative and quantitative data were reported separately, with little connection between them. As a result, the conclusions on neither the comparisons nor the contradictions could be clearly determined.

Confirmation or contradiction among qualitative data

In 3 studies, the consistency of the results of different types of qualitative data was highlighted. 16 , 19 , 21 In particular, documentation and interviews or interviews and observations were contrasted:

• Confirmation between interviews and documentation: The data from these sources corroborated the existence of a common vision for an NP-led clinic. 19
• Confirmation among interviews and observation: NPs experienced pressure to find and maintain their position within the existing system. Nurse practitioners and general practitioners performed complete episodes of care, each without collaborative interaction. 21
• Contradiction among interviews and documentation: For example, interviewees mentioned that differentiating the scope of practice between NPs and physicians is difficult as there are too many areas of overlap. However, a clear description of the scope of practice for the 2 roles was provided. 21

Confirmation through a combination of qualitative and quantitative data

Both types of data showed that NPs and general practitioners wanted to have more time in common to discuss patient cases and engage in personal exchanges. 21 In addition, the qualitative and quantitative data confirmed the individual progression of NPs from less competent to more competent. 16 One study pointed out that qualitative and quantitative data obtained similar results for the cases. 20 For example, integrating NPs improved patient access by increasing appointment availability.

Contradiction through a combination of qualitative and quantitative data

Although questionnaire results indicated that NPs and general practitioners experienced high levels of collaboration and satisfaction with the collaborative relationship, the qualitative results drew a more ambivalent picture of NPs’ and general practitioners’ experiences with collaboration. 21

Research Question and Design

The studies included in this scoping review evidenced various research questions. The recommended formats (ie, how or why questions) were not applied consistently. Therefore, no case study design should be applied because the research question is the major guide for determining the research design. 2 Furthermore, case definitions and designs were applied variably. The lack of standardization is reflected in differences in the reporting of these case studies. Generally, case study research is viewed as allowing much more freedom and flexibility. 5 , 24 However, this flexibility and the lack of uniform specifications lead to confusion.

Methodologic Triangulation

Methodologic triangulation, as described in the literature, can be somewhat confusing as it can refer to either data-collection methods or research designs. 6 , 8 For example, methodologic triangulation can allude to qualitative and quantitative methods, indicating a paradigmatic connection. Methodologic triangulation can also point to qualitative and quantitative data-collection methods, analysis, and interpretation without specific philosophical stances. 6 , 8 Regarding “data-collection methods with no philosophical stances,” we would recommend using the wording “data source triangulation” instead. Thus, the demarcation between the method and the data-collection procedures will be clearer.

Within-Method and Between/Across-Method Triangulation

Yin 1 advocated the use of multiple sources of evidence so that a case or cases can be investigated more comprehensively and accurately. Most studies included multiple data-collection procedures. Five studies employed a variety of qualitative data-collection procedures, and 3 studies used qualitative and quantitative data-collection procedures (mixed methods). In contrast, no study contained 2 or more quantitative data-collection procedures. In particular, quantitative data-collection procedures—such as validated, reliable questionnaires, scales, or assessments—were not used exhaustively. The prerequisites for using multiple data-collection procedures are availability, the knowledge and skill of the researcher, and sufficient financial funds. 1 To meet these prerequisites, research teams consisting of members with different levels of training and experience are necessary. Multidisciplinary research teams need to be aware of the strengths and weaknesses of different data sources and collection procedures. 1

Qualitative methods of analysis and results

When using multiple data sources and analysis methods, it is necessary to present the results in a coherent manner. Although the importance of multiple data sources and analysis has been emphasized, 1 , 5 the description of triangulation has tended to be brief. Thus, traceability of the research process is not always ensured. The sparse description of the data-analysis triangulation procedure may be due to the limited number of words in publications or the complexity involved in merging the different data sources.

Only a few concrete recommendations regarding the operationalization of the data-analysis triangulation with the qualitative data process were found. 25 A total of 3 approaches have been proposed 25 : (1) the intuitive approach, in which researchers intuitively connect information from different data sources; (2) the procedural approach, in which each comparative or contrasting step in triangulation is documented to ensure transparency and replicability; and (3) the intersubjective approach, which necessitates a group of researchers agreeing on the steps in the triangulation process. For each case study, one of these 3 approaches needs to be selected, carefully carried out, and documented. Thus, in-depth examination of the data can take place. Farmer et al 25 concluded that most researchers take the intuitive approach; therefore, triangulation is not clearly articulated. This trend is also evident in our scoping review.

Mixed-methods analysis and results

Few studies in this scoping review used a combination of qualitative and quantitative analysis. However, creating a comprehensive stand-alone picture of a case from both qualitative and quantitative methods is challenging. Findings derived from different data types may not automatically coalesce into a coherent whole. 4 O’Cathain et al 26 described 3 techniques for combining the results of qualitative and quantitative methods: (1) developing a triangulation protocol; (2) following a thread by selecting a theme from 1 component and following it across the other components; and (3) developing a mixed-methods matrix.

The most detailed description of the conducting of triangulation is the triangulation protocol. The triangulation protocol takes place at the interpretation stage of the research process. 26 This protocol was developed for multiple qualitative data but can also be applied to a combination of qualitative and quantitative data. 25 , 26 It is possible to determine agreement, partial agreement, “silence,” or dissonance between the results of qualitative and quantitative data. The protocol is intended to bring together the various themes from the qualitative and quantitative results and identify overarching meta-themes. 25 , 26

The “following a thread” technique is used in the analysis stage of the research process. To begin, each data source is analyzed to identify the most important themes that need further investigation. Subsequently, the research team selects 1 theme from 1 data source and follows it up in the other data source, thereby creating a thread. The individual steps of this technique are not specified. 26 , 27

A mixed-methods matrix is used at the end of the analysis. 26 All the data collected on a defined case are examined together in 1 large matrix, paying attention to cases rather than variables or themes. In a mixed-methods matrix (eg, a table), the rows represent the cases for which both qualitative and quantitative data exist. The columns show the findings for each case. This technique allows the research team to look for congruency, surprises, and paradoxes among the findings as well as patterns across multiple cases. In our review, we identified only one of these 3 approaches in the study by Roots and MacDonald. 20 These authors mentioned that a causal network analysis was performed using a matrix. However, no further details were given, and reference was made to a later publication. We could not find this publication.

Case Studies in Nursing Research and Recommendations

Because it focused on the implementation of NPs in primary health care, the setting of this scoping review was narrow. However, triangulation is essential for research in this area. This type of research was found to provide a good basis for understanding methodologic and data-analysis triangulation. Despite the lack of traceability in the description of the data and methodological triangulation, we believe that case studies are an appropriate design for exploring new nursing roles in existing health care systems. This is evidenced by the fact that case study research is widely used in many social science disciplines as well as in professional practice. 1 To strengthen this research method and increase the traceability in the research process, we recommend using the reporting guideline and reporting checklist by Rodgers et al. 9 This reporting checklist needs to be complemented with methodologic and data-analysis triangulation. A procedural approach needs to be followed in which each comparative step of the triangulation is documented. 25 A triangulation protocol or a mixed-methods matrix can be used for this purpose. 26 If there is a word limit in a publication, the triangulation protocol or mixed-methods matrix needs to be identified. A schematic representation of methodologic and data-analysis triangulation in case studies can be found in Figure 2 .

