1 DEPM 650 Yuvetta Cash Assignment 2 03-16-2011

A Critical Analysis of a Case Study

Introduction Case studies are a prevalent approach to conducting qualitative research. The methods of conducting a case study can be pliable to needs of many environments and conditions. As a result case studies are a valuable tool for researchers in any field. Professionals who desire to be effective in the field of distance education can benefit from knowing how to analyze and how to conduct a solid case study. The purpose of this essay is to provide a critical analysis of a case study entitled Online Faculty Support and Educational Innovation A Case Study that was conducted at the University of Pretoria (UP) by Olaf Zawacki-Richter. The essay begins with a brief discussion on case studies that is followed by an analysis of the research question, data collection methods, data interpretation and the data communication of the case study conducted at UP. Why a Case Study? A case study is the qualitative research method of collecting, analyzing and sharing data from a particular group for a particular purpose. The data can be collected in many ways, some of which are interviews, observations, survey, test, experiments, and literature. One of the primary benefits of a case study, which probably accounts for its popularity in social sciences, is that it allows the

researcher to collect data and make observations in a natural setting. Although case studies are a prevalent approach to qualitative research, J. Willis argues that a case study is not a research method but is rather a vehicle for organizing and presenting the data that was collected and analyzed (Willis, 2008, p.210). All case studies are not the same, and are therefore classified based on the purpose and the approach of the research. The purpose of the case study conducted by O. Zawacki-Richter at the University of Pretoria was to gain a deeper understanding of how to support academic faculty during the implementation of innovative education programs. The UP case study meets the qualifications of two case study classifications. The first classification that corresponds with the UP study is the Exploratory case studies; which describes a study that seeks to gain more information about a particular phenomenon (Willis, 2008, p. 213). This classification fits because one of the research goals at UP is to explore beneficial support systems for the academic faculty during a particular time and event. The second classification that corresponds with the UP research conducted at UP is the Program Implementation case studies. The purpose of these studies, just as the one conducted at UP, is to inspect the process of implementing a new program. In the case of UP, the new program is the development and commission of new distance learning program. Considering the goal and the scope of the research conducted at the University of Pretoria, a case study is an appropriate approach to addressing the research. In this instance, a case study would provide the researcher with a vast view of the development and implementation process of ODL at UP, and would provide an adequate amount of valid raw data.

3 Research Question The goal of a research question is to serve as a blueprint for a research project (Robinson-Pant, 2004, p. 12). The research question should clearly define the purpose and scope of the research project. The quality of the research question can affect the quality of the research process and conclusion. In his essay O. Zawacki- Richters communicates the details of the research that was conducted in response to the question: What organizational structures are needed to provide academic faculty with support during the development and implementation of educational innovations? The research is an investigation of the development and implementation of the new online Distance Learning (ODL) programs within the Master in Early Childhood Intervention Program. The perspective of this research is qualitative in nature because it is seeking deeper meaning and is concerned with the perspective of a particular group. The research question for this case study is aimed at seeking deeper understanding of the types of organizational structures that can best support faculty during the development and implementation of an ODL program. The research is specific to the perspective of faculty members who will be involved with or affected by the implementation of an ODL. Data Collection Methods Data collection is critical part of the case study process. The researcher has to collect an adequate amount of data and ensure that the data is relevant and valid. The researcher should use a data collection method that will produce

information that is congruent with the goals of the research and will properly address the research question. There are two types of information that the UP case

study should cover; information on the university and information on the interview process and data. The researcher has provided adequate information about the university that includes background information, why the university was selected for the case study, enrollment data, budget data, and student and staff information. To gather the raw data for the case study eight interviews were conducted with UP decision makers from top management, directors of academic support units and faculty members (Zawacki-Richter, 2005, p. 2). The researcher used an open interview method. This is characterized by pre-written questions and guidelines that are designed to promote open responses without leading the interviewee in a particular direction (Zawacki-Richter, 2005, p. 2). The interview process looks and feels like a conversation rather than an information seeking session. This type of interview makes it possible for the interviewer to abstract the information about the feelings and perspective of the interviewee (Walker, 2004, p. 33). Conducting interviews is a good data collection method for this research question. The research requires a qualitative approach which implies that the raw data will be concept heavy and not number heavy. Interviews produce the type of data that the researcher needs to make sound conclusion and generalizations about the perspective of the participants. The use of an open interview method is a good choice because it facilitates deeper meaning and understanding of the operational structures that can best support faculty. Figure 1 provides a list of the broad data topics that are included in the UP case study. University of Pretoria Information Background information about the university Interview Information Interview guidelines

5 Details on faculty support before the development and implementation of the DL program Details on the interview and interview process

