ethnography case study compare

Case Study vs. Ethnography

What's the difference.

Case study and ethnography are both research methods used in social sciences to gain a deeper understanding of a particular phenomenon or group of people. However, they differ in their approach and focus. A case study typically involves an in-depth examination of a single individual, group, or event, aiming to provide a detailed analysis of a specific situation. On the other hand, ethnography involves immersing oneself in a particular culture or community over an extended period, observing and interacting with its members to understand their beliefs, behaviors, and social dynamics. While case studies provide detailed insights into specific cases, ethnography offers a broader understanding of the cultural context and social interactions within a community.

Attribute	Case Study	Ethnography
Research Method	Qualitative	Qualitative
Focus	Specific instance or phenomenon	Culture or social group
Data Collection	Interviews, observations, documents	Observations, interviews, field notes
Data Analysis	Inductive, thematic analysis	Inductive, thematic analysis
Sample Size	Small	Small to medium
Time Frame	Short to medium term	Long term
Research Setting	Varies, can be controlled	Naturalistic, real-life settings
Researcher's Role	Active, involved	Active, participant observer
Generalizability	Low, specific context	Medium, cultural insights

Further Detail

Introduction.

Case study and ethnography are two research methods commonly used in social sciences and other fields to gain a deeper understanding of a particular phenomenon or group of people. While both methods aim to provide rich and detailed insights, they differ in their approach, scope, and data collection techniques. In this article, we will explore the attributes of case study and ethnography, highlighting their similarities and differences.

Definition and Purpose

Case study is a research method that involves an in-depth examination of a specific individual, group, or event. It aims to provide a comprehensive analysis of a particular case, often focusing on a unique or rare occurrence. On the other hand, ethnography is a qualitative research method that involves immersing the researcher in the natural environment of a group or community to observe and understand their culture, behaviors, and social interactions.

Scope and Generalizability

One key difference between case study and ethnography lies in their scope and generalizability. Case studies are typically more focused and specific, aiming to provide detailed insights into a particular case or situation. The findings of a case study may not be easily generalized to a larger population due to the uniqueness of the case being studied.

On the other hand, ethnography aims to capture the broader cultural and social dynamics of a group or community. By immersing themselves in the natural setting, ethnographers can observe and document the behaviors, beliefs, and practices of the group. Ethnographic research often seeks to uncover patterns and themes that may be applicable to similar groups or communities, allowing for a higher level of generalizability.

Data Collection

Another important aspect to consider when comparing case study and ethnography is their data collection techniques. In case studies, researchers often rely on multiple sources of data, including interviews, surveys, observations, and document analysis. These various data sources help provide a comprehensive understanding of the case being studied.

On the other hand, ethnography primarily relies on participant observation, where the researcher actively engages with the group being studied, often for an extended period. This immersive approach allows the researcher to gain firsthand experience and insights into the culture, norms, and practices of the group. Ethnographers may also conduct interviews and collect artifacts or documents to supplement their observations.

Time and Resources

Case studies and ethnography also differ in terms of the time and resources required to conduct the research. Case studies are often more time-efficient, as they focus on a specific case or event. Researchers can collect data relatively quickly and analyze it in a shorter timeframe. However, the depth of analysis and the level of detail may vary depending on the complexity of the case.

On the other hand, ethnography is a time-consuming process that requires a significant investment of time and resources. Researchers need to spend an extended period in the field, building rapport with the community, and gaining their trust. The immersive nature of ethnography allows for a more comprehensive understanding of the group, but it also demands a longer-term commitment from the researcher.

Analysis and Interpretation

Both case study and ethnography involve a detailed analysis and interpretation of the collected data. In case studies, researchers often employ various analytical frameworks or theories to make sense of the data and draw conclusions. The analysis may involve identifying patterns, themes, or causal relationships within the case being studied.

Similarly, ethnographic research involves a rigorous analysis of the collected data. Ethnographers often engage in a process called coding, where they categorize and organize the observations, interviews, and other data sources. This coding process helps identify recurring themes, cultural practices, and social dynamics within the group. Ethnographers may also use theoretical frameworks to interpret their findings and provide a deeper understanding of the observed phenomena.

Applications

Both case study and ethnography have diverse applications across various disciplines. Case studies are commonly used in psychology, business, medicine, and law to examine individual cases, diagnose specific conditions, or understand unique situations. They provide valuable insights into complex phenomena that cannot be easily replicated or studied through other research methods.

On the other hand, ethnography finds its applications in anthropology, sociology, cultural studies, and other social sciences. Ethnographic research allows for a holistic understanding of different cultures, communities, and social groups. It helps uncover the underlying meanings, values, and practices that shape the lives of individuals within a specific cultural context.

In conclusion, case study and ethnography are two distinct research methods that offer valuable insights into specific cases or cultural contexts. While case studies provide a detailed analysis of a particular case, ethnography allows for a broader understanding of social and cultural dynamics. Both methods have their strengths and limitations, and the choice between them depends on the research objectives, scope, and available resources. By employing these research methods appropriately, researchers can gain a deeper understanding of the complexities of human behavior, culture, and society.

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Home » Education » Difference Between Case Study and Ethnography

Difference Between Case Study and Ethnography

Main difference – case study vs ethnography.

Case studies and ethnographies are two popular detailed, qualitative studies used in the field of social science . Although there are certain similarities between these two methods such as their holistic nature, and the extended time period, there are also some differences between the two. The main difference between case study and ethnography is their focus; ethnography aims to explore cultural phenomenon whereas case studies aim to describe the nature of phenomena through a detailed investigation of individual cases.

Difference Between Case Study and Ethnography - Comparison Summary

What is a Case Study

A case study is a detailed investigation of a single event, situation or an individual in order to explore and unearth complex issues. Yin (1984) defines case study as “an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used.” Although case studies are always associated with qualitative research, they can also be quantitative in nature. They are often used to explore community-based issued such as poverty, illiteracy, unemployment, prostitution, and drug addiction.

A successful case study is context-sensitive, holistic, systematic, layered and comprehensive. The process of a case study involves,

Identifying and defining the research questions
Selecting the cases and deciding techniques for data collection and analysis
Collecting data in the field
Evaluating and analysing the data
Preparing the report

Data collection methods in a case study may involve interviews, observations, questionnaires, checklists, analysis of recorded data and opinionnaires. Case studies can also be divided into different categories. Exploratory, descriptive and explanatory case studies are three such categories.

Case studies are preferred by many researchers in the field of social sciences since they offer detailed and in-depth information about a particular phenomenon. However, it is difficult to use the data obtained from a case study to form generalisation since it only focuses on a single event or phenomenon.

Main Difference - Case Study vs Ethnography

Figure 1: Questionnaires are one method of data collection in a case study.

What is an Ethnography

Ethnography is a detailed and in-depth study of everyday life and practice. In other words, it is the systematic study of people and cultures. A researcher who is engaged in ethnography is known as an ethnographer . Ethnographers explore and study culture from an insider’s point of view (emic perspective).

Ethnography traditionally involved focusing on a bounded and a definable race, ethnicity or group of people; for example, study of a particular African tribe. However, modern ethnography also focus on different aspects of the contemporary social life.

Ethnographic research mainly involves field observations, i.e., observations of behaviour in a natural setting. The researchers have to spend a considerable amount of time inside a community in order to make such observations. Information about particular socio-cultural phenomena in a community is typically obtained from the members of that particular community. Participant observation and interviews are two of the main data collection methods in this type of studies. Ethnographic studies take a longer period of time than other types of research since it takes long-term involvement and observation to understand the attitudes, beliefs, and behaviours of a community.

Difference Between Case Study and Ethnography

Figure 2: Observation and participant interviews are main data collection methods in ethnography.

Definition

Case Study: A case study is a detailed investigation of a single event, situation or an individual in order to explore and unearth complex issues.

Ethnography: An ethnography is the detailed and systematic study of people and cultures.

Case Study: Case studies focus on a single event, incident or individual.

Ethnography: Ethnography observes cultural phenomenon.