Schematic representation of methodologic and data-analysis triangulation in case studies (own work).

Limitations

This study suffered from several limitations that must be acknowledged. Given the nature of scoping reviews, we did not analyze the evidence reported in the studies. However, 2 reviewers independently reviewed all the full-text reports with respect to the inclusion criteria. The focus on the primary care setting with NPs (master’s degree) was very narrow, and only a few studies qualified. Thus, possible important methodological aspects that would have contributed to answering the questions were omitted. Studies describing the triangulation of 2 or more quantitative data-collection procedures could not be included in this scoping review due to the inclusion and exclusion criteria.

Conclusions

Given the various processes described for methodologic and data-analysis triangulation, we can conclude that triangulation in case studies is poorly standardized. Consequently, the traceability of the research process is not always given. Triangulation is complicated by the confusion of terminology. To advance case study research in nursing, we encourage authors to reflect critically on methodologic and data-analysis triangulation and use existing tools, such as the triangulation protocol or mixed-methods matrix and the reporting guideline checklist by Rodgers et al, 9 to ensure more transparent reporting.

Supplemental Material

Acknowledgments.

The authors thank Simona Aeschlimann for her support during the screening process.

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Supplemental Material: Supplemental material for this article is available online.

• November 5 - 8, 2024

OEM Summit - Session I: The Value of OEM Repair Information

Thursday, November 7 • 12:30 PM - 1:30 PM PT

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Description

How procedure development and testing play a critical role in safe, proper repairs.

The OEM Summit offers attendees the opportunity to learn how vehicles, materials, technologies, and trends are evolving in ways that will impact repair processes and repair businesses. 

Collision repair centers have an increasing responsibility around proper repairs that follow prescribed repair process. In this presentation and panel discussion, members of the Rivian Research, Engineering, Service and Collision teams present on the process an automaker undertakes to research, develop, validate and publish new repair procedures for the industry. The case study will focus on the developmental life cycle of the front frame rail section concept. Through field data it was determined that the front frame rail could incur damage even in low-speed impact, and that the market would benefit from a safe, and cost-effective alternative to a complete “skateboard” replacement.

Rivian embarked on an intensive validation process to develop and test solutions that would ensure the vehicle owner would receive a repair that met specific safety and performance aspects. Audience members will gain better understanding of how automakers prioritize procedure development and timing, and how rigorous testing protocol can create greater efficiency in similar future procedure developments throughout the vehicle. The panel will give a unique overview of testing methodology, in many cases mirroring the protocol used in the manufacturing process, and will depict the timeline of approval with unique visual examples. Understand the consequences of improper repairs, and the process to validate the outcome of misplaced welds, incorrect cut or section locations, and effect on non-visible structural aspects of the vehicle.  

Join presenters: David Sosa, Dan Black and Kelly Logan of Rivian in a unique look into the depth and complexity that goes into developing the OEM repair information available to the collision repair industry today.

Click here to register , and add to your My Show Planner calendar.

Event Information

Cost: Early bird (by Sept 27) = $75| Standard (after Sept 27) = $100   

Show Session ID: OEM1

• SCRS: Repairer Driven Education

Case study protocol is a formal document capturing the entire set of procedures involved in the collection of empirical material . It extends direction to researchers for gathering evidences, empirical material analysis, and case study reporting . This section includes a step-by-step guide that is used for the execution of the actual study.

Case study protocol Field phase a. Contact b. Interact Reporting phase a. Case study reporting Foundation Phase This is the first and foremost step in conducting the case study. This phase is based on some considerations that research stu-dents should carefully look into. If there is ambiguity in under-

A Case Study Protocol (CSP) is a set of guidelines that can be used to structure and govern a. case research project (Yin 1994). It therefore outlines the procedures and rules governing the. conduct of researcher(s) before, during and after a case research project. In addition, a case.

The link between the purpose of the study and the data to be collected is explained in a case study protocol based on the templates suggested by Yin (2009) and Brereton et al. (2008), which is ...

However, measures and test procedures related to research reliability appear underrepresented within analyzed articles.,As shown by the presented results, there is a need for more significant reporting of the procedures used related to research reliability. Toward this, the features of a robust case study protocol are defined and discussed.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, 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.

Designing and Conducting Case Studies. This guide examines case studies, a form of qualitative descriptive research that is used to look at individuals, a small group of participants, or a group as a whole. Researchers collect data about participants using participant and direct observations, interviews, protocols, tests, examinations of ...

A case study is one of the most commonly used methodologies of social research. This article attempts to look into the various dimensions of a case study research strategy, the different epistemological strands which determine the particular case study type and approach adopted in the field, discusses the factors which can enhance the effectiveness of a case study research, and the debate ...

Case study protocols Case study protocol is a formal document capturing the entire set of procedures involved in the collection of empirical material (Yin, 2009). It extends direction to researchers for gathering evidences, empirical material analysis, and case study reporting (Yin, 1994). This section includes a step-bystep guide that is used ...

The research protocol is a document that describes the background, rationale, objective (s), design, methodology, statistical considerations and organization of a clinical trial. It is a document that outlines the clinical research study plan. Furthermore, the research protocol should be designed to provide a satisfactory answer to the research ...

Open in a separate window. First section: Description of the core center, contacts of the investigator/s, quantification of the involved centers. A research protocol must start from the definition of the coordinator of the whole study: all the details of the main investigator must be reported in the first paragraph.

Case Study Protocol NCPI Project 5.1. Introduction. Project 5.1 of the National Center for Postsecondary Improvement is primarily responsible for researching the dynamics and effects of the assessment policies and practices of regional accrediting associations and state governments. More specifically, the project focuses on the relationships ...

The case study protocol defines the procedures and general rules to be followed using the protocol (Yin, 2009). Yin (2009) reminds the researcher that the protocol is a major way of increasing the reliability of case study research and is intended to guide the researcher in carrying out data collection from a single case. The case study ...

In order to undertake a series of case studies aimed at investigating systematic literature reviews, we have developed a case study protocol template. This paper introduces the template and discusses our experiences of using the template and the resulting case study protocol. We suggest that using our template to prepare a protocol and using the protocol for case study planning can improve the ...

A study protocol is an essential part of a research project. It describes the study in detail to allow all members of the team to know and adhere to the steps of the methodology. Most funders, such as the NHS Health Research Authority in the United Kingdom, encourage researchers to publish their study protocols to create a record of the ...

