What Is a Case Study?
When you’re performing research as part of your job or for a school assignment, you’ll probably come across case studies that help you to learn more about the topic at hand. But what is a case study and why are they helpful? Read on to learn all about case studies.
At face value, a case study is a deep dive into a topic. Case studies can be found in many fields, particularly across the social sciences and medicine. When you conduct a case study, you create a body of research based on an inquiry and related data from analysis of a group, individual or controlled research environment.
As a researcher, you can benefit from the analysis of case studies similar to inquiries you’re currently studying. Researchers often rely on case studies to answer questions that basic information and standard diagnostics cannot address.
Study a Pattern
One of the main objectives of a case study is to find a pattern that answers whatever the initial inquiry seeks to find. This might be a question about why college students are prone to certain eating habits or what mental health problems afflict house fire survivors. The researcher then collects data, either through observation or data research, and starts connecting the dots to find underlying behaviors or impacts of the sample group’s behavior.
During the study period, the researcher gathers evidence to back the observed patterns and future claims that’ll be derived from the data. Since case studies are usually presented in the professional environment, it’s not enough to simply have a theory and observational notes to back up a claim. Instead, the researcher must provide evidence to support the body of study and the resulting conclusions.
As the study progresses, the researcher develops a solid case to present to peers or a governing body. Case study presentation is important because it legitimizes the body of research and opens the findings to a broader analysis that may end up drawing a conclusion that’s more true to the data than what one or two researchers might establish. The presentation might be formal or casual, depending on the case study itself.
Once the body of research is established, it’s time to draw conclusions from the case study. As with all social sciences studies, conclusions from one researcher shouldn’t necessarily be taken as gospel, but they’re helpful for advancing the body of knowledge in a given field. For that purpose, they’re an invaluable way of gathering new material and presenting ideas that others in the field can learn from and expand upon.
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Learning Organization - A Case Study
by Alfonso Johan
A brief study of learning organizations, its structures and what defines it. This presentation looks at Maxis, a telecommunications operator in Malaysia and presents the arguments that Maxis applies the learning organization structure. This was a group effort by myself, Aishah Salamat, Syahrifendi Shukor and Azi Razak. It was done as part of our Organizational Management class (BMOM 5203)
Free Related PDFs
2018, The Learning Organization
Purpose The paper aims to offer an overview of the definition of the concept of learning organization to be used, related to and taken as a starting point for further conceptual developments by others writing about and using the learning organization concept. An additional purpose is to suggest how the concept of learning organization could be demarcated to define what would be demanded from any particular organization to be counted as a learning organization. Design/methodology/approach This is a conceptual paper. To define the learning organization, a label-focused approach and a content-focused approach are used. A contextual approach is suggested as the most appropriate tool for demarcating the concept of learning organization. Findings It is suggested that there are four versions of learning organization, which can all be related to three different forms of organizational aspects. Furthermore, a contextual approach is suggested to demarcate how to define learning organization t...
Science Park Research Organization & Counselling
In this paper I present the results of developing a learning organisation based upon a dual systems thinking of organisations and a conventional theory of learning and knowledge. The point of departure is a case study of a Danish public enterprise whose management relied upon some consultants' view of a learning organisation as tightly coupled with another management philosophy, namely that of Total Quality Management. I argue that this relation created a boundary between, on the one hand, human actions and learning, and, on the other hand, the development of the core work practices of the organisation. I, further, point to how the learning-theory inherent in most literature on learning organisations hold a rather simplistic understanding of learning. The result is that the method for developing a learning organisation stays within a traditional educational mode, which does not contribute to fully release the human potential in work organisations.
This critical study of a new idea for organizational learning named Learning Organization (LO) aims at contributing for the understanding of the managerial thinking, the developing of managers and researchers conscious practice and for an integrated grounded theory construction and managerial education. LO idea seems to be based upon developing an organic systems world view that doesn't prevail neither in organizational management theory nor in organizational learning research and practice -only receptive to adaptive change. If implementers and researchers don't realise that this LO idea can't be completely understood within the prevalent business and organizational theory paradigm and do not understand the required concomitant cognitive change for a learning organization to develop, this would not actually occur. This research will evaluate the transformational capacity of the LO idea comparing its ontology and epistemology with the perception of implementers so they ca...