Case study: Case study intends to uncover the tacit knowledge of culture participants.

Ethnography: Ethnography aims to describe the nature of phenomena through detailed investigations of individual cases.

Data Collection Methods

Case Study: Case studies may use interviews, observations, questionnaires, checklists, analysis of recorded data and opinionnaires.

Ethnography: Ethnographic studies use participant observations and interviews.

Special Requirements

Case Study: The researcher does not have to live in a particular community.

Ethnography: The researcher has to spend a considerable amount time inside that particular community.

Conclusion

Case study and ethnography may have some similarities; however, there is a considerable difference between case study and ethnography as explained above. The main difference between case study and ethnography lies in their intent and focus; case studies intend to uncover the tacit knowledge of culture participants whereas ethnographic studies intend to describe the nature of phenomena through detailed investigations of individual cases. There are also differences between them in terms of data collection and analyis.

Cohen, Arie. “Ethnography and case study: a comparative analysis.” Academic Exchange Quarterly 7.3 (2003): 283-288.
Yin, Robert. “Case study research. Beverly Hills.” (1984).

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“Bronisław Malinowski among Trobriand tribe 3” By Unknown (maybe Stanisław Ignacy Witkiewicz, 1885-1939) (Public Domain) via Commons Wikimedia

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Ethnography vs. case study: choosing the right approach.

Home » Ethnography vs. Case Study: Choosing the Right Approach

Research methodology selection is a critical step in any academic or professional study. When delving into human behavior and social phenomena, two popular approaches often come to the forefront: ethnography and case study research. Each method offers unique insights and perspectives, making the choice between them a pivotal decision for researchers.

Ethnography immerses the researcher in the daily lives of participants, providing a rich, contextual understanding of cultural dynamics. On the other hand, case studies offer an in-depth exploration of specific instances or situations, allowing for detailed analysis of complex issues. The selection between these methodologies depends on various factors, including research objectives, time constraints, and the nature of the subject matter. By carefully considering these elements, researchers can ensure their chosen approach aligns with their goals and yields meaningful results.

Understanding the Foundations of Research Methodology Selection

Selecting the appropriate research methodology is crucial for the success of any study. When it comes to ethnography and case studies, researchers must carefully consider their research objectives and the nature of their inquiry. Ethnography offers a deep dive into cultural contexts, allowing researchers to immerse themselves in the daily lives of their subjects. This approach is particularly valuable for understanding complex social dynamics and cultural nuances.

On the other hand, case studies provide a focused examination of specific instances or phenomena. They are ideal for exploring unique situations or testing theoretical propositions in real-world settings. The choice between ethnography and case study often depends on the research questions, available resources, and the desired depth of analysis. Researchers must weigh the benefits of broad cultural insights against the detailed exploration of particular cases to determine which methodology aligns best with their research goals.

What is Ethnography?

Ethnography is a qualitative research method that involves immersing oneself in a particular social setting to observe and understand its culture, behaviors, and interactions. This approach allows researchers to gain deep insights into the lived experiences of individuals or groups within their natural environment. Unlike case studies, which focus on specific instances or phenomena, ethnography aims to capture the broader context and cultural nuances of a community or organization.

Researchers conducting ethnographic studies typically spend extended periods in the field, participating in daily activities and engaging with community members. This prolonged engagement enables them to develop a comprehensive understanding of the social dynamics, beliefs, and practices that shape the group's identity. By employing various data collection techniques, such as participant observation, interviews, and artifact analysis, ethnographers can uncover hidden patterns and meanings that might not be apparent through other research methodologies.

What is a Case Study?

A case study is a research method that involves an in-depth examination of a specific subject, such as an individual, group, or event. This approach allows researchers to gather detailed information about a particular phenomenon within its real-world context. Case studies are particularly useful when investigating complex issues that require a holistic understanding of the subject matter.

Researchers employing case studies typically collect data from multiple sources, including interviews, observations, and document analysis. This comprehensive approach enables them to capture nuanced insights and explore the intricate relationships between various factors influencing the subject under investigation. By focusing on a single case or a small number of cases, researchers can delve deep into the underlying mechanisms and processes, uncovering valuable insights that might be overlooked in broader, more generalized studies.

Key Differences in Research Methodology Selection: Ethnography vs. Case Study

When selecting a research methodology, understanding the nuances between ethnography and case study approaches is crucial. Ethnography immerses researchers in the daily lives of participants, offering rich cultural insights over extended periods. This method excels at uncovering hidden social dynamics and cultural patterns within communities or organizations.

In contrast, case studies focus on specific instances or phenomena, providing in-depth analysis of particular situations or events. They are ideal for examining complex issues within real-world contexts, often combining multiple data sources to build a comprehensive picture. While ethnography seeks broad cultural understanding, case studies aim to explore specific scenarios in detail. The choice between these methodologies depends on research goals, time constraints, and the nature of the inquiry at hand.

When to Choose Ethnography

Ethnography and case studies are both valuable research methodologies, but choosing the right approach depends on your specific research goals. Ethnography shines when you need to immerse yourself in a culture or community to gain deep, contextual insights. This method is particularly effective when studying complex social phenomena or trying to understand the nuances of human behavior within a specific group.

Consider ethnography when your research requires a holistic view of a culture or community. It's ideal for uncovering hidden patterns, unspoken rules, and subtle interactions that might be missed with other methods. For instance, if you're exploring how a particular subculture uses technology in their daily lives, ethnography allows you to observe and participate in their routines, providing rich, firsthand data. However, keep in mind that ethnography is time-intensive and requires significant commitment from both researchers and participants.

When to Choose a Case Study

Case studies prove invaluable when researchers seek to explore complex phenomena within specific contexts. This approach shines when investigating real-world situations that require in-depth analysis of a particular instance or event. Researchers often opt for case studies when they aim to understand the intricacies of a unique scenario or when they need to examine a subject holistically.

Choosing a case study becomes particularly appropriate when the research question demands a detailed exploration of "how" or "why" certain outcomes occur. This method excels in situations where the boundaries between the phenomenon and its context are not clearly defined. Additionally, case studies offer an excellent choice for researchers who wish to generate hypotheses for future studies or when the subject matter is too complex for experimental or survey research methodologies.

Conclusion: Making the Right Choice in Research Methodology Selection

Selecting the right research methodology is crucial for the success of any study. As we've explored the strengths and limitations of ethnography and case studies, it's clear that both approaches offer unique insights. The choice between them depends on your research goals, available resources, and the nature of your subject matter.

Consider your research questions carefully when making your decision. If you aim to understand cultural nuances or social behaviors in depth, ethnography might be the better choice. On the other hand, if you're focusing on a specific phenomenon or seeking to analyze complex real-world situations, a case study approach could yield more relevant results. Remember, the key to effective research lies in aligning your methodology with your objectives and the context of your study.

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Research Guides

Ethnographic Case Studies

Jeannette Armstrong; Laura Boyle; Lindsay Herron; Brandon Locke; and Leslie Smith

Description

This research guide discusses ethnographic case study. While there is much debate over what, precisely, delimits a case study , the general consensus seems to be that ethnographic case studies differ from other types of case studies primarily in their focus, methodology, and duration. In essence, ethnographic case studies are case studies “employing ethnographic methods and focused on building arguments about cultural, group, or community formation or examining other sociocultural phenomena” (Schwandt & Gates, 2018, p. 344), typically with a long duration, per the demands of ethnographic work. In essence, ethnographic case studies are case studies “employing ethnographic methods and focused on building arguments about cultural, group, or community formation or examining other sociocultural phenomena” (Schwandt & Gates, 2018, p. 344), typically with a long duration, per the demands of ethnographic work. Indeed, in its very situatedness, ethnography has a “case study character” and is “intimately related” to case studies (Ó Rian, 2009, p. 291); though there is currently a move to extract ethnographic work from overly situated contexts and use extended case methods, “[e]thnographic research has long been synonymous with case studies, typically conceived of as grounded in the local and situated in specific, well-defined and self-contained social contexts” (Ó Rian, 2009, p. 290). Because ethnography, in practice, is often a kind of case study, it’s useful to consider ethnography and case studies each in their own right for a fuller picture of what ethnographic case study entails.