A case report is a detailed report of the symptoms, signs, diagnosis, treatment, and follow-up of an individual patient. Case reports usually describe an unusual or novel occurrence and as such, remain one of the cornerstones of medical progress and provide many new ideas in medicine. Some reports contain an extensive review of the relevant ...

The guide for the case study report is often omitted from case study plans because investigators view the reporting phase as being far in the future. Yin (1994) proposed that the report is planned at the start. Case studies do not have a widely accepted reporting format - hence the experience of the investigator is a key factor (Tellis, 1997).

REVIEWING CASE STUDIES A.1 DESIGN OF THE CASE STUDY 1. What is the case and its units of analysis? 2. Areclearobjectives,preliminaryresearchquestions,hypotheses(ifany)defined ... Is data collected according to the case study protocol? 17. Is the observed phenomenon correctly implemented (e.g., to what extent is a design method under study ...

A set of guidelines that may be used by researchers in the development of Case Study Protocols are presented, which are an integral part of the case research design and contains the procedures for conducting the research, the research instrument itself, and the guidelines for data analysis. A review of the literature has shown that there is a growing call for the use of the case research ...

A case study protocol is a structured framework designed to guide researchers in conducting rigorous and systematic case study research. It serves as a roadmap for data collection, analysis, and interpretation, ensuring methodological rigor and reliability in the research process. The protocol outlines specific steps and recommendations for ...

The protocol is a major way of increasing the reliability of case study research and is intended to guide the investigator in carrying out the data col­lection from a single case (again, even if the single case is one of several in a multiple-case study). Figure 3.2 gives a table of contents from an illustrative protocol, which was used in a ...

Case study research is defined as "an empirical method that investigates a contemporary phenomenon (the 'case') in depth and within its real-world context, especially when the boundaries between phenomenon and context may not be clearly evident. ... a mixed methods multiple case study protocol. J Adv Nurs. 2014; 70 (5):1184-1193. doi: 10. ...

A case study is an in-depth, detailed examination of a particular case (or cases) within a real-world context. [1] [2] For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a ...

This study protocol promised the ethical requirements according to the 1975 Declaration of Helsinki. Meanwhile, this research has been permitted by our institutional review broad ... The case record form (CRF) will be applied to the collection of relevant medical records. The CRF will be reviewed by clinical investigators and supervisors to be ...

Transcribed Image Text: 4:35 ← 20181 HSA3661_CaseSt... 5 of 20 Strategies for Leadership CASE STUDY: SSM HEALTH CARE "Your doctor and the nurses and other professionals at our hospital are committed to working with you and your family to meet your health care needs." -The Patient Care Partnership: Understanding Expectations, Rights and Responsibilities BACKGROUND Improving Communications ...

The case study will focus on the developmental life cycle of the front frame rail section concept. Through field data it was determined that the front frame rail could incur damage even in low-speed impact, and that the market would benefit from a safe, and cost-effective alternative to a complete "skateboard" replacement.

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For sale - Cod. 29133

• Tipology: 1 Bedroom
• Area: 43 m²
• Rooms No.: 1
• Publication date announcement: 26/08/2016

Hello, we are the owners, Irina and Oleg. We sell a bright, comfortable and very beautiful flat, designed in a Scandinavian style. The flat created "for himself", but forced to sell due to moving to Moscow. ( We bought and renovated this flat for us but we have time sell it due to ...) The flat is located in a picturesque location near the Uktus mountains. The residential complex Stony Brook. In the flat: - All necessary equipment. (Dishwasher, washing machine, oven, refrigerator, range hood, stove, TV, microwave, coffee machine) - 2 wardrobes - Ennobled balcony where you can enjoy beautiful views of the forest and mountains, and dream about the most valuable. - Cable TV, wireless internet. - Increased size of window openings make the flat extremely bright. - All items and accessories are in the flat. In building: - High-speed elevator otis, which descends directly into the underground parking. - Concierge. - Courtyard complex located on the podium, which is located at 3 floors. House territory developed according to modern requirements - as a sport, and a playground with a safe finish. - On the first floor there is a trading gallery with a large grocery store, pharmacy, children's and sports goods, cafés and restaurants. The complex has a fitness club. Area: - In walking distance from the complex there is a shopping center "Globus" Waterpark "Limpopo", sports complex, "Planet IGRIK" (children's entertainment center), ICE (fitness center), the ski slopes and ski resorts, subway Botanica. - 8 km to the center. - 100 m bus stop

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.css-1c7en8u{font-size:clamp(1.375rem, 1.25rem + 0.3125vw, 3.125rem);line-height:1.1;margin-bottom:1rem;} Yacht-Master 40 .css-1g7r01k{font-weight:300;font-size:clamp(0.875rem, 0.9375rem + 0.1563vw, 1.25rem);line-height:1.2;text-wrap:balance;}.css-1g7r01k span{display:block;} Oyster, 40 mm, Everose gold Reference 126655

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Staying on course

The Oyster Perpetual Yacht-Master 40 in 18 ct Everose gold with an Oysterflex bracelet.

The oysterflex bracelet, highly resistant and durable.

The Yacht-Master’s new Oysterflex bracelet, developed by Rolex and patented, offers a sporty alternative to metal bracelets. The bracelet attaches to the watch case and the Oysterlock safety clasp by a flexible titanium and nickel alloy metal blade.

The blade is overmoulded with high-performance black elastomer which is particularly resistant to environmental effects, very durable and perfectly inert for the wearer of the watch. For enhanced comfort, the inside of the Oysterflex bracelet is equipped with a patented longitudinal cushion system that stabilizes the watch on the wrist and fitted with an 18 ct Everose gold Oysterlock safety clasp. It also features the Rolex Glidelock extension system, designed by the brand and patented. This inventive toothed mechanism, integrated beneath the clasp, allows fine adjustment of the bracelet length by some 15 mm in increments of approximately 2.5 mm, without the use of tools.

18 ct Everose gold

An exclusive patent

To preserve the beauty of its pink gold watches, Rolex created and patented an exclusive 18 ct pink gold alloy cast in its own foundry: Everose gold.

Introduced in 2005, 18 ct Everose is used on all Rolex Oyster models in pink gold.

Bidirectional Rotatable Bezel

Timing the distance.

The Yacht-Master’s bidirectional rotatable 60-minute graduated bezel is made entirely from precious metals or fitted with a Cerachrom insert in high-tech ceramic. The raised polished numerals and graduations stand out clearly against a matt, sand-blasted background.

This functional bezel – which allows the wearer to calculate, for example, the sailing time between two buoys – is also a key component in the model’s distinctive visual identity.

Intense black dial

Exceptional legibility.

Like all Rolex Professional watches, the Yacht-Master 40 offers exceptional legibility in all circumstances, and especially in the dark, thanks to its Chromalight display.

