Principles for Creating a Case Study Analysis
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Principles for Creating a Case Study Analysis
Case Study Analysis Guidelines
The case study method is a form of stimulation aimed at providing students with an understanding of the complexities relating to specific circumstances faced on the job. A case study should contain a complete description of an issue including all known events, people, and other impacting factors. It represents a situation/concern to be analyzed and resolved. Case studies should allow students to:
- Ask (or ask themselves) questions that help extract key information from a case
- Diagnose the case
- Define all the different issues involved in the case
- Make well thought out, fact-based decisions
- Formulate principles for handling future cases
In the field of public administration, the case study method is “an action plan” for resolving community issues. It provides clarity of purpose for what needs to be accomplished to effectively connect citizens to governance.
“Few public administrators expect ever to find a ‘one size fits all’ issue resolving approach for the vast range of circumstances/concerns that they are likely to encounter” (Public Administration – The Profession and the Practice).
Principles for Creating a Case Study Analysis
Each case should focus on a single issue/situation clearly delineated in one or two sentences, at most, and separated from paragraphs so as to easily determine what it is we are about to address.
A case study analysis must contain all the data necessary to arrive at a recommendation for resolution:
- Facts and events of the case
- Feelings, habits, attitudes, and expectations of the key stakeholders
- A clear description of the setting (time, place, and physical and social environment)
Steps in Creating a Case Study
- Identify the Issue
- Must illustrate one or several specific principles.
- Will constitute the heart of the case study and thus influence all parts including how it is represented.
- Case studies are stories; they teach what stories teach – which happens to be what administrators most need to learn.
- Create an Outline of the Case Study
- Select facts and incidents that will be easily recognized and understood by participants.
- Organize these in a logical sequence. Remove any inflated or exaggerated components that might diminish the authenticity of the case.
- Identify the Stakeholders
- Clearly identify each stakeholder in terms of his/her position.
- Write up the case study.
- Whether the case study is short or long, present a clear, concise, and coherent portrait of the stakeholders, events, and information.
- Use a writing style that is simple and direct – no long winded dissertations – one that speaks right to the reader.
- Occasionally include brief dialogues to create interest and allow readers to hear what the stakeholders in the case study have to say for themselves.
- In the case introduction, present your key stakeholders and provide information that clearly identifies him/her/them. Establish the relationship between the stakeholders and the issue under study. Include the organizational context.
- Recount events or incidents in chronological order.
- Occasionally use “flashbacks” to fill in gaps or heighten the sense of realism in the case. In certain case studies, you may have events overlap, occur simultaneously, or repeat themselves.
- In the concluding sentence or paragraph of the case study, point out the need for some form of action: a decision, a recommendation for resolution, a weighing of alternatives, or a combination of these.
- End with a bridge of some sort that leads from your case study presentation to participant discussion. Three types of conclusion are frequently used: 1) open-ended conclusion: the participants define the facts and problems, 2) directed conclusions: specific questions, tasks, or even a quiz following a case study, 3) closed conclusions: a textbook solution is provided at the end of the case study.
- Identify Stakeholder Perspectives
- Understand that public administration is politics – not the “obvious politics” of high stakes electioneering and policy making, but the “other politics” of small-scale, behind the scenes problems solving: the nature of administrative casework follows accordingly.
- Stories don’t come ready-made but must be formed through selection and shaping from the flow of events: “Case synthesis precedes case analysis.”
- Keep your eye on the entire set of interacting decision-makers and interlocking policies: it’s there you are most likely to find any lurking problems of under-determination.
- It’s usually helpful to break out the goals being pursued, the variables that must be modified to move toward the goals, and the criteria to be borne in mind when pursuing the goals; it’s in those criteria that problems of over-determinationare likely to originate.
- Remember Mile’s Law: “Where one stands depends on where one sits.”
- Search for the paradigm of the case, but expect departures from the underlying pattern; explore the progression of circumstances.
- Make a Recommendation
- Cases involve choices; in a democracy, choice demands justification, which further implies a process of dialogue and an effort at persuasion.
- An effective administrative analyst must be ready to “speak in tongues;” expect to work in a variety of idioms and vocabularies.
- Most important of all: Trust your own experience and instincts!
“It is the object of administrative study to discover, first, what government can properly and successfully do, and secondly, how it can do these proper things with the utmost possible efficiency and the least possible cost either of money or of energy.” – Woodrow Wilson
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Principles for Creating a Case Study Analysis
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