Ethnographic research is one approach under the larger umbrella of qualitative research. Methodologically, it is, “a theoretical, ethical, political, and at times moral orientation to research, which guides the decisions one makes, including choices about research methods” (Harrison, 2014, p. 225), that is at its crux “based upon sharing the time and space of those who one is studying” (Ó Rian, 2009, p. 291)–a situated, nuanced exploration seeking a thick description and drawing on methods such as observation and field notes. According to …an ethnography focuses on an entire culture-sharing group and attempts to develop a complex, complete description of the culture of the group. Creswell and Poth (2018), an ethnography focuses on an entire culture-sharing group and attempts to develop a complex, complete description of the culture of the group. In doing so, ethnographers look for patterns of behavior such as rituals or social behaviors, as well as how their ideas and beliefs are expressed through language, material activities, and actions (Creswell & Poth, 2018). Yin (2016) suggests that ethnographies seek “to promote embedded research that fuses close-up observation, rigorous theory, and social critique. [Ethnographies foster] work that pays equal attention to the minutiae of experience, the cultural texture of social relations, and to the remote structural forces and power vectors that bear on them” (p. 69).

Case study research, meanwhile, is characterized as an approach “that facilitates exploration of a phenomenon within its context using a variety of data sources” (Baxter & Jack, 2008, p. 544). The aim of case studies is precise description of reconstruction of cases (Flick, 2015). The philosophical background is a qualitative, constructivist paradigm based on the claim that reality is socially constructed and can best be understood by exploring the tacit, i.e., experience-based, knowledge of individuals. There is some debate about how to define a The philosophical background is a qualitative, constructivist paradigm based on the claim that reality is socially constructed and can best be understood by exploring the tacit, i.e., experience-based, knowledge of individuals. “case” (e.g., Ó Rian, 2009), however. As Schwandt and Gates (2018) write, “[A] case is an instance, incident, or unit of something and can be anything–a person, an organization, an event, a decision, an action, a location”; it can be at the micro, meso, or macro level; it can be an empirical unit or a theoretical construct, specific or general; and in fact, “what the research or case object is a case of may not be known until most of the empirical research is completed” (p. 341). The two authors conclude that given the multifarious interpretations of what case study is, “[b]eyond positing that case study methodology has something to do with ‘in-depth’ investigation of a phenomenon . . . , it is a fool’s errand to pursue what is (or should be) truly called ‘case study’” (p. 343, 344).

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13 (4), 544-559.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Los Angeles, CA: SAGE.

Flick, U. (2015). Introducing research methodology . Los Angeles, CA: SAGE.

Rian, S. (2009). Extending the ethnographic case study. In D. Byrne & C. C. Ragin (Eds.), The SAGE handbook of case-based methods (pp. 289–306). Thousand Oaks, CA: SAGE.

Schwandt, T. A., & Gates, E. F. (2018). Case study methodology. In N. K. Dezin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed.; pp. 341-358). Thousand Oaks, CA: SAGE.

Yin, R. K. (2016). Qualitative research from start to finish (2nd ed.). New York, NY: The Guilford Press.

Key Research Books and Articles on Ethnographic Case Study Methodology

Fusch, G. E., & Ness, L. R. (2017). How to conduct a mini-ethnographic case study: A guide for novice researchers. The Qualitative Report , 22 (3), 923-941. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss3/16

In this how-to article, the authors present an argument for the use of a blended research design, namely the Ethnographic Case Study, for student researchers. To establish their point of view, the authors reiterate recognized research protocols, such as choosing a design that suits the research question to ensure data saturation. Additionally, they remind their reader that one must also consider the feasibility of the project in terms of time, energy, and financial constraints.

Before outlining the benefits and components of the Ethnographic Case Study approach, the authors provide detailed narratives of ethnographic, mini-ethnographic (sometimes referred to as a focused ethnography ), and case study research designs to orient the reader. Next, we are introduced to the term mini-ethnographic case-study design, which is defined as a blended design that is bound in time and space and uses qualitative ethnographic and case study collection methods. The benefits of such an approach permit simultaneous generation of theory and the study of that theory in practice, as it allows for the exploration of causality.

Ethnographic Case Study research shares many characteristics with its parent approaches. For example, subjectivity and bias are present and must be addressed. Next, data triangulation is necessary to ensure the collected qualitative data and subsequent findings are valid and reliable. Data collection methods include direct observation, fieldwork, reflective journaling, informal or unstructured interviews, and focus groups. Finally, the authors discuss three limitations to the ethnographic case study. First, this design requires the researcher to be embedded, yet the duration of time may not be for as long when compared to full-scale ethnographic studies. Second, since there are fewer participants, there should be a larger focus on rich data as opposed to thick data, or said differently, quality is valued over quantity. Third, the researcher must be aware that the end-goal is not transferability, but rather the objective is to gain a greater understanding of the culture of a particular group that is bound by space and time.

Gregory, E. & Ruby, M. (2010) The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts. Journal of Early Childhood Research, 9 (2), 1-13. https://doi.org/10.1177/1476718X10387899

This article focuses on the dilemma of insider and outsider roles in ethnographic work. It challenges the notion that a researcher can be both an insider and an outsider at the same time. There is no insider/outsider status; it is one or the other–not both.

It is easy to make assumptions about one’s status as an insider. It is not uncommon for a researcher to assume that because one is working amongst his/her “own” people sharing a similar background, culture, or faith that she/he is an insider. Likewise, a researcher may assume that it will be easy to build rapport with a community with which he/she has commonalities; however, it is important to keep in mind that the person may be an insider but the researcher may not have this same status. When the person enters into the protective space of family or community as a researcher, it is similar to being an outsider. Being a researcher makes one different, regardless of the commonalities that are shared. It is not the researcher’s presumed status of “insider” or “outsider” that makes the difference; rather, researcher status is determined by the participants or community that is being studied. It is wise for researchers to understand that they are distinctively one of “them” as opposed to one of “us”. This is not to say that researchers cannot become an “insider” to some degree. But to assume insider status, regardless of the rationale, is wrong. Assuming common beliefs across cultures or insider status can lead to difficulties that could impact the scope or nature of the study.

In conclusion, regardless of the ethnographic design (e.g., realist ethnography, ethnographic case study, critical ethnography), it is important for the researcher to approach the study as an “outsider”. Although the outsider status may change over time, it essential to understand that when one enters a community as a researcher or becomes a researcher within a community, insider status must be earned and awarded according to the participants in the community.

Ó Rian, S. (2009). Extending the ethnographic case study. In D. Byrne & C. C. Ragin (Eds.), The SAGE handbook of case-based methods (pp. 289–306). Thousand Oaks, CA: SAGE.

In this chapter, Ó Rian valorizes the problems and potential hiding within the vagaries of ethnographic “case” boundaries, arguing that “whereas the fluid and multi-faceted aspects of the ethnographic case pose dilemmas for ethnographers, they can also become resources for ethnographers in exploring theoretical and empirical questions” (p. 292). Indeed, he views the idea of firm case boundaries as a weakness, as “definitions of the case will rule in and out certain social processes,” and suggests ethnography’s flexibility can deal with this problem well because it permits researchers to “question the boundaries of the case as the study proceeds,” leading to a “de- and re-construction of the case that . . . places ethnography at the centre of a resurgent contextualist paradigm of social inquiry . . . that is increasingly self-consciously exploring its own theoretical and methodological foundations” (p. 304). Most of the chapter delves into these possibilities for exploration, offering an insightful (if occasionally difficult to follow) perspective on how they have been proceeding.