The broad hands and hour markers in simple shapes – triangles, circles, rectangles – are filled with a luminescent material emitting a long-lasting glow.

More Yacht-Master technical details

Reference   126655

Model case .css-plfq1t{--iconSize:12px;--iconStrokeWidth:2px;height:var(--iconSize);position:relative;width:var(--iconSize);}.css-plfq1t::before,.css-plfq1t::after{background:currentColor;content:"";display:block;height:var(--iconStrokeWidth);left:0;position:absolute;right:0;top:50%;-webkit-transition:-webkit-transform 0.6s;transition:transform 0.6s;will-change:transform;}html.prefers-reduced-motion .css-plfq1t::before,html.prefers-reduced-motion .css-plfq1t::after{-webkit-transition:none;transition:none;}.css-160voq8 .css-plfq1t::after{-webkit-transform:rotate(90deg);-moz-transform:rotate(90deg);-ms-transform:rotate(90deg);transform:rotate(90deg);}.no-js .css-plfq1t{display:none;}

Oyster, 40 mm, Everose gold

Oyster architecture

Monobloc middle case, screw-down case back and winding crown

Bidirectional rotatable 60-minute graduated bezel with matt black Cerachrom insert in ceramic, polished raised numerals and graduations

Winding crown

Screw-down, Triplock triple waterproofness system

Scratch-resistant sapphire, Cyclops lens over the date

Water resistance

Waterproof to 100 metres / 330 feet

Perpetual, mechanical, self-winding

3235, Manufacture Rolex

-2/+2 sec/day, after casing

Centre hour, minute and seconds hands. Instantaneous date with rapid setting. Stop-seconds for precise time setting

Paramagnetic blue Parachrom hairspring. High-performance Paraflex shock absorbers

Bidirectional self-winding via Perpetual rotor

Power reserve

Approximately 70 hours

Flexible metal blades overmoulded with high-performance elastomer

Folding Oysterlock safety clasp with Rolex Glidelock extension system

Intense black

Highly legible Chromalight display with long-lasting blue luminescence

Certification

Superlative Chronometer (COSC + Rolex certification after casing)

Learn how to set the time and other functions of your Rolex watch by consulting our user guides.

Yacht-Master 40

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• Places - European, Western and Northern Russia

YEKATERINBURG: FACTORIES, URAL SIGHTS, YELTSIN AND THE WHERE NICHOLAS II WAS KILLED

Sverdlovsk oblast.

Sverdlovsk Oblast is the largest region in the Urals; it lies in the foothills of mountains and contains a monument indicating the border between Europe and Asia. The region covers 194,800 square kilometers (75,200 square miles), is home to about 4.3 million people and has a population density of 22 people per square kilometer. About 83 percent of the population live in urban areas. Yekaterinburg is the capital and largest city, with 1.5 million people. For Russians, the Ural Mountains are closely associated with Pavel Bazhov's tales and known for folk crafts such as Kasli iron sculpture, Tagil painting, and copper embossing. Yekaterinburg is the birthplace of Russia’s iron and steel industry, taking advantage of the large iron deposits in the Ural mountains. The popular Silver Ring of the Urals tourist route starts here.

In the summer you can follow in the tracks of Yermak, climb relatively low Ural mountain peaks and look for boulders seemingly with human faces on them. You can head to the Gemstone Belt of the Ural mountains, which used to house emerald, amethyst and topaz mines. In the winter you can go ice fishing, ski and cross-country ski.

Sverdlovsk Oblast and Yekaterinburg are located near the center of Russia, at the crossroads between Europe and Asia and also the southern and northern parts of Russia. Winters are longer and colder than in western section of European Russia. Snowfalls can be heavy. Winter temperatures occasionally drop as low as - 40 degrees C (-40 degrees F) and the first snow usually falls in October. A heavy winter coat, long underwear and good boots are essential. Snow and ice make the sidewalks very slippery, so footwear with a good grip is important. Since the climate is very dry during the winter months, skin moisturizer plus lip balm are recommended. Be alert for mud on street surfaces when snow cover is melting (April-May). Patches of mud create slippery road conditions.

Yekaterinburg

Yekaterinburg (kilometer 1818 on the Trans-Siberian Railway) is the fourth largest city in Russia, with of 1.5 million and growth rate of about 12 percent, high for Russia. Located in the southern Ural mountains, it was founded by Peter the Great and named after his wife Catherine, it was used by the tsars as a summer retreat and is where tsar Nicholas II and his family were executed and President Boris Yeltsin lived most of his life and began his political career. The city is near the border between Europe and Asia.

Yekaterinburg (also spelled Ekaterinburg) is located on the eastern slope of the Ural Mountains in the headwaters of the Iset and Pyshma Rivers. The Iset runs through the city center. Three ponds — Verkh-Isetsky, Gorodskoy and Nizhne-Isetsky — were created on it. Yekaterinburg has traditionally been a city of mining and was once the center of the mining industry of the Urals and Siberia. Yekaterinburg remains a major center of the Russian armaments industry and is sometimes called the "Pittsburgh of Russia.". A few ornate, pastel mansions and wide boulevards are reminders of the tsarist era. The city is large enough that it has its own Metro system but is characterized mostly by blocky Soviet-era apartment buildings. The city has advanced under President Vladimir Putin and is now one of the fastest growing places in Russia, a country otherwise characterized by population declines

Yekaterinburg is technically an Asian city as it lies 32 kilometers east of the continental divide between Europe and Asia. The unofficial capital of the Urals, a key region in the Russian heartland, it is second only to Moscow in terms of industrial production and capital of Sverdlovsk oblast. Among the important industries are ferrous and non-ferrous metallurgy, machine building and metalworking, chemical and petrochemicals, construction materials and medical, light and food industries. On top of being home of numerous heavy industries and mining concerns, Yekaterinburg is also a major center for industrial research and development and power engineering as well as home to numerous institutes of higher education, technical training, and scientific research. In addition, Yekaterinburg is the largest railway junction in Russia: the Trans-Siberian Railway passes through it, the southern, northern, western and eastern routes merge in the city.

Accommodation: There are two good and affordable hotels — the 3-star Emerald and Parus hotels — located close to the city's most popular landmarks and main transport interchanges in the center of Yekaterinburg. Room prices start at RUB 1,800 per night.

History of Yekaterinburg

Yekaterinburg was founded in 1723 by Peter the Great and named after his wife Catherine I. It was used by the tsars as a summer retreat but was mainly developed as metalworking and manufacturing center to take advantage of the large deposits of iron and other minerals in the Ural mountains. It is best known to Americans as the place where the last Tsar and his family were murdered by the Bolsheviks in 1918 and near where American U-2 spy plane, piloted by Gary Powers, was shot down in 1960.