Information on faculty support during the Raw data and data interpretation from development and implementation of DL the interview process programs Figure 1 Data Interpretation A key characteristic of qualitative research is its search for deeper meaning of the research topic. The raw data that is collected during the research process is generally the reflections, thoughts and perspectives of a particular group. The interpretation of the data is not a science and can hence be correctly analyzed in more than one way. The task of the researcher is to identify patterns and abstract pertinent details that will enable him/her to make conclusions and generalizations, develop deeper understanding, and capture the perspective of the participant. The raw data for the research at UP has been collected from eight interviews with key management and governing personnel within the university. One perspective that is not included in the interviews is that of teaching and instructional faculty who are not a part of management. Including this perspective

would provide deeper understanding of the importance of the operational structures, and could also have an impact on the conclusion and generalizations. The interviews produced sufficient raw data for the research question, especially in capturing program and structure details and the perspectives of the selected personnel. In addition to the interviews, the researcher could have conducted a survey about the technology use and technology needs. A survey would provide measurable, rather than interpretive, details about the technology.

The researcher has provided a clear interpretation of the raw data which includes direct answers to the research questions that can be submitted for a decision to stakeholders. There are two recommendations before moving forward with a decision. The first is to conduct one or two interviews with non-management teaching staff. The purpose of this is to gain a broader perspective of the participants. The second recommendation is to offer a priority listing of the operational structures needed to support the staffing, which would help with funds allocation and other possible budgeting issues. Communicating the Data of the Case Study The intended audience of a research project impacts the nature and style in which the data is presented. The text for this report is well written, however it does not include in-depth explanations of industry terms such as pedagogy, distance/ELearning, and education innovation. Accordingly the assumption is made that the intended audience of the case study is comprised of individuals who are already somewhat familiar with the disciplines of higher education and distance education. The likely composition of the audience includes: decision makers, administrators, and management at UP and in the field distance education and higher education; faculty and professionals in the field of distance education and higher education; individuals/groups who are conducting research on related topics of program implementation and faculty support. A specific demographic within the targeted population are the stake holders. Stake holders are a group or individuals who have a special interest in the research that is being conducted. In the case of UP the primary internal stake holders, or stakeholders within the university, are the individuals who are responsible for

7 making decisions about the development and implementation of new education innovations. The interest of the internal stakeholders is likely related to the overall growth of the university. Although the focus of the case study is on the Master in Early Childhood Intervention Program, the data and discoveries that are obtained from the research may be applicable to other areas of the university. External stakeholder may be representatives from organizations such as the Institute for Higher Education Policy (IHEP), who has identified faculty support as a critical standard of quality (Zawacki-Ritchter, 2005, p. 1). The results of this case study may benefit IHEP with future policy making or in future research endeavors. The author has presented a solid response to the research question by providing an interpretation of the raw data. The data interpretation is presented in a brief yet concise report that includes a chart. The research question is: What organizational structures are needed to provide academic faculty with support during the development and implementation of educational innovations; with specific emphasis on online Distance Learning (DL) programs? Based on the presentation of the researcher, the operational structures that can best support faculty during the development and implementation of ODL program at UP are: The role of the managing board The establishment of a competence centre for e-learning that promotes coordinates the innovative process The awarding of funds to support the efforts The use education consultants The use professional and pedagogically competent partners

The inclusion of learning experts on the program development team

One piece of information that the essay does not include is a projected timeline that represents the amount of time that would be required to get the organizational structures in place for supporting the staff. Conclusion Case studies are a popular tool for conducting qualitative research in the field of distance education. The case study conducted at the University of Pretoria in response to the research question What organizational structures are needed to provide academic faculty with support during the development and implementation of educational innovations?, has provided adequate data in direct response to the research question. The goal of this research is to obtain deeper understanding from a particular group within the University of Pretoria. The research method of open interviews with key personnel has accomplished this goal by generating data that has provided a deeper meaning of the research topic from the perspective of the key personnel. The interpretation of the data is clear and concise and is likely a concrete source for the intended audience and stake holders.

References Robinson-Pant, A. (2004). Planning research and evaluation. Practitioner Research and Evaluation skills Training in Open and Distance Learning, A2 1-80. Retrieved August 17, 2010, from Practitioner

9 Research and Evaluation skills Training in Open and Distance Learning Web site: http://www.col.org/SiteCollectionDocuments/PREST_Module_A2.pdf Walker, R. (2004). Getting and analysing qualitative data. Practitioner Research and Evaluation Skills Training in Open and Distance Learning, A4, 1-82. Retrieved August 17, 2010, from Practitioner Research and Evaluation Skills Training in Open and Distance Learning Web site: http://www.col.org/SiteCollectionDocuments/A4.pdf Willis, J. W. (2008). Qualitative Research Methods in Education and Educational Technology, Charlotte, NC: Information Age Publishing, Inc. Zawacki-Richter, O. (2005). Online faculty support and education innovation A case study. European Journal of Open and Distance Learning (EURODL), Volume 1. Retrieved from http://www.eurodl.org/index.php? p=archives&year=2005&halfyear=1&article=163.