The chapter offers considerations that might be particularly helpful to researchers undertaking ethnographic case studies who are struggling to connect their cases, so firmly rooted in a particular context and their own personal experiences and observations, to a bigger picture. Ó Rian elucidates the reflexive strategies various ethnographers have adopted as they’ve sought “[t]o achieve a link between context-specific data and meso- or macro-level generalizations,” categorizing these strategies into three “interlocking extensions of case study research” (p. 292): personal extensions (related to “the shaping of the boundaries of the case by the ethnographer’s location within the field and . . . how ethnographers can convey their personalized experiences and tacit learning to readers” [p. 292]), theoretical extensions (which bridge the gap between the situated worlds being explored and “the larger structures and processes that produced and shaped them” [p. 292]), and empirical extensions (“creative efforts to experiment with the empirical boundaries of the ethnographic case” [p. 292] by bringing in, for example, historical context, social networks, etc.). The crux of his argument is that ethnographic researchers have a prime opportunity to push against the boundaries of their context and “extend their cases across space, time and institutional structures and practices” so that the ethnographer is “multiply, if perhaps a bit uncomfortably, situated” (p. 304), and also to include an “emphasis on the ongoing process of theoretical sampling within the process of the ethnographic study, with close attention to be paid to the paths chosen and rejected, and the reasons for these decisions” (p. 304). These kinds of extensions offer an opportunity for theories to “be refined or reconstructed” as the researcher attempts to locate their personal experience within a broader framework, allowing “[t]he case study . . . to challenge and reconstruct the preferred theory” while also connecting the case to a larger body of work, particularly because theory “carries the accumulated knowledge of previous studies” (p. 296).

Ó Rian’s in-depth descriptions of how other researchers have varyingly handled these personal, theoretical, and empirical extensions might be a bit overwhelming to novice researchers but overall can offer a way to “locate their cases within broader social processes and not solely within their own personal trajectories” (p. 294)–while also helping to situate their reflections and extensions within a larger body of literature replete with researchers struggling with similar questions and concerns.

This chapter offers an in-depth, generally accessible (but occasionally overwhelming) overview of case studies of all sorts and integrates an extensive review of relevant literature. The authors provide an informed perspective on various considerations and debates in the case study field (e.g., varying definitions of what a “case” is construed to be; interpretive vs. critical realist orientations; the relative benefits of and techniques involved in different types of approaches), helping novice researchers locate and better describe their own approach within the context of the field. The information is quite detailed and delves into a wide variety of case study types, suggesting this chapter might best be first skimmed as an initial introduction, followed by more careful readings of relevant sections and perusal of the key texts cited in the chapter. The breadth of this chapter makes it a helpful resource for anyone interested in case-study methodology.

The authors do not specifically explore ethnographic case studies as a separate type of case study. They do, however, briefly touch on this idea, locating ethnography within the interpretive orientation (comprising constructivist approaches offering “phenomenological attention to lived experience” [p. 344]). The authors also cite researchers who distinguish it due to its “[employing] ethnographic methods and focus on building arguments about cultural, group, or community formation or examining other sociocultural phenomena” (p. 344). Ethnographic case study is placed in contrast to case studies that use non-ethnographic methods (e.g., studies “relying perhaps on survey data and document analysis”) or that “are focused on ‘writing culture’” (p. 344).

Two aspects of this chapter are particularly useful for novice researchers. First, it is worth highlighting the authors’ discussion of varying definitions of what a “case” is, as it can provide an interesting reconceptualization of the purpose of the research and the reason for conducting it. The second noteworthy aspect is the authors’ detailed descriptions of the four main case study uses/designs ( descriptive, hypothesis generation or theory development, hypothesis and theory testing , and contributing to normative theory ), which the authors beautifully align with the respective purposes and methods of each type while also offering insight into relevant conversations in the field.

Recent Dissertations Using Ethnographic Case Study Methodology

Cozzolino, M. (2014). Global education, accountability, and 21st century skills: A case of curriculum innovation . Retrieved from ProQuest Dissertations & Theses Global. (Order Number 3648007)

This dissertation is self-described as an ethnographic case study of a small, public, suburban high school in Pennsylvania. In this study, the researcher investigates the school’s process of integrating global education into its curriculum by implementing a school-wide initiative (Global Studies Initiative or GSI) as well as a program of study (Global Studies Credential or GSC). Cozzolino asserts that her framework has been shaped by both social constructivism and critical/Freirean pedagogy. From the constructivist view, she views knowledge as constructed through social interaction, and thus she sought to understand the world in which the research participants work, learn, and experience large parts of their lives. It is here that she situates the first three research questions that entail looking at the the GSI and the GSC in terms of their features, rationales, and implementations. The fourth question involves understanding the students’ views and perceptions of the GSC and here the author takes up a critical and Freirean pedagogy to honor and hear the voices of the students themselves.

The study design is therefore an embedded single-case study in that it is bound by the place (Olympus High School) and by its population. Furthermore, it is also a case within a case, as it seeks to understand the students’ perspectives of the global programming. The case study is ethnographically rooted through the multiple ethnographic data sources such as participant-observations and a prolonged engagement at the research site. Cozzolino embedded herself in the research site over a five-year period and became an active and invested member of the school community, thereby establishing a sound rationale for an ethnographic case-study approach.

The author concludes that there were some competing priorities about the overall initiative from stakeholders inside and outside the school district. This resulted in a less than ideal implementation of the program of study across the curriculum. Nonetheless, the students who were enrolled in these courses reported it to be a worthwhile experience. While Cozzolino presents specific recommendations for the improvements at Olympus High, she also offers implications for several other groups. First, she provides advice for implementation to other educational institutions that aim to integrate a global focus into their curriculum. Next, she gives recommendations for local, state, and national policy changes. Finally, she gives suggestions for engaging all parties in fruitful discourse to achieve their ultimate goal of implementing a meaningful and valuable global education curriculum.

Hamman, L. (2018). Reframing the language separation debate: Language, identity, and ideology in two-way immersion . Retrieved from ProQuest Dissertations & Theses Global. (Order Number 2089463322)

This study explored the issues of surrounding language separation in two-way immersion (TWI) classrooms. The author looked at how classroom language practices and teacher ideologies influenced the student experience and how the students’ understanding of what it means to be bilingual is influenced in a classroom that purports to be equitable in terms of language use.

The study is theoretically grounded in sociocultural, critical, and postcultural theories and adapted Lemke’s ecosocial system to conceptualize TWI classroom. Hamman also drew upon translanguaging theory and dynamic bilingualism to provide a framework for a more modern and nuanced perspective of bilingualism, bilingual learning, and bilingual students.

The author combined a single-case study approach with ethnographic methods to “engage in close analysis of classroom language use and the discursive negotiation of identities and ideologies, while situating these analyses within a rich understanding of the sociolinguistic context of this TWI classroom” (p. 78-79). She employed various ethnographic methods such as taking fieldnotes, conducting participant observations, interviewing, and memoing. The study is “bound” in that it takes place in one 2nd-grade classroom with one teacher and 18 students over the course of one year.

Hamman concludes that student perspectives on language separation should be considered, since this forced separation of language influenced how they thought of their developing bilingualism and identity as bilinguals. Furthermore, the study envisages a linguistic “middle ground” to strict separation that allows for appropriate and meaningful spaces for linguistic negotiation. Finally, this dissertation asserts that the strict separation of languages codifies a monoglossic ideology mindset and limits learners’ possibilities for learning and making connections across languages.

Kim, S. (2015). Korean migrant youth identity work in the transnational social field: A link between identity, transnationalism, and new media literacy . Retrieved from University of Missouri-St. Louis Institutional Repository Library. https://irl.umsl.edu/dissertation/158/

This doctoral dissertation takes an ethnographic case study approach to explore the identity formation of transnational Korean youth. The researcher, herself a Korean immigrant to the U.S. navigating complex identity processes, focuses on these research questions: “1) what are the contexts in which migrant youth negotiate their identities? 2) how do youth understand and negotiate their sense of belonging? 3) how do youth’s [sic] cultural and literacy practices inform and shape their identities? 3i) how do youth make use of transnational new media for their identity work? 3ii) how do literacy practices potentially shape their identities?” (p. 7).