Peter the Great recognized the importance of the iron and copper-rich Urals region for Imperial Russia's industrial and military development. In November 1723, he ordered the construction of a fortress factory and an ironworks in the Iset River Valley, which required a dam for its operation. In its early years Yekaterinburg grew rich from gold and other minerals and later coal. The Yekaterinburg gold rush of 1745 created such a huge amount of wealth that one rich baron of that time hosted a wedding party that lasted a year. By the mid-18th century, metallurgical plants had sprung up across the Urals to cast cannons, swords, guns and other weapons to arm Russia’s expansionist ambitions. The Yekaterinburg mint produced most of Russia's coins. Explorations of the Trans-Baikal and Altai regions began here in the 18th century.

Iron, cast iron and copper were the main products. Even though Iron from the region went into the Eiffel Tower, the main plant in Yekaterinburg itself was shut down in 1808. The city still kept going through a mountain factory control system of the Urals. The first railway in the Urals was built here: in 1878, the Yekaterinburg-Perm railway branch connected the province's capital with the factories of the Middle Urals.

In the Soviet era the city was called Sverdlovsk (named after Yakov Sverdlov, the man who organized Nicholas II's execution). During the first five-year plans the city became industrial — old plants were reconstructed, new ones were built. The center of Yekaterinburg was formed to conform to the historical general plan of 1829 but was the layout was adjusted around plants and factories. In the Stalin era the city was a major gulag transhipment center. In World War II, many defense-related industries were moved here. It and the surrounding area were a center of the Soviet Union's military industrial complex. Soviet tanks, missiles and aircraft engines were made in the Urals. During the Cold War era, Yekaterinburg was a center of weapons-grade uranium enrichment and processing, warhead assembly and dismantlement. In 1979, 64 people died when anthrax leaked from a biological weapons facility. Yekaterinburg was a “Closed City” for 40 years during the Cold Soviet era and was not open to foreigners until 1991

In the early post-Soviet era, much like Pittsburgh in the 1970s, Yekaterinburg had a hard struggle d to cope with dramatic economic changes that have made its heavy industries uncompetitive on the world market. Huge defense plants struggled to survive and the city was notorious as an organized crime center in the 1990s, when its hometown boy Boris Yeltsin was President of Russia. By the 2000s, Yekaterinburg’s retail and service was taking off, the defense industry was reviving and it was attracting tech industries and investments related to the Urals’ natural resources. By the 2010s it was vying to host a world exhibition in 2020 (it lost, Dubai won) and it had McDonald’s, Subway, sushi restaurants, and Gucci, Chanel and Armani. There were Bentley and Ferrari dealerships but they closed down

Transportation in Yekaterinburg

Getting There: By Plane: Yekaterinburg is a three-hour flight from Moscow with prices starting at RUB 8,000, or a 3-hour flight from Saint Petersburg starting from RUB 9,422 (direct round-trip flight tickets for one adult passenger). There are also flights from Frankfurt, Istanbul, China and major cities in the former Soviet Union.

By Train: Yekaterinburg is a major stop on the Trans-Siberian Railway. Daily train service is available to Moscow and many other Russian cities.Yekaterinburg is a 32-hour train ride from Moscow (tickets RUB 8,380 and above) or a 36-hour train ride from Saint Petersburg (RUB 10,300 and above). The ticket prices are round trip for a berth in a sleeper compartment for one adult passenger). By Car: a car trip from Moscow to Yekateringburg is 1,787 kilometers long and takes about 18 hours. The road from Saint Petersburg is 2,294 kilometers and takes about 28 hours.

Regional Transport: The region's public transport includes buses and suburban electric trains. Regional trains provide transport to larger cities in the Ural region. Buses depart from Yekaterinburg’s two bus stations: the Southern Bus Station and the Northern Bus Station.

Regional Transport: According the to Association for Safe International Road Travel (ASIRT): “Public transportation is well developed. Overcrowding is common. Fares are low. Service is efficient. Buses are the main form of public transport. Tram network is extensive. Fares are reasonable; service is regular. Trams are heavily used by residents, overcrowding is common. Purchase ticket after boarding. Metro runs from city center to Uralmash, an industrial area south of the city. Metro ends near the main railway station. Fares are inexpensive.

“Traffic is congested in city center. Getting around by car can be difficult. Route taxis (minivans) provide the fastest transport. They generally run on specific routes, but do not have specific stops. Drivers stop where passengers request. Route taxis can be hailed. Travel by bus or trolleybuses may be slow in rush hour. Trams are less affected by traffic jams. Trolley buses (electric buses) cannot run when temperatures drop below freezing.”

Entertainment, Sports and Recreation in Yekaterinburg

The performing arts in Yekaterinburg are first rate. The city has an excellent symphony orchestra, opera and ballet theater, and many other performing arts venues. Tickets are inexpensive. The Yekaterinburg Opera and Ballet Theater is lavishly designed and richly decorated building in the city center of Yekaterinburg. The theater was established in 1912 and building was designed by architect Vladimir Semyonov and inspired by the Vienna Opera House and the Theater of Opera and Ballet in Odessa.

Vaynera Street is a pedestrian only shopping street in city center with restaurants, cafes and some bars. But otherwise Yekaterinburg's nightlife options are limited. There are a handful of expensive Western-style restaurants and bars, none of them that great. Nightclubs serve the city's nouveau riche clientele. Its casinos have closed down. Some of them had links with organized crime. New dance clubs have sprung up that are popular with Yekaterinburg's more affluent youth.

Yekaterinburg's most popular spectator sports are hockey, basketball, and soccer. There are stadiums and arenas that host all three that have fairly cheap tickets. There is an indoor water park and lots of parks and green spaces. The Urals have many lakes, forests and mountains are great for hiking, boating, berry and mushroom hunting, swimming and fishing. Winter sports include cross-country skiing and ice skating. Winter lasts about six months and there’s usually plenty of snow. The nearby Ural Mountains however are not very high and the downhill skiing opportunities are limited..

Sights in Yekaterinburg

Sights in Yekaterinburg include the Museum of City Architecture and Ural Industry, with an old water tower and mineral collection with emeralds. malachite, tourmaline, jasper and other precious stone; Geological Alley, a small park with labeled samples of minerals found in the Urals region; the Ural Geology Museum, which houses an extensive collection of stones, gold and gems from the Urals; a monument marking the border between Europe and Asia; a memorial for gulag victims; and a graveyard with outlandish memorials for slain mafia members.