Sushil K. Sharma
A Systemic Approach
2008, The learning organization
1995, Hospitality & Tourism Educator
This article examines the state of research on the learning organization in the field of HRD and future directions that hold promise for enriching our understanding of organizational learning and the learning organization. The article differentiates these two streams of research and explores areas where one body of research may be useful to the other. The article draws heavily on studies using the Dimensions of a Learning Organization Questionnaire (DLOQ©). Emerging work testing cross-cultural validity and levels of analysis, as well as social network analyses, shows promise in deepening our understanding of the construct. Finally, a case is made for the need for studies of learning organization interventions in order to continue to test the usefulness of the construct of a learning organization for HRD practitioners. K E Y W O R D S DLOQ, learning organization, organizational learning 1 | INTRODUCTION Once deemed a distant vision of an ideal state, the learning organization has been a stable construct in studies in HRD for over 20 years (Lundberg, 1989; Senge, 1990). In order to understand what is intrinsically inherent in conceptions of a learning organization, it is important to first define learning at the organizational level. This is particularly imperative if one seeks to measure learning at the organizational level-or in the case of the related learning organization construct, what facilitates or enables learning by organizations. Anchored in organizational behavior journals, scholars seldom discuss the learning organization literature and often dismiss it as little more than consultant speak, primarily prescriptive rather than descriptive research (Tsang, 1997). Furthermore, learning organization scholars often ignore studies of organizational learning, focusing instead on comparing the validity of different conceptions of the learning organization or on different measures (Song, Chermack, & Kim, 2013; Swanson & Chermack, 2013). But we cannot prescribe without first describing-or asking ourselves-what change we are trying to effect. And how do we know it would be valid? To address this conundrum, we begin by looking at differing theories of how organizations learn and the implications of these different conceptions for understanding the learning organization construct and ultimately how a learning organization might be most meaningfully assessed.
Although each organization has some learning capabilities, a learning organization is not a spontaneous construction but a result of the management purposeful action. After a discussion of learning in a systemic perspective, this paper focuses on the characteristics of the learning organization, the factors that block or facilitate learning and some strategies for improving learning capabilities. Some remarks about the relationships between learning as a prerequisite of the technological and process innovation are also made.
2015, International Journal of Academic Research in Business and Social Sciences
FREE RELATED PAPERS
2008, The Learning Organization
Affandi Mohd-Zainal , Jafri Rohani
The survival of any organisation, particularly, a proft oriented organisation depends to a large extent, on how well it can adapt to environmental changes, accepts changes and do better in terms of its operations. This conceptual paper reviewed some extant literatures on organisational learning and learning organisations with a view to answering the following question: First, how do you identify a learning organisation when you see one? Secondly, what is the conceptual difference between organisational learning and learning organisation? Thirdly, what are those impediments that deprive organisation from becoming a learning organisation? Fourthly, what benefts do organisations derive from being a learning organisation? Furthermore, it attempted to pinpoint some examples of learning organisations in Nigeria and USA. Accordingly, this paper supports the proposition that organisation learning culture has direct inﬂuence on organisational innovativeness, which is directly tied to long-term organisational success. It is recommended, therefore, that all organisations that want to remain competitive should focus on becoming a learning organisation.
Handbook of Research on the Learning Organization
2018, A Literature review of Learning Organization and Employee Effectiveness
In the continuous expedition towards improving effectiveness in the workplace to levels of pareto-optimality, Peter Senge in his famous book - The Fifth Discipline, outlines some of the basic practices and guides towards attaining such height. This paper marries Senge's research with the concepts of Employee Effectiveness to outline factors that can be become ingrained in any organization to help make it become a Learning Organization . As the whole is known to be greater than the sum of its parts, it all begins with the stride towards individual effectiveness of the employees and then a successful attempt towards team building and synergy.
2016, Journal of Resources Development and Management
The current paper focuses on the importance of learning to the development of business enterprises and corporate organizations. It highlights the need for the training and re-skilling of organizations human resources in line with the developments of today’s business demands. Hence, the purpose of the paper is to explore the impacts of continuous learning on skills development to increase the performance of people in the service of business organizations. Such training interventions are, without exception, crucial irrespective of position or rank in the organization. The paper draws on Peter Senge’s five disciplines towards building strong learning organizations: building shared vision, personal mastery, mental models, team learning and systems thinking. The adoption and application of the five basic principles will aid business leaders, line managers, training consultants and employees to acquire competitive business skills and healthy intellectual minds, essential for the growth an...
Victoria J Marsick
2004, Human Resource Development Quarterly
Syeda Javeria Hussain
2016, Management Science Letters
2014, Procedia - Social and Behavioral Sciences
This chapter contains a critical analysis of the learning organization (LO). As part of this agenda, the possibilities for a more positive agenda for LO are also explored. The chapter introduces a political perspective in which LO is seen as part of power relations that produce particular types of learning. From this perspective the authors move to Foucault’s later ethical writings to clarify an important distinction between reflective and reflexive practices. Three different narratives of LO are then identified and discussed. 1st generation LO is characterized by learning models that are consistent with the rationalities of the classical bureaucratic model. 2nd generation LO is characterized by learning models that emphasize reflection, self-management, and self-directed learning according to corporate performance goals. 3rd generation LO focuses on reflexivity, creativity, and co-creation in groups and teams and across silos supported by the design of collective spaces where such ...
Hillary Odor , Peter A. Samuel
The survival of any organisation, particularly one that is profit oriented, depends to a large extent, on how well it can accept and adapt to environmental changes, and do better in terms of its operations. This conceptual paper reviewed some extant literatures on organisational learning and learning organisations with a view to answering the following question: First, how do you identify a learning organisation when you see one? Secondly, what is the conceptual difference between organisational learning and learning organisation? Thirdly, what are those impediments that deprive organisation from becoming a learning organisation? Fourthly, what benefits do organisations derive from being a learning organisation? Furthermore, it attempted to pinpoint some examples of learning organisations in Nigeria and USA. The contributions of the different approaches to the study of organisation learning and learning organisation are analyzed, and some areas are suggested where the transfer of analytical concepts may improve understanding. Accordingly, this paper supports the proposition that organisation learning culture has direct influence on organisational innovativeness, which is directly tied to long-term organisational success. It is recommended, therefore, that any organisation that wants to remain competitive should focus on becoming a learning organisation. The authors further recommends that more empirical research is required in the construct to investigate whether there are indeed organisations that can truly be called learning organisations or the construct is just a misnomer.