Drawing on Leander and McKim (2013), the author conceptualizes her study as a “connective ethnography” (p. 36) encompassing multiple spaces, both digital and physical, in which “space” comprises a variety of relationships, instead of a more traditional ethnography bounded by physical space. The “case study” aspect, meanwhile, refers to the four specific participants in which she chose to focus. She chose Korean immigrants in St. Louis, in general, due to their mobility between the U.S. and Korea, their high use of digital communication and information technology, and their limited access to the cultural resources of Korea in a Midwestern city. From an initial 32 possible participants purposively selected, the researcher chose four focal participants based on their Korean ethnicity, biliteracy in Korean and English, age (between 11 and 19 years old), residence in the U.S. (for at least 2 years), and their use of digital communication technologies. Data sources included an initial screening survey, an identity map each participant created, informal recorded conversations, recorded interviews in either English or Korean, field notes from the researcher’s interactions with the youth in various settings (home, school, community centers), and “literacy documents” (evidence of literacy practices from participants’ school and home, emails to the researcher, or activities in digital spaces). She used social semiotic multimodal discourse analysis and what she describes as “grounded theory thematic analysis” to analyze the data.

This is a reflective, thoughtful, and interesting dissertation. The author carefully notes the relationship between the data sources and her research questions, specifically addresses steps she took to ensure the validity of the data (e.g., triangulation via multiple data sources and theoretical frameworks, member checks, and feedback from her professors and other researchers), and discloses her own positionalities and biases. Her discussion includes not only a clear thematic exploration of her findings but also offers specific practical suggestions for how her findings can be applied and extended in the classroom.

Internet Resources

Abalos-Gerard Gonzalez , L. (2011). Ethnographic research . Retrieved from https://www.slideshare.net/lanceabalos/ethnographic-research-2?from_action=save

Created by Lance Gerard G. Abalos, teacher at the Department of Education-Philippines, this SlideShare, Ethnographic Research , explains that, regardless of specific design, ethnographic research should be undertaken “without any priori hypothesis to avoid predetermining what is observed or that information is elicited from informants . . .hypotheses evolve out of the fieldwork itself” (slide 4). It is also suggested that researchers refer to individuals from whom information is gathered as ‘informants’ is preferred over the term ‘participants’ (slide 4).

According to Abalos, “It is not the data collection techniques that determine whether the study is ethnographic, but rather the ‘socio-cultural interpretation’ that sets it apart from other forms of qualitative inquiry” (slide 6). A social situation always has three components: a place, actors, and activities (slide 8) and it is the socio-cultural interpretation of the interactions of these three that is the focus of the ethnographic research.

Ethnographic questions should guide what the researcher sees, hears, and collects as data (slide 9). When writing the ethnography, it is essential to ‘bring the culture or group to life’ through the words and descriptions used to describe the place, actors, and activities.

Abalos describes three types of ethnographic designs:

Realist Ethnographies : an objective account of the situation, written dispassionately from third-person point of view, reporting objectively on information learned from informants, containing closely edited quotations (slide 11-12).
Ethnographic Case Studies : researchers focus on a program, event, or activity involving individuals rather than a group, looking for shared patterns that develop as a group as a result of the program, event, or activity (slide 13).
Critical Ethnographies: incorporating a ‘critical’ approach that includes an advocacy perspective, researchers are interested in advocating against inequality and domination (slide 14).

As ethnographic data is analyzed, in any design (e.g., realist, case study, critical), there is a shift away from reporting the facts to making an interpretation of people and activities, determining how things work, and identifying the essential features in themes of the cultural setting (slide 22). “The ethnographer must present the description, themes, and interpretation within the context or setting of the culture-sharing group (slide 23).

Brehm, W. (2016, July 21). FreshEd #13 – Jane Kenway . Retrieved from http://www.freshedpodcast.com/tag/ethnography/ (EDXSymposium: New Frontiers in Comparative Education).

Jane Kenway is with the Australian Research Council and is an emeritus professor at Monash University in Melbourne, Australia. In this podcast, she explains “traditional’ forms of ethnography and multi-sited global ethnography, which are her area of specialization. She considers “traditional” ethnography to have three components: space, time, and mobility.

Insider/outsider stance is explained within the context of spatiality, community, and culture of space specific to ‘traditional” ethnography. Researchers are outsiders who are attempting to enter a space and become insiders, then leave the space once the research is completed. Research is conducted over an extended period of time in one place/space. As a result, researchers will get to know in an extremely intimate manner the ways of life of the community or group. “Work is supposed to be a temporality of slowness. In other words, you don’t rush around like a mad thing in a field, you just quietly and slowly immerse yourself in the field over this extended period of time and get to understand it, get to appreciate it bit by bit.” (minute 7:56).

“Traditional” ethnographers are not necessarily interested in mobility over time or exploring who enters and exits the site. Most ethnographers are only interested in the movement that occurs in the space that is being studied during the time that they are in the field. It is about looking at the roots of the space, not necessarily about looking at the movements into and out of the space.

Multi-sited global ethnography tries to look at the way bounded sites can be studied as unbounded and on the move, as opposed to staying still. It considers how certain things (e.g., things, ideas, people) are followed as they move. The researcher moves between sites, studying change that is encountered in different sites. From this perspective, the interested lies in the connections between sites. Multiple sites with commonalities can also be studied at the onset, without the need to physically follow.

Paulus, T. M., Lester, J. N., & Dempster, P. G. (2014). Digital Tools for Qualitative Research. Los Angeles, CA: SAGE.

While this text is not solely about ethnographic case studies, it is rich with countless ideas for utilizing digital tools to aid in the multiple facets of qualitative research. In Chapter 5 of their text, entitled Generating Data, the authors dedicate a section to exploring Internet archives and multimedia data. They state that, “in addition to online communities, the Internet is rich with multimedia data such as professionally curated archives, ameteur-created YouTube and Vimeo videos and photo-sharing sites” (p. 81). They provide three specific examples, each explained below: The Internet Archive, CADENSA, and Britain’s BBC Archives.

The Internet Archive ( https://archive.org ) is a non-profit library of millions of free books, movies, software, music, websites, and more. The site also contains a variety of cultural artifacts that are easily available and downloadable. CADENSA ( http://cadensa.bl.uk ) is an online archive of the British Library Sound and Moving Image Catalogue. And finally, the BBC Archives ( http://www.bbc.co.uk/archive/ ) is a particularly useful site for researchers interested in reviewing documentary film and political speeches.

Wang, T. (2016, September). Tricia Wang: The human insights missing from big data. [Video file]. Retrieved from https://www.ted.com/talks/tricia_wang_the_human_insights_missing_from_big_data

In this TED Talk, Tricia Wang discusses her ethnographic work with technology and advocates for the need to save a place for thick data as opposed to relying only on big data. She argues that while companies invest millions of dollars in generating big data because they assume it will efficiently provide all the answers, it routinely does not provide a good return on investment. Instead, companies are left without answers to the questions about consumer preferences and behaviors, which leaves them unprepared for market changes.

In turn, Wang coins the term thick data, which is described as “precious data from humans, like stories, emotions, and interactions that cannot be quantified” (Minute 11:50). Wang suggests that this thick data may only come from a small group of individuals, but it is an essential component that can provide insights that are different and valuable. As an example, while working for Nokia, her ethnographic experiences in China provided her with new understandings on the future demand for smartphones. However, her employer did not take her findings seriously, and as a result, they lost their foothold in the technology market. She posits that a blended approach to collecting and analyzing data (i.e. combining or integrating thick data analysis with big data analysis) allows for a better grasp on the whole picture and making informed decisions.

Her conclusions for a blended approach to data collection also have implications for blending ethnographic and case-study approaches. While Wang took more of an ethnographic approach to her research, one could envision what her work might have looked like if she had used an Ethnographic Case Study approach. Wang could have clearly defined the time and space boundaries of her various ethnographic experiences (e.g. as a street vendor, living in the slums, hanging out in internet cafés). This would have allowed her to infer causality through the generation of thick data with a small sample size for each location and bound by each group.