The Military History Museum houses the remains of the U-2 spy plane shot down in 1960 and locally made tanks and rocket launchers. The fine arts museum contains paintings by some of Russia's 19th-century masters. Also worth a look are the History an Local Studies Museum; the Political History and Youth Museum; and the University and Arboretum. Old wooden houses can be seen around Zatoutstovsya ulitsa and ulitsa Belinskogo. Around the city are wooded parks, lakes and quarries used to harvest a variety of minerals. Weiner Street is the main street of Yekaterinburg. Along it are lovely sculptures and 19th century architecture. Take a walk around the unique Literary Quarter

Plotinka is a local meeting spot, where you will often find street musicians performing. Plotinka can be described as the center of the city's center. This is where Yekaterinburg holds its biggest events: festivals, seasonal fairs, regional holiday celebrations, carnivals and musical fountain shows. There are many museums and open-air exhibitions on Plotinka. Plotinka is named after an actual dam of the city pond located nearby (“plotinka” means “a small dam” in Russian).In November 1723, Peter the Great ordered the construction of an ironworks in the Iset River Valley, which required a dam for its operation. “Iset” can be translated from Finnish as “abundant with fish”. This name was given to the river by the Mansi — the Finno-Ugric people dwelling on the eastern slope of the Northern Urals.

Vysotsky and Iset are skyscrapers that are 188.3 meters and 209 meters high, respectively. Fifty-story-high Iset has been described by locals as the world’s northernmost skyscraper. Before the construction of Iset, Vysotsky was the tallest building of Yekaterinburg and Russia (excluding Moscow). A popular vote has decided to name the skyscraper after the famous Soviet songwriter, singer and actor Vladimir Vysotsky. and the building was opened on November 25, 2011. There is a lookout at the top of the building, and the Vysotsky museum on its second floor. The annual “Vysotsky climb” (1137 steps) is held there, with a prize of RUB 100,000. While Vysotsky serves as an office building, Iset, owned by the Ural Mining and Metallurgical Company, houses 225 premium residential apartments ranging from 80 to 490 square meters in size.

Boris Yeltsin Presidential Center

The Boris Yeltsin Presidential Center (in the city center: ul. Yeltsina, 3) is a non-governmental organization named after the first president of the Russian Federation. The Museum of the First President of Russia as well as his archives are located in the Center. There is also a library, educational and children's centers, and exposition halls. Yeltsin lived most of his life and began his political career in Yekaterinburg. He was born in Butka about 200 kilometers east of Yekaterinburg.

The core of the Center is the Museum. Modern multimedia technologies help animate the documents, photos from the archives, and artifacts. The Yeltsin Museum holds collections of: propaganda posters, leaflets, and photos of the first years of the Soviet regime; portraits and portrait sculptures of members of Politburo of the Central Committee of the Communist Party of various years; U.S.S.R. government bonds and other items of the Soviet era; a copy of “One Day in the Life of Ivan Denisovich” by Alexander Solzhenitsyn, published in the “Novy Mir” magazine (#11, 1962); perestroika-era editions of books by Alexander Solzhenitsyn, Vasily Grossman, and other authors; theater, concert, and cinema posters, programs, and tickets — in short, all of the artifacts of the perestroika era.

The Yeltsin Center opened in 2012. Inside you will also find an art gallery, a bookstore, a gift shop, a food court, concert stages and a theater. There are regular screenings of unique films that you will not find anywhere else. Also operating inside the center, is a scientific exploritorium for children. The center was designed by Boris Bernaskoni. Almost from the its very opening, the Yeltsin Center has been accused by members of different political entities of various ideological crimes. The museum is open Tuesday to Sunday, from 10:00am to 9:00pm.

Where Nicholas II was Executed

On July, 17, 1918, during this reign of terror of the Russian Civil War, former-tsar Nicholas II, his wife, five children (the 13-year-old Alexis, 22-year-old Olga, 19-year-old Maria and 17-year-old Anastasia)the family physician, the cook, maid, and valet were shot to death by a Red Army firing squad in the cellar of the house they were staying at in Yekaterinburg.

Ipatiev House (near Church on the Blood, Ulitsa Libknekhta) was a merchant's house where Nicholas II and his family were executed. The house was demolished in 1977, on the orders of an up and coming communist politician named Boris Yeltsin. Yeltsin later said that the destruction of the house was an "act of barbarism" and he had no choice because he had been ordered to do it by the Politburo,

The site is marked with s cross with the photos of the family members and cross bearing their names. A small wooden church was built at the site. It contains paintings of the family. For a while there were seven traditional wooden churches. Mass is given ay noon everyday in an open-air museum. The Church on the Blood — constructed to honor Nicholas II and his family — was built on the part of the site in 1991 and is now a major place of pilgrimage.

Nicholas and his family where killed during the Russian civil war. It is thought the Bolsheviks figured that Nicholas and his family gave the Whites figureheads to rally around and they were better of dead. Even though the death orders were signed Yakov Sverdlov, the assassination was personally ordered by Lenin, who wanted to get them out of sight and out of mind. Trotsky suggested a trial. Lenin nixed the idea, deciding something had to be done about the Romanovs before White troops approached Yekaterinburg. Trotsky later wrote: "The decision was not only expedient but necessary. The severity of he punishment showed everyone that we would continue to fight on mercilessly, stopping at nothing."

Ian Frazier wrote in The New Yorker: “Having read a lot about the end of Tsar Nicholas II and his family and servants, I wanted to see the place in Yekaterinburg where that event occurred. The gloomy quality of this quest depressed Sergei’s spirits, but he drove all over Yekaterinburg searching for the site nonetheless. Whenever he stopped and asked a pedestrian how to get to the house where Nicholas II was murdered, the reaction was a wince. Several people simply walked away. But eventually, after a lot of asking, Sergei found the location. It was on a low ridge near the edge of town, above railroad tracks and the Iset River. The house, known as the Ipatiev House, was no longer standing, and the basement where the actual killings happened had been filled in. I found the blankness of the place sinister and dizzying. It reminded me of an erasure done so determinedly that it had worn a hole through the page. [Source: Ian Frazier, The New Yorker, August 3, 2009, Frazier is author of “Travels in Siberia” (2010)]

“The street next to the site is called Karl Liebknecht Street. A building near where the house used to be had a large green advertisement that said, in English, “LG—Digitally Yours.” On an adjoining lot, a small chapel kept the memory of the Tsar and his family; beneath a pedestal holding an Orthodox cross, peonies and pansies grew. The inscription on the pedestal read, “We go down on our knees, Russia, at the foot of the tsarist cross.”

Books: The Romanovs: The Final Chapter by Robert K. Massie (Random House, 1995); The Fall of the Romanovs by Mark D. Steinberg and Vladimir Khrustalëv (Yale, 1995);

See Separate Article END OF NICHOLAS II factsanddetails.com

Execution of Nicholas II

According to Robert Massie K. Massie, author of Nicholas and Alexandra, Nicholas II and his family were awakened from their bedrooms around midnight and taken to the basement. They were told they were to going to take some photographs of them and were told to stand behind a row of chairs.

Suddenly, a group of 11 Russians and Latvians, each with a revolver, burst into the room with orders to kill a specific person. Yakob Yurovsky, a member of the Soviet executive committee, reportedly shouted "your relatives are continuing to attack the Soviet Union.” After firing, bullets bouncing off gemstones hidden in the corsets of Alexandra and her daughters ricocheted around the room like "a shower of hail," the soldiers said. Those that were still breathing were killed with point black shots to the head.

