Annenberg School for Communication, University of Southern California
[Originally developed and taught by W. H. Dutton in 1997 at the Annenberg School]
| Instructor | William H. Dutton, Professor of Communication, USC |
| Seminar | T and Th, 9:30 am -- 11:00 pm in ASC 232 |
| Office Hours | T and Th, 11-12 am in ASC 301 and by appointment |
| Web Address | http://www-rcf.usc.edu/~wdutton/ |
| Contact | E-mail wdutton@usc.edu or telephone (213) 740-2759 |
| Syllabus | http://www-rcf.usc.edu/~wdutton/303_syllabus.html |
Communication researchers in the social sciences and journalism use case studies often and to serve a wide variety of purposes. A case study can be used to explore a topic, illustrate a problem, describe an event or process, discover an explanation for a social phenomenon and more. You can use case studies today and in the future -- in whatever career you pursue -- to improve your understanding of the world of communication. You are surrounded by cases in your everyday life and work. Understanding case research can help you get your 'foot in the door' of whatever event, process, place, business, or issue interests you in the field of communication.
While many students are taught the danger of generalizing from a single case, few know how to use a case to its fullest advantage. This course aims to do just that -- show you how to wisely use and learn from case studies. Some questions we will explore are: What is a case approach? What case(s) are meaningful to study? How should you conduct a case study? How can you best report on what you have learned?
The course will approach these and related issues by involving each student in the process of doing two 'mini-case' studies. Students will read about the art and science of case research, in addition to literature related to their case research. You will be presented with examples of case research. Students will listen and learn from one another's case research.
Course lectures and discussions will be aimed at introducing basic issues of case study research, providing examples from the instructors own research and progressing each of the mini-cases. In the process, students will be introduced to such methods as participant-observation, qualitative analysis, and historical case study research to understand various ways they can conduct case studies, and solve the many and diverse problems they pose. The course will identify and discuss controversies over case study methods, so that students can reflect critically on their own experience.
Case research is an entry point to virtually any problem or question. Students will learn how cases can be used to address more general issues surrounding the status and role of qualitative research in the social sciences and the ethics of research, as well as how research can be more usefully tied to policy and practice.
Students should have an inquiring mind, and an interest in conducting a case study, which may involve getting out in the real world of the campus or community. There is no need to have a case study chosen in advance. Half the fun and challenge of this course is in choosing the best and most interesting mini-cases for yourself, and deliberating on the best cases for other students to pursue. As a student, you will design a case study that is relevant to your interests, whether in particular subjects or careers.
Grades will be based on the following:
A. Two Mini-Case Studies
Students will do two 'mini-case' studies. These are case studies that are scaled back from what would be optimal with more time and resources. The first will be based on the study of some media artifact, such as a Web site, a TV commercial or a newspaper story. The second will include, as a primary feature, the direct observation of some communication phenomenon. While the first could involve only desk research, the second would lead you out into the life of the campus or community. Each mini-case should include:
1. Statement of Problem, Question, or Issue: Each student will write a brief 100-200 word statement of the problem, question, or issue that they will to pursue through a case study.
2. Design of Case. Students will write a brief 250-300 word description of the case study they would like to conduct, showing how its design relates to their research question.
3. Human Subjects Approval. Each student must obtain approval for their study from the School of Communication, which handles routine reviews for USC's Human Subject Review Panel. D
4. Case Study Report (Term Paper): Each student should write a short (approximately 2,500 word) report, including references, on their case study, which may include additional figures and appendices. This should be typed, double-spaced with one inch margins, and adhere to either Harvard or APA style guidelines.
5. Case Study Presentation: Each student will develop a presentation of their case study. The presentation is based on an oral presentation to the class, which may incorporate a short videotape, press release or Web page. If you excel in front of groups, try to extend your experience, such by creating a press release on the study or putting up a Web page.
B. Contribution to Class Discussion of Case Studies: In Class and On Line
Students are expected to be prepared, to complete various outside assignments and regularly contribute to discussion in class and online. I will ask students to periodically summarize and discuss the progress of their cases for the class, based on their 'research logs'. Attendance is critical and therefore counts in your course grade. The course may use Blackboard (TOTALe) to support discussion of student cases and distributing course documents, such as notes from lectures. If so, students are expected to use this facility and be aware of announcements and assignments online.
C. Examinations
Each student will take a mid-term and final examination over the assigned readings, course lectures and discussion. Exams will be essay type, but may include short identification questions, allowing students to choose two of four to six options on which to write. They will test each student's understanding of the case study approach, lecture and discussion, and the texts for this course.
The final will be held on 7 May from 11-1pm.
Grades will be based on the following:
| ASSIGNMENT | POINTS | DUE DATES |
| Mid-term Examination | 20 | Feb 14 |
| Media Mini-case | 25 | Feb 21 |
| Observational Mini-case | 25 | April 25 |
| Participation | 10 | Attendance & contribution |
| Final Examination | 20 | 2 May |
Unless changed, students must earn 90 points for an A, 80 for a B, 70 for a C.