Ethnographic Case Studies Copyright © 2019 by Jeannette Armstrong; Laura Boyle; Lindsay Herron; Brandon Locke; and Leslie Smith is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Case Study vs. Ethnography: What's the Difference?

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Ethnography and Case Study: A Comparative Analysis

A. Cohen , Deborah
Published 22 September 2003
Sociology, Education
Academic exchange quarterly

44 Citations

Case study observational research: a framework for conducting case study research where observation data are the focus, the present of things past: an explorative case study of storytelling and sensemaking in policing., researching language attitudes in multilingual china, leadership and multicultural education: an analysis of multicultural leadership practice in a cypriot primary school, digitally curious: a qualitative case study of students’ demonstrations of curiosity in a technology-rich learning environment, students' wellbeing and sense of belonging: a qualitative study of relationships and interactions in a small school district, women blogging in québec, canada : surfing between ideals and constraints, collaborative ethnography for information systems research studying knowledge work practices and designing supportive information systems, ngos and human rights education in the neoliberal age : a case study of an ngo-secondary school partnership in london, storymaking: in-between anthropological enquiry and transactional analysis psychotherapy, related papers.

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What Is Ethnography? | Meaning, Guide & Examples

What Is Ethnography? | Meaning, Guide & Examples

Published on 6 May 2022 by Jack Caulfield . Revised on 6 April 2023.

Ethnography is a type of qualitative research that involves immersing yourself in a particular community or organisation to observe their behaviour and interactions up close. The word ‘ethnography’ also refers to the written report of the research that the ethnographer produces afterwards.

Ethnography is a flexible research method that allows you to gain a deep understanding of a group’s shared culture, conventions, and social dynamics. However, it also involves some practical and ethical challenges.

What is ethnography used for, different approaches to ethnographic research, gaining access to a community, working with informants, observing the group and taking field notes, writing up an ethnography.

Ethnographic research originated in the field of anthropology, and it often involved an anthropologist living with an isolated tribal community for an extended period of time in order to understand their culture.

This type of research could sometimes last for years. For example, Colin M. Turnbull lived with the Mbuti people for three years in order to write the classic ethnography The Forest People .

Today, ethnography is a common approach in various social science fields, not just anthropology. It is used not only to study distant or unfamiliar cultures, but also to study specific communities within the researcher’s own society.

For example, ethnographic research (sometimes called participant observation ) has been used to investigate football fans , call centre workers , and police officers .

Advantages of ethnography

The main advantage of ethnography is that it gives the researcher direct access to the culture and practices of a group. It is a useful approach for learning first-hand about the behavior and interactions of people within a particular context.

By becoming immersed in a social environment, you may have access to more authentic information and spontaneously observe dynamics that you could not have found out about simply by asking.

Ethnography is also an open and flexible method. Rather than aiming to verify a general theory or test a hypothesis , it aims to offer a rich narrative account of a specific culture, allowing you to explore many different aspects of the group and setting.

Disadvantages of ethnography

Ethnography is a time-consuming method. In order to embed yourself in the setting and gather enough observations to build up a representative picture, you can expect to spend at least a few weeks, but more likely several months. This long-term immersion can be challenging, and requires careful planning.

Ethnographic research can run the risk of observer bias . Writing an ethnography involves subjective interpretation, and it can be difficult to maintain the necessary distance to analyse a group that you are embedded in.

There are often also ethical considerations to take into account: for example, about how your role is disclosed to members of the group, or about observing and reporting sensitive information.

Should you use ethnography in your research?

If you’re a student who wants to use ethnographic research in your thesis or dissertation , it’s worth asking yourself whether it’s the right approach:

Could the information you need be collected in another way (e.g., a survey , interviews)?
How difficult will it be to gain access to the community you want to study?
How exactly will you conduct your research, and over what timespan?
What ethical issues might arise?

If you do decide to do ethnography, it’s generally best to choose a relatively small and easily accessible group, to ensure that the research is feasible within a limited time frame.

Prevent plagiarism, run a free check.

There are a few key distinctions in ethnography which help to inform the researcher’s approach: open vs closed settings, overt vs covert ethnography, and active vs passive observation. Each approach has its own advantages and disadvantages.

Open vs closed settings

The setting of your ethnography – the environment in which you will observe your chosen community in action – may be open or closed.

An open or public setting is one with no formal barriers to entry. For example, you might consider a community of people living in a certain neighbourhood, or the fans of a particular football team.

Gaining initial access to open groups is not too difficult …
… but it may be harder to become immersed in a less clearly defined group.

A closed or private setting is harder to access. This may be for example a business, a school, or a cult.

A closed group’s boundaries are clearly defined and the ethnographer can become fully immersed in the setting …
… but gaining access is tougher; the ethnographer may have to negotiate their way in or acquire some role in the organisation.

Overt vs covert ethnography

Most ethnography is overt . In an overt approach, the ethnographer openly states their intentions and acknowledges their role as a researcher to the members of the group being studied.

Overt ethnography is typically preferred for ethical reasons, as participants can provide informed consent …
… but people may behave differently with the awareness that they are being studied.

Sometimes ethnography can be covert . This means that the researcher does not tell participants about their research, and comes up with some other pretence for being there.

Covert ethnography allows access to environments where the group would not welcome a researcher …
… but hiding the researcher’s role can be considered deceptive and thus unethical.

Active vs passive observation

Different levels of immersion in the community may be appropriate in different contexts. The ethnographer may be a more active or passive participant depending on the demands of their research and the nature of the setting.

An active role involves trying to fully integrate, carrying out tasks and participating in activities like any other member of the community.

Active participation may encourage the group to feel more comfortable with the ethnographer’s presence …
… but runs the risk of disrupting the regular functioning of the community.

A passive role is one in which the ethnographer stands back from the activities of others, behaving as a more distant observer and not involving themselves in the community’s activities.

Passive observation allows more space for careful observation and note-taking …
… but group members may behave unnaturally due to feeling they are being observed by an outsider.

While ethnographers usually have a preference, they also have to be flexible about their level of participation. For example, access to the community might depend upon engaging in certain activities, or there might be certain practices in which outsiders cannot participate.

An important consideration for ethnographers is the question of access. The difficulty of gaining access to the setting of a particular ethnography varies greatly:

To gain access to the fans of a particular sports team, you might start by simply attending the team’s games and speaking with the fans.
To access the employees of a particular business, you might contact the management and ask for permission to perform a study there.
Alternatively, you might perform a covert ethnography of a community or organisation you are already personally involved in or employed by.

Flexibility is important here too: where it’s impossible to access the desired setting, the ethnographer must consider alternatives that could provide comparable information.

For example, if you had the idea of observing the staff within a particular finance company but could not get permission, you might look into other companies of the same kind as alternatives. Ethnography is a sensitive research method, and it may take multiple attempts to find a feasible approach.

All ethnographies involve the use of informants . These are people involved in the group in question who function as the researcher’s primary points of contact, facilitating access and assisting their understanding of the group.

This might be someone in a high position at an organisation allowing you access to their employees, or a member of a community sponsoring your entry into that community and giving advice on how to fit in.

However, i f you come to rely too much on a single informant, you may be influenced by their perspective on the community, which might be unrepresentative of the group as a whole.

In addition, an informant may not provide the kind of spontaneous information which is most useful to ethnographers, instead trying to show what they believe you want to see. For this reason, it’s good to have a variety of contacts within the group.

The core of ethnography is observation of the group from the inside. Field notes are taken to record these observations while immersed in the setting; they form the basis of the final written ethnography. They are usually written by hand, but other solutions such as voice recordings can be useful alternatives.

Field notes record any and all important data: phenomena observed, conversations had, preliminary analysis. For example, if you’re researching how service staff interact with customers, you should write down anything you notice about these interactions – body language, phrases used repeatedly, differences and similarities between staff, customer reactions.

Don’t be afraid to also note down things you notice that fall outside the pre-formulated scope of your research; anything may prove relevant, and it’s better to have extra notes you might discard later than to end up with missing data.