The three sisters and the maid survived the first round thanks to their gems. They were pressed up against a wall and killed with a second round of bullets. The maid was the only one that survived. She was pursued by the executioners who stabbed her more than 30 times with their bayonets. The still writhing body of Alexis was made still by a kick to the head and two bullets in the ear delivered by Yurovsky himself.

Yurovsky wrote: "When the party entered I told the Romanovs that in view of the fact their relatives continued their offensive against Soviet Russia, the Executive Committee of the Urals Soviet had decided to shoot them. Nicholas turned his back to the detachment and faced his family. Then, as if collecting himself, he turned around, asking, 'What? What?'"

"[I] ordered the detachment to prepare. Its members had been previously instructed whom to shoot and to am directly at the heart to avoid much blood and to end more quickly. Nicholas said no more. he turned again to his family. The others shouted some incoherent exclamations. All this lasted a few seconds. Then commenced the shooting, which went on for two or three minutes. [I] killed Nicholas on the spot."

Nicholas II’s Initial Burial Site in Yekaterinburg

Ganina Yama Monastery (near the village of Koptyaki, 15 kilometers northwest of Yekaterinburg) stands near the three-meter-deep pit where some the remains of Nicholas II and his family were initially buried. The second burial site — where most of the remains were — is in a field known as Porosyonkov (56.9113628°N 60.4954326°E), seven kilometers from Ganina Yama.

On visiting Ganina Yama Monastery, one person posted in Trip Advisor: “We visited this set of churches in a pretty park with Konstantin from Ekaterinburg Guide Centre. He really brought it to life with his extensive knowledge of the history of the events surrounding their terrible end. The story is so moving so unless you speak Russian, it is best to come here with a guide or else you will have no idea of what is what.”

In 1991, the acid-burned remains of Nicholas II and his family were exhumed from a shallow roadside mass grave in a swampy area 12 miles northwest of Yekaterinburg. The remains had been found in 1979 by geologist and amateur archeologist Alexander Avdonin, who kept the location secret out of fear that they would be destroyed by Soviet authorities. The location was disclosed to a magazine by one his fellow discovers.

The original plan was to throw the Romanovs down a mine shaft and disposes of their remains with acid. They were thrown in a mine with some grenades but the mine didn't collapse. They were then carried by horse cart. The vats of acid fell off and broke. When the carriage carrying the bodies broke down it was decided the bury the bodies then and there. The remaining acid was poured on the bones, but most of it was soaked up the ground and the bones largely survived.

After this their pulses were then checked, their faces were crushed to make them unrecognizable and the bodies were wrapped in bed sheets loaded onto a truck. The "whole procedure," Yurovsky said took 20 minutes. One soldiers later bragged than he could "die in peace because he had squeezed the Empress's -------."

The bodies were taken to a forest and stripped, burned with acid and gasoline, and thrown into abandoned mine shafts and buried under railroad ties near a country road near the village of Koptyaki. "The bodies were put in the hole," Yurovsky wrote, "and the faces and all the bodies, generally doused with sulfuric acid, both so they couldn't be recognized and prevent a stink from them rotting...We scattered it with branches and lime, put boards on top and drove over it several times—no traces of the hole remained.

Shortly afterwards, the government in Moscow announced that Nicholas II had been shot because of "a counterrevolutionary conspiracy." There was no immediate word on the other members of the family which gave rise to rumors that other members of the family had escaped. Yekaterinburg was renamed Sverdlov in honor of the man who signed the death orders.

For seven years the remains of Nicholas II, Alexandra, three of their daughters and four servants were stored in polyethylene bags on shelves in the old criminal morgue in Yekaterunburg. On July 17, 1998, Nicholas II and his family and servants who were murdered with him were buried Peter and Paul Fortress in St. Petersburg along with the other Romanov tsars, who have been buried there starting with Peter the Great. Nicholas II had a side chapel built for himself at the fortress in 1913 but was buried in a new crypt.

Near Yekaterinburg

Factory-Museum of Iron and Steel Metallurgy (in Niznhy Tagil 80 kilometers north of Yekaterinburg) a museum with old mining equipment made at the site of huge abandoned iron and steel factory. Officially known as the Factory-Museum of the History of the Development of Iron and Steel Metallurgy, it covers an area of 30 hectares and contains a factory founded by the Demidov family in 1725 that specialized mainly in the production of high-quality cast iron and steel. Later, the foundry was renamed after Valerian Kuybyshev, a prominent figure of the Communist Party.

The first Russian factory museum, the unusual museum demonstrates all stages of metallurgy and metal working. There is even a blast furnace and an open-hearth furnace. The display of factory equipment includes bridge crane from 1892) and rolling stock equipment from the 19th-20th centuries. In Niznhy Tagil contains some huge blocks of malachite and

Nizhnyaya Sinyachikha (180 kilometers east-northeast of Yekaterinburg) has an open air architecture museum with log buildings, a stone church and other pre-revolutionary architecture. The village is the creation of Ivan Samoilov, a local activist who loved his village so much he dedicated 40 years of his life to recreating it as the open-air museum of wooden architecture.

The stone Savior Church, a good example of Siberian baroque architecture. The interior and exterior of the church are exhibition spaces of design. The houses are very colorful. In tsarist times, rich villagers hired serfs to paint the walls of their wooden izbas (houses) bright colors. Old neglected buildings from the 17th to 19th centuries have been brought to Nizhnyaya Sinyachikha from all over the Urals. You will see the interior design of the houses and hear stories about traditions and customs of the Ural farmers.

Verkhoturye (330 kilometers road from Yekaterinburg) is the home a 400-year-old monastery that served as 16th century capital of the Urals. Verkhoturye is a small town on the Tura River knows as the Jerusalem of the Urals for its many holy places, churches and monasteries. The town's main landmark is its Kremlin — the smallest in Russia. Pilgrims visit the St. Nicholas Monastery to see the remains of St. Simeon of Verkhoturye, the patron saint of fishermen.

Ural Mountains

Ural Mountains are the traditional dividing line between Europe and Asia and have been a crossroads of Russian history. Stretching from Kazakhstan to the fringes of the Arctic Kara Sea, the Urals lie almost exactly along the 60 degree meridian of longitude and extend for about 2,000 kilometers (1,300 miles) from north to south and varies in width from about 50 kilometers (30 miles) in the north and 160 kilometers (100 miles) the south. At kilometers 1777 on the Trans-Siberian Railway there is white obelisk with "Europe" carved in Russian on one side and "Asia" carved on the other.

The eastern side of the Urals contains a lot of granite and igneous rock. The western side is primarily sandstone and limestones. A number of precious stones can be found in the southern part of the Urals, including emeralds. malachite, tourmaline, jasper and aquamarines. The highest peaks are in the north. Mount Narodnaya is the highest of all but is only 1884 meters (6,184 feet) high. The northern Urals are covered in thick forests and home to relatively few people.