The University is committed to maintaining the highest standards of ethical conduct in all academic pursuits. Any student found responsible for plagiarism, fabrication, cheating on examinations, or purchasing papers, or other assignments, will receive a failing grade in the course and may be dismissed as a major in communication. See section 11 of Scampus.
Students requesting academic accommodations based on a disability are required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP when adequate documentation in filed. Please be sure the letter is delivered to Professor Dutton (or Ancuta Marza) as early in the semester as possible. DSP is open Monday-Friday, 8:30-5:00. The office is in Student Union 301 and their phone number is (213) 740-0776. For additional information, see the Web page of the Disabilities Services Program at http://www.usc.edu/student-affairs/gateway/programs_services/.
Required Reading:
Stake, R. E. (1995), The Art of Case Research (London: Sage).
Yin, R. K. (1994), Case Study Research, Second Edition (Beverly Hills, CA: Sage).
Recommended for Further Reading:
Diesing, P. (1971), Patterns of Discovery in the Social Sciences (New York: Aldine Atherton), pp. 1-25; 142-303.
Wakeford, N. (2000), 'New Media, New Methodologies: Studying the Web' in Gauntlett, D. (ed.), Web.Studies: Rewiring Media Studies for the Digital Age (London: Arnold): 31-41.
In addition, I have compiled a set of suggested further readings:
o selected case studies at
http://www-rcf.usc.edu/~wdutton/303_cases.html
o readings and useful URLs on case study research at
http://www-rcf.usc.edu/~wdutton/303_readings.html
o examples of topics explored by other students in this course at
http://www-rcf.usc.edu/~wdutton/303_examples.html
1. Introduction to Course (January 8, 10)
Aims, objectives, requirements and grading
Topics and tentative schedule
Assigned Reading: Course syllabus; Stake (1995): xi-xv, Yin (1994): ix-xvii
Further Reading: Berger, A. (1991), Media Research Techniques (Newbury Park: Sage), chapter on 'research logs', pp. 15-22.
Assignment: Send an e-mail to wdutton@usc.edu with a 30-50 word biographical sketch, noting your enrollment in COM 303.
2. A Case Study (January 15, 17)
Assigned Reading: Stake (1995): 1-13, 137-60; Yin (1994): Chapter 1
Further Reading: Diesing, P. (1971), Patterns of Discovery in the Social Sciences (New York: Aldine Atherton), pp. 1-25.
Example for Discussion: We will discuss the case study presented in our core text as another example of a possible approach to case study research. What themes, patterns, or concepts emerge from this case? The instructor will also try to describe or distribute sections of Lang, Kurt and Gladys Lang (1953), 'The Unique Perspective of Television and Its Effect', American Sociological Review, 18(1), pp. 103-112, a case study of the McArthur Day Parade. The resonance of the theme of this case has been reflected so often since that you can see how general themes of single cases can obtain validity over time.
3. Steps in Conducting a Case Study: Creating a Spiral of Progress (Jan 22, 24)
There are a number of steps involved in completing a case study, but they cannot be taken in a neat, linear order. From the very first step, you must anticipate later steps, and continually cycle back and forth to progress a case study. I will present a model to help you understand this process and alert you to other related models of case research.
Assigned Reading: Stake (1995): 35-48; Yin (1994): passim.
Further Reading: Diesing, P. (1971), Patterns of Discovery in the Social Sciences (New York: Aldine Atherton): 142-303.
4. That's Interesting: Choosing a Research Problem or Question (Jan 29, 31)
What's interesting to you? Students will come to class with events, problems, and issues drawn from their life on campus, work, the news, or other settings, ranging from the campus to foreign affairs. The class will discuss each problem or issue. Is it interesting to the class? What is important about the problem? What are the taken for granted assumptions or observations that might be questioned?
Assigned Reading: Stake, R. (1995): 15-34.
Further Reading: Berger, Arthur A. (1996), Manufacturing Desire (New Brunswick, NJ: Transaction Publishers), 41-56. ('1984: The Commercial')
5. Designing a Case Study (Feb 5, 7)
We will discuss case study designs, and use the research questions of students to illustrate how different designs might be used to pursue each question.
Assigned Reading: Yin (1994): Chapter 2.
Further Reading: Wakeford, N. (2000), 'New Media, New Methodologies: Studying the Web' in Gauntlett, D. (ed.), Web.Studies: Rewiring Media Studies for the Digital Age (London: Arnold): 31-41.
NOTE: MID-TERM ON FEB 14
6. Preparing and Planning for the Research (Feb 12, 14)
Assigned Reading: Yin (1994): Chapter 3; Stake (1995): 49-57.
Further Reading: William H. Dutton and Jay G. Blumler. 'The Faltering Development of Cable Television in Britain,' International Political Science Review, Vol. 9, No. 4, 1988, 279-303.