Field notes should be as detailed and clear as possible. It’s important to take time to go over your notes, expand on them with further detail, and keep them organised (including information such as dates and locations).

After observations are concluded, there’s still the task of writing them up into an ethnography. This entails going through the field notes and formulating a convincing account of the behaviours and dynamics observed.

The structure of an ethnography

An ethnography can take many different forms: It may be an article, a thesis, or an entire book, for example.

Ethnographies often do not follow the standard structure of a scientific paper, though like most academic texts, they should have an introduction and conclusion. For example, this paper begins by describing the historical background of the research, then focuses on various themes in turn before concluding.

An ethnography may still use a more traditional structure, however, especially when used in combination with other research methods. For example, this paper follows the standard structure for empirical research: introduction, methods, results, discussion, and conclusion.

The content of an ethnography

The goal of a written ethnography is to provide a rich, authoritative account of the social setting in which you were embedded – to convince the reader that your observations and interpretations are representative of reality.

Ethnography tends to take a less impersonal approach than other research methods. Due to the embedded nature of the work, an ethnography often necessarily involves discussion of your personal experiences and feelings during the research.

Ethnography is not limited to making observations; it also attempts to explain the phenomena observed in a structured, narrative way. For this, you may draw on theory, but also on your direct experience and intuitions, which may well contradict the assumptions that you brought into the research.

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What's the difference between ethnography and case study?

Insight from top 3 papers.

Ethnography and case study are both qualitative research approaches used to answer social questions. Ethnography involves studying a particular culture or social group in its natural setting, using methods such as participant observation and interviews. It aims to understand the cultural and social context of the group being studied. Case study, on the other hand, focuses on in-depth analysis of a specific case or cases, often with the aim of understanding a particular phenomenon or situation. It can involve multiple methods such as interviews, observations, and document analysis. While both approaches have similarities in terms of their qualitative nature and focus on understanding social phenomena, they differ in terms of their scope and methodology. Ethnography typically involves studying a specific culture or social group, while case study can be applied to a wide range of subjects. Additionally, ethnography often involves prolonged engagement and immersion in the research setting, while case study can be more focused and targeted. [1] [2]

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Case Study vs. Ethnography — What's the Difference?

Difference Between Case Study and Ethnography

Table of contents, key differences, comparison chart, methodology, application areas, compare with definitions, ethnography, common curiosities, how long does an ethnography study typically last, what is the primary focus of a case study, are case studies subjective, what does ethnography emphasize in its study, can a case study be based on fictional events, can a case study be applied to organizations, is a case study quantitative or qualitative, are ethnographers detached observers in their studies, what's a common method used in ethnography, what disciplines commonly use case studies, what's a key outcome of ethnography, why is immersion important in ethnography, can the findings from one case study be generalized, can a case study cover multiple subjects, is ethnography limited to traditional cultures, share your discovery.

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Qualitative Research Journal

ISSN : 1443-9883

Article publication date: 6 April 2009

In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the ‘Keeping Connected: Young People, Identity and Schooling’ project. The purpose of the study is to consider the social connection and schooling of young people who have experienced long‐term chronic illness. While the research involves both quantitative and qualitative elements, the qualitative component is the largest and involves the most researcher time and diversity. At an early stage of the project, three of the researchers working on the qualitative team consider why the study was framed as a series of case studies rather than as ethnography. The second issue considered in this paper is the different approaches to data collection, data analysis and truth claims we might take.

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Funded research
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White, J. , Drew, S. and Hay, T. (2009), "Ethnography Versus Case Study ‐ Positioning Research and Researchers", Qualitative Research Journal , Vol. 9 No. 1, pp. 18-27. https://doi.org/10.3316/QRJ0901018

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In Memoriam: Ralph Austen, Professor Emeritus of African History, African Studies, and the College

This tribute is dedicated to Ralph Austen, Professor Emeritus of African History, African Studies, and the College, who passed away this past weekend.

A service in Ralph Austen’s honor will be held on Wednesday, 28 August at 10AM at KAM Isaiah Israel, 5039 South Greenwood Avenue.

Austen was a gifted thinker and mentor who will be remembered for his curiosity, generosity, and intellectual capaciousness. Austen produced a prolific and expansive scholarly corpus over his career, one that was animated by a persistent focus on the dynamics of historical change in Africa and their relationship to wider, global processes. This concern resulted in path-breaking studies in the fields of economic, imperial, and cultural history; comparative analyses that brought Africa together with Europe and India; and examinations of an array of geographic regions, including Tanzania, Cameroon, the Mande world of West Africa, the Saharan desert, and the Atlantic world. On the University of Chicago campus, Austen played a key role in establishing, more than forty years ago, one of the first workshops devoted to interdisciplinary graduate student training. Since its founding, the African Studies Workshop has served as a vital nexus of debate and discussion for generations of students and faculty from disciplines across the Social Sciences and Humanities. Austen remained a core member of that workshop well into his retirement.

When he arrived at the University of Chicago as an Assistant Professor in 1967, Austen was the first tenure-line historian of Africa to be hired by this institution. His recruitment reflected a growing recognition by mainstream history departments that the African continent could and should be studied not only through the matrices of culture and ethnography, but through systematic investigations of change over time. This thinking was fortified by the imperatives of independence: as African countries threw off the yoke of colonial rule in the 1960s, intellectuals and politicians sought to understand European colonization and its legacies, as well as the enduring and specific impacts of African social and political processes. Austen made this case explicitly in his first monograph, which opened with the observation that Africa possessed a history “apart” from its conquest by European powers, a history that is critical to the “emergence of independent African nation-states” and rooted in “a long and rich precolonial African past.” Austen concluded by observing that the political project of independent Tanzania depended “not only upon the actions of Tanzanians in the present, but also on their understanding of the past.” ( Northwest Tanzania Under German and British Rule , 1968, 1, 257.)

Austen’s research on colonization in German and British East Africa served as the basis for an ever-widening series of historical investigations. He undertook a study of the Duala coastal peoples in Cameroon and their role as brokers of politics and trade on the Atlantic coast over three hundred years. He brought attention to the trades in enslaved Africans that traversed not only the Atlantic Ocean, but the Sahara and the Red Sea – and he also considered the ways that enslavement has been commemorated and memorialized in different times and places. He undertook a continent-wide examination of the tensions of economic development and dependency, and he charted the workings of technology and disease in both facilitating and impeding European ambitions on the continent. The operations of colonial bureaucracies also drew focus. Austen argued against presumptions of their fixity or coherence, noting their vulnerabilities to shifting resources, personnel, and policy, as well as the force of social, linguistic, and political context. Austen’s embrace of interdisciplinarity perspectives, particularly those of Anthropology, helped him to author a trailblazing comparison of gender, capitalism, and moral economy in Europe and Africa.

Austen also brought to bear his historical acumen on sources that had typically been the domain of ethnographers and folklorists Through his work on figures such as Sundiata, the hero of the Mande world who is credited with founding the Mali Empire in the thirteenth century, Austen helped to show how epic traditions constitute artifacts of memory, change, and performance, and serve as windows onto modes of historical consciousness. These oral histories, and their relation to the tangled colonial roots of ethnography, also brought into Austen’s intellectual orbit a figure who is at once towering and enigmatic, Amadou Hampâté Bâ. This former colonial official, scholar, and memoirist from what is today the country of Mali inspired several of Austen’s articles and projects in his later years.

Austen’s willingness to move, adapt, and learn was supported in part by formidable linguistic skills: Austen spoke and read German and French fluently, and he developed what he described as a “moderate command” of Duala, Hebrew, Spanish, and Swahili. He also traveled widely. The most significant voyage took place early in his life, when Austen was a small child and he and his family fled from Nazi Germany. As a young man, Austen wanted to return to Europe for a visit, which he achieved by taking a job on a cargo ship that was staffed by a crew of men from all over the world. His next major transoceanic trip came after his arrival at the University of Chicago, when, in 1969-70, Austen moved his wife, Ernestine, and young son, Jake, to Nigeria. There, he took part in a faculty exchange with a fellow historian, Professor Joseph Adebowale Atanda, of the University of Ibadan. During that year, Austen and Atanda traded not only professional and pedagogical responsibilities, but also their offices, houses, and personal cars.