Like the Appalachian Mountains in the eastern United States, the Urals are very old mountains — with rocks and sediments that are hundreds of millions years old — that were one much taller than they are now and have been steadily eroded down over millions of years by weather and other natural processes to their current size. According to Encyclopedia Britannica: “The rock composition helps shape the topography: the high ranges and low, broad-topped ridges consist of quartzites, schists, and gabbro, all weather-resistant. Buttes are frequent, and there are north–south troughs of limestone, nearly all containing river valleys. Karst topography is highly developed on the western slopes of the Urals, with many caves, basins, and underground streams. The eastern slopes, on the other hand, have fewer karst formations; instead, rocky outliers rise above the flattened surfaces. Broad foothills, reduced to peneplain, adjoin the Central and Southern Urals on the east.

“The Urals date from the structural upheavals of the Hercynian orogeny (about 250 million years ago). About 280 million years ago there arose a high mountainous region, which was eroded to a peneplain. Alpine folding resulted in new mountains, the most marked upheaval being that of the Nether-Polar Urals...The western slope of the Urals is composed of middle Paleozoic sedimentary rocks (sandstones and limestones) that are about 350 million years old. In many places it descends in terraces to the Cis-Ural depression (west of the Urals), to which much of the eroded matter was carried during the late Paleozoic (about 300 million years ago). Found there are widespread karst (a starkly eroded limestone region) and gypsum, with large caverns and subterranean streams. On the eastern slope, volcanic layers alternate with sedimentary strata, all dating from middle Paleozoic times.”

Southern Urals

The southern Urals are characterized by grassy slopes and fertile valleys. The middle Urals are a rolling platform that barely rises above 300 meters (1,000 feet). This region is rich in minerals and has been heavily industrialized. This is where you can find Yekaterinburg (formally Sverdlovsk), the largest city in the Urals.

Most of the Southern Urals are is covered with forests, with 50 percent of that pine-woods, 44 percent birch woods, and the rest are deciduous aspen and alder forests. In the north, typical taiga forests are the norm. There are patches of herbal-poaceous steppes, northem sphagnous marshes and bushy steppes, light birch forests and shady riparian forests, tall-grass mountainous meadows, lowland ling marshes and stony placers with lichen stains. In some places there are no large areas of homogeneous forests, rather they are forests with numerous glades and meadows of different size.

In the Ilmensky Mountains Reserve in the Southern Urals, scientists counted 927 vascular plants (50 relicts, 23 endemic species), about 140 moss species, 483 algae species and 566 mushroom species. Among the species included into the Red Book of Russia are feather grass, downy-leaved feather grass, Zalessky feather grass, moccasin flower, ladies'-slipper, neottianthe cucullata, Baltic orchis, fen orchis, helmeted orchis, dark-winged orchis, Gelma sandwart, Krasheninnikov sandwart, Clare astragalus.

The fauna of the vertebrate animals in the Reserve includes 19 fish, 5 amphibian and 5 reptile. Among the 48 mammal species are elks, roe deer, boars, foxes, wolves, lynxes, badgers, common weasels, least weasels, forest ferrets, Siberian striped weasel, common marten, American mink. Squirrels, beavers, muskrats, hares, dibblers, moles, hedgehogs, voles are quite common, as well as chiropterans: pond bat, water bat, Brandt's bat, whiskered bat, northern bat, long-eared bat, parti-coloured bat, Nathusius' pipistrelle. The 174 bird bird species include white-tailed eagles, honey hawks, boreal owls, gnome owls, hawk owls, tawny owls, common scoters, cuckoos, wookcocks, common grouses, wood grouses, hazel grouses, common partridges, shrikes, goldenmountain thrushes, black- throated loons and others.

Activities and Places in the Ural Mountains

The Urals possess beautiful natural scenery that can be accessed from Yekaterinburg with a rent-a-car, hired taxi and tour. Travel agencies arrange rafting, kayaking and hiking trips. Hikes are available in the taiga forest and the Urals. Trips often include walks through the taiga to small lakes and hikes into the mountains and excursions to collect mushrooms and berries and climb in underground caves. Mellow rafting is offered in a relatively calm six kilometer section of the River Serga. In the winter visitor can enjoy cross-mountains skiing, downhill skiing, ice fishing, dog sledding, snow-shoeing and winter hiking through the forest to a cave covered with ice crystals.

Lake Shartash (10 kilometers from Yekaterinburg) is where the first Ural gold was found, setting in motion the Yekaterinburg gold rush of 1745, which created so much wealth one rich baron of that time hosted a wedding party that lasted a year. The area around Shartash Lake is a favorite picnic and barbecue spot of the locals. Getting There: by bus route No. 50, 054 or 54, with a transfer to suburban commuter bus route No. 112, 120 or 121 (the whole trip takes about an hour), or by car (10 kilometers drive from the city center, 40 minutes).

Revun Rapids (90 kilometers road from Yekaterinburg near Beklenishcheva village) is a popular white water rafting places On the nearby cliffs you can see the remains of a mysterious petroglyph from the Paleolithic period. Along the steep banks, you may notice the dark entrance of Smolinskaya Cave. There are legends of a sorceress who lived in there. The rocks at the riverside are suited for competitive rock climbers and beginners. Climbing hooks and rings are hammered into rocks. The most fun rafting is generally in May and June.

Olenii Ruchii National Park (100 kilometers west of Yekaterinburg) is the most popular nature park in Sverdlovsk Oblast and popular weekend getaway for Yekaterinburg residents. Visitors are attracted by the beautiful forests, the crystal clear Serga River and picturesque rocks caves. There are some easy hiking routes: the six-kilometer Lesser Ring and the 15-kilometer Greater Ring. Another route extends for 18 km and passes by the Mitkinsky Mine, which operated in the 18th-19th centuries. It's a kind of an open-air museum — you can still view mining an enrichment equipment here. There is also a genuine beaver dam nearby.

Among the other attractions at Olenii Ruchii are Druzhba (Friendship) Cave, with passages that extend for about 500 meters; Dyrovaty Kamen (Holed Stone), created over time by water of Serga River eroding rock; and Utoplennik (Drowned Man), where you can see “The Angel of Sole Hope”., created by the Swedish artist Lehna Edwall, who has placed seven angels figures in different parts of the world to “embrace the planet, protecting it from fear, despair, and disasters.”

Image Sources: Wikimedia Commons

Text Sources: Federal Agency for Tourism of the Russian Federation (official Russia tourism website russiatourism.ru ), Russian government websites, UNESCO, Wikipedia, Lonely Planet guides, New York Times, Washington Post, Los Angeles Times, National Geographic, The New Yorker, Bloomberg, Reuters, Associated Press, AFP, Yomiuri Shimbun and various books and other publications.

Updated in September 2020

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