7. Human Subjects: Protecting Your Subjects and Gaining Approval (Feb 19)
Assigned Reading: On the Web, go to USC's site on 'Research Involving Human Subjects (at http://www.usc.edu/admin/provost/irb/). Read this page and look over the site. Download an 'Application for Human Subjects Review' from http://www.usc.edu/admin/provost/irb/upc.html. You need to complete this application and gain approval to complete this course. This application need not be approved before field work begins, but you must obtain approval from the School of Communication, which processes student requests for USC.
Further Reading: Shaw, D., (1999), 'Crossing the Line', Los Angeles Times, Monday, 20 December: Special Report. I will make copies available but you can also read this story or download it from the Los Angeles Times Web site: <http://www.latimes.com> for a modest fee.
NOTE: MEDIA MINI-CASE DUE ON 21 FEB
8. Getting Access: The Major Stumbling Block (Feb 21, 26)
We will look at general issues of getting access to a case, such as personal and ethical considerations, but also look at specific instances and problems with each student's study.
Assigned Reading: Yin (1989): Chapter 3; Stake (1995): 57-60.
Further Reading: Draft of Dutton et al's developing case study of the Tribune's acquisition of the Times Mirror.
9. Observation, Collection of Evidence: Triangulation (Feb 28, March 5, 7)
Assigned Reading: Yin (1989): Chapter 4; Stake (1995): 60-69; 107-20.
Further Reading: Handouts on the instructor's study of DNet, such as: Dutton, William H., Anita Elberse, and Matthew Hale, 'Information, Democracy and the Internet,' Communications of the ACM, December, 1999, pp. 48-52.
SPRING BREAK
10. Tools and Techniques for Qualitative Analysis (March 19, 21)
We will discuss a variety of computer-based tools for qualitative analysis, using Heise's Ethno as one specific example, and a use the instructor made of this technique in a study of Santa Monica's Public Electronic Network (PEN). Students are encouraged to search out related tools on the Web.
Assignment: Try to use Ethno2 at: http://www.indiana.edu/~socpsy/ESA/ or The Ethnograph at: http://www.qualisresearch.com/
Suggested Readings: Matthew, B., and Huberman, A. M. (1984), Qualitative Data Analysis: A Sourcebook of New Methods (Beverly Hills, CA: Sage) and review Scolari, a commercial source for software on qualitative data analysis and other techniques at www.scolari.com
Dutton, W. H. and Guthrie, K. 'An Ecology of Games: The Political Construction of Santa Monica's Public Electronic Network,' Informatization and the Public Sector, Vol. 1, No. 4, (1991): 1-24.
11. Analysis of Observations and Field Notes (March 26, 28, April 2, 4)
The most difficult aspect of case research might well be the movement from concrete observations to more general themes, concepts, and patterns. How to do this, and how to validate and gain confidence in the outcome of this process will be the general topic of our discussion.
Assigned Reading: Yin (1994): Chapter 5; Stake (1995): 71-90.
Recommended Reading: Glaser, B. G. and Strauss, A. L. (1967), The Discovery of Grounded Theory (New York: Aldine Publishing Company), sections on constructing grounded theory.
Further Reading: Dutton, W. H., and Lin, Wan-Ying (2001, Forthcoming), 'Using the Web in the Democratic Process: The Web-Orchestrated 'Stop the Overlay' Cyber-Campaign', European Review, Vol. 9, No. 2, pp. forthcoming.
12. Developing New Concepts; Refining Old Concepts (April 9, 11)
Some of the major contributions of case studies and other qualitative research are concepts that pull together the many and complex findings of a study in a simple and general way. Good typologies and sensitizing concepts can bring the reader into a case and provide a framework for developing a more cumulative understanding of social phenomena.
Assigned Reading: Review readings from the semester and pull out examples of a) typologies, b) sensitizing concepts, c) concretizing concepts, d) themes, and e) patterns of processes.
Further Reading: Dutton, W. H. and Kraemer, K. L. (1985), Modeling as Negotiating: The Political Dynamics of Computer Models in the Policy Process (Norwood, NJ: Ablex): 77-99.
13. Reporting on a Case Study (16 April)
Many elements of style and composition are important to the report of a case study, but case studies also raise particularly difficult problems of reducing data, and providing the reader a true sense of what you've learned from the experience of doing the case research.
Assigned Reading: Yin (1994): Chapter 6; Stake (1995): 121-36.
14. Defining and Reaching Audiences: Users and Beneficiaries (18 April)
Assigned Reading: Stake (1995): 91-106.
Further Reading: W. Dutton (1994), `Trickle-Down Social Science: A Personal Perspective,' Social Sciences, 22, January, p. 2.
NOTE: OBERVATIONAL MINI-CASE DUE 25 APRIL
15. Summary and Presentations: Case Studies (23, 25 April)
Your second mini-case will be presented this week and we will use these presentations to discuss some of the major strengths and weaknesses of this approach. Case studies are often the focus of debate in the social sciences. Some debates are across paradigms, while others raise more fundamental methodological issues for case researchers. All are instructive.
16. Final Examination (7 May 2000, 11am-1pm)