Artur Ferreira da Silva
This paper presents a research project in progress aiming at accelerating and making more profound the learning in organizations. The concepts of learning organization is revised and a learning architecture based on Alexander's patterns is proposed. Some aspects of the context and methodology used are also mentioned.
2012, Sociology Compass
JYOTHI BABU C , BIBHUTI B PRADHAN
The idea that an organisation could learn in ways that were independent of the individuals was a key breakthrough. This paper explores the important question ‘how are the learning entities – individual, group or organisation –related’? The answer is important for promoting learning by an organisation. This empirical study found that there is a relation between all the levels of learning – individual, group and organisational –with each other. However, a direct relation between organisational level learning and individual level learning is not sufficiently strong. That means group level learning mediates between individual level learning and organisational level learning. Thus, groups are also important learning entities. But more importantly, there is a need for special emphasis by organisations on roles and rules, routines, practices and standing operating procedures, culture, information systems, the physical structure of the workplace and sources outside the organisation.
Prof. Salah Ghoneim
2013, Mediterranean Journal of Social Sciences- Published by MCSER-CEMAS- Sapienza University of Rome
The aims of this study were to define the reality of applying the organizational learning as an approach for transforming to the learning organization concept, determine the important obstacles which appeared when applying it, and identify the suggestions which may contribute in applying it at Al-Imam Muhammad ibn Saud Islamic University from the point of views of its faculty members. A descriptive method is used (survey) and a questionnaire of (60) statements had been answered by (200) of the faculty members. The most important results of the study have revealed the practice of organizational learning process (with a weak degree) at the university, and the presence of obstacles (with a high degree) that limiting the application of the organizational learning at the university, and the acceptance of proposals (with a very high degree), which may contribute to the application of the organizational learning process, and there are statistically significant differences in favor of females in the dimension of: (enhancing the organizational learning process), and in the dimension of:(provision a collective learning environment in the university), which represent the reality of organizational learning at the university. There are also statistically significant differences in favor of human sciences specializations in proposals for the application of organizational learning. The study recommended that the academic leaders at the Ministry of Higher Education and Saudi universities must work to promote the organizational learning culture and the concept of learning organization among the faculty members and university employees, and provide an environment that facilitates the organizational learning process at the university, and the establishment of academic departments specializing in the science of Learning organizations and organizational learning at universities as well as the establishment of the organizational learning centers within the university, staffed by experts and advisors in organizational learning, and provide counseling and guidance services for all employees at the university, and also for beneficiaries from outside the university.
In this study it was aimed to identify the characteristics of learning organizations and testing the learning organization scale in Turkish companies. The questionnaire was applied to 48 managers and 426 employees in 11 companies, operating in outsourcing for call center industry. The reliability and validity of the “Organizational Learning” scales developed by Mets and Torokoff (2007), which were based on Senge’s five disciplines, in order to determine the characteristics of the learning organizations was investigated for Turkish study population within the scope of this study. According to study findings, it can be stated that aforementioned scale is a powerful tool that can be used to measure organizational learning with its high reliability and validity, specifically for Turkish respondents. The reliability and validity of the "Organizational Learning" scales developed by Mets and Torokoff (2007), which were based on Senge's five learning disciplines and Mets' three-dimensional learning model, for the Estonian enterprises, were investigated for Turkish study population within the scope of the study and results indicate that this scale is considered valid and reliable for Turkish use.
2006, Learning Organization, The
The need to create and apply knowledge has contributed to the prescription of a learning organization. However, there is no easy answer to what this concept means. Also, a major criticism of the concept relates to the yet unclear connection between learning and performance. The purpose of this paper is to review the broad global literature to identify emergent themes, synthesized into a multilevel framework of process and structural attributes that reflects key theoretical relationships and attributes underwriting organisational learning and change Design/methodology/approach – This paper is based on meta-analysis of literature published about the learning organization and organisational learning. Findings – Finds a multilevel framework of process and structural attributes that reflects key relationships and attributes associated with learning and change.
Kirembwe Rashid Abdul Hamed
This research is aimed to study the existence of the dimensions of the learning organization in basic education schools in the Sultanate of Oman from its employees' point of view. Also, this study aims to identify the differences in the estimates of workers in basic education schools to the presence of learning organization requirements attributable to any of the variables of gender, and qualification. A theoretical framework of learning organizations developed by the researcher is used in this research. The questionnaire was used as a tool to get to know the reality of the existence of the requirements of the learning organization on a sample consisting of (1098) of the workers in basic education schools. The research concluded that to become a learning organization, basic education schools in the Sultanate of Oman needs to promote all the dimensions of the learning organization.
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