Austen earned the admiration of his colleagues because of the ease with which he could engage diverse intellectual realms: he could weigh in on the global history of capitalism, argue about classic texts of political economy, parse the nuances of West African epic oral traditions, and assess African cinematic productions. Throughout his career, Ralph replied readily to correspondence and emails, from students and faculty alike, giving feedback on draft manuscripts with speed and care. He loved to meet with colleagues for a mid-day meal and a chat, for which he would bring his brown bag lunch. He was an active and appreciated member of the Mande Studies Association, and regularly joined that group for conferences and activities in countries in Europe, the United States, and West Africa.

Austen and his wife of fifty-six years, Ernestine, often opened their home to visiting students and scholars. Their two sons, Ben and Jake, grew up in Hyde Park, attended public schools, and graduated from Kenwood Academy. Like their father, each has pursued a career that involves writing, argumentation, and analysis. Ralph spoke proudly of his daughters-in-law, Danielle Austen and Jacqueline Stewart (who is also a faculty member at the University of Chicago), and of his grandchildren: Maiya, Lusia, Noble, and Jonah. In his spare time, Ralph participated in study groups and helped to organize lectures at his synagogue, KAM Isaiah Israel, and he also taught English to recent immigrants with the Hyde Park Refugee Program.

Many colleagues here on campus and beyond will remember with great fondness Ralph’s committed presence in the African Studies Workshop. In recent years, he typically arrived to the workshop wearing his bright yellow windbreaker and carrying his white bicycle helmet under his arm. He brought unrivaled depth of knowledge, and a frank and warm inquisitiveness, to our conversations. In that setting, as with so many others, he will be acutely and sorely missed.

-Emily Lynn Osborn, Associate Professor of African History, African Studies, and the College

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A multi-objective optimization approach for solar farm site selection: case study in maputo, mozambique.

1. Introduction

2. literature review, 3. materials and methods, 3.1. study area and data preparation.

Digital Elevation Models (DEMs): Detailed elevation data of the Earth’s surface at a resolution of about 30 m.
Slope and Aspect Maps: Information on the steepness (slope) and orientation (aspect) of the land, extracted from the DEM data as shown in Figure 2 c,d.

3.2. Methodology

3.2.1. multi-objective optimization model.

Maximizing the solar radiation

3.2.2. NSGA-II

4.1. pareto front analysis, 4.2. variability analysis, 4.3. optimal solution maps, 5. discussion, 5.1. running performance metrics, 5.2. performance tracking, 6. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Sicuaio, T.; Zhao, P.; Pilesjö, P.; Shindyapin, A.; Mansourian, A. A Multi-Objective Optimization Approach for Solar Farm Site Selection: Case Study in Maputo, Mozambique. Sustainability 2024 , 16 , 7333. https://doi.org/10.3390/su16177333

Sicuaio T, Zhao P, Pilesjö P, Shindyapin A, Mansourian A. A Multi-Objective Optimization Approach for Solar Farm Site Selection: Case Study in Maputo, Mozambique. Sustainability . 2024; 16(17):7333. https://doi.org/10.3390/su16177333

Sicuaio, Tomé, Pengxiang Zhao, Petter Pilesjö, Andrey Shindyapin, and Ali Mansourian. 2024. "A Multi-Objective Optimization Approach for Solar Farm Site Selection: Case Study in Maputo, Mozambique" Sustainability 16, no. 17: 7333. https://doi.org/10.3390/su16177333

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Case Study vs. Ethnography
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Case Study vs. Ethnography
Case study is a research method that involves an in-depth examination of a specific individual, group, or event. It aims to provide a comprehensive analysis of a particular case, often focusing on a unique or rare occurrence. On the other hand, ethnography is a qualitative research method that involves immersing the researcher in the natural ...
PDF Comparing the Five Approaches
tive approach or a single case study because ethnography is a much broader picture of the culture. Then when comparing a narrative study and a single case to study a single individual, we feel that the narrative approach is seen as more appropriate because narrative studies . tend. to focus on a single individual whereas case studies often ...
Difference Between Case Study and Ethnography
The main difference between case study and ethnography is their focus; ethnography aims to explore cultural phenomenon whereas case studies aim to describe the nature of phenomena through a detailed investigation of individual cases. This article explains, 1. What is a Case Study. - Definition, Features, Focus, Data Collection.
(PDF) Comparing Case Study and Ethnography as ...
Selecting a case study as the design also came with the benefit that a case study can "follow ethnographic methods" in describing a case whereas "ethnographers do not always produce case studies ...
Ethnography vs. Case Study: Choosing the Right Approach
The choice between ethnography and case study often depends on the research questions, available resources, and the desired depth of analysis. Researchers must weigh the benefits of broad cultural insights against the detailed exploration of particular cases to determine which methodology aligns best with their research goals.
PDF Comparing Case Study and Ethnography as Qualitative Research ...
Case study and ethnography are two of the most popular qualitative research approaches. As more scholars have interests in researching social phenomena, the application of case study and ethnography are growing ... case in order to provide comparison for the readers. One important concept of the case study is triangulation. Stake
Ethnographic Case Studies
Description. This research guide discusses ethnographic case study. While there is much debate over what, precisely, delimits a case studies differ from other types of case studies primarily in their focus, methodology, and duration. In essence, ethnographic case studies are case studies "employing ethnographic methods and focused on building ...
Case Study vs. Ethnography: What's the Difference?
A case study focuses on an in-depth examination of a specific case, like an organization, event, or individual, to explore its complexities. Ethnography, on the other hand, involves the systematic study of people and cultures, emphasizing participant observation and living among the study subjects.
Application of case study research and ethnography methods: Lessons
Case studies are often used to gain an in-depth understanding of contemporary issues in their real-world context (Yin, 2018).They can be used to explain, describe, or explore patient care issues, which makes this research design particularly useful in healthcare (Anthony & Jack, 2009).Researchers have used case study design to examine various issues, including the delivery of low-cost ...
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Comparing Case Study and Ethnography as Qualitative Research Approaches. A. Suryani. Published 4 December 2013. Sociology. Jurnal ilmu Komunikasi. Abstract: This article reviews several differences between case study and ethnography in terms of definitions, characteristics, strengths and limitations. It provides current information by comparing ...
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Cultural comparison using ethnographic data is essential for explanation, hypothesis testing, and theory generation (Ember, 2009). Comparative ethnography is ethnographic research that explicitly and intentionally builds an argument by analyzing two or more cases. ... These multi-sited ethnographies tend to use a multi-site case study approach ...
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This points to what separates mini-ethnography case study from ethnographic case study. Compared to ethnographic case study, mini-ethnography case study is more appropriate for researchers who have very short time to spend in the field, but who still want to have an in-depth understanding of the phenomenon understudy (Dooley et al., 2020).
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The terms ethnography and case study are used almost interchangeably in many social science research journals. Taft (1997), in fact, discusses ethnography as a case study method (p. 74). In view of the confusion between these terms, we will attempt to explore the various aspects of ethnography and case study, to elaborate on their boundaries ...
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(PAR), case study, and many others. However, not all the ap - proaches mentioned will be discussed but ethnography and case study. It is based on the reason that the main purpose of this paper is to compare and contrast two studies using ethnographic and case study approaches. Their philosophi-
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Ethnography and case study: A comparative analysis
Lecturer. The purpose of the present paper is to describe the unique characteristics of ethnographic and case study research. The central difference between ethnography and case study lies in the study's intention. Ethnography is inward looking, aiming to uncover the tacit knowledge of culture participants. Case study is outward looking, aiming ...
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Case study and ethnography are two different qualitative research approaches used to answer social questions. Case study involves an in-depth analysis of a specific case or cases, often focusing on a particular phenomenon or situation. It typically uses multiple data collection methods, such as interviews, observations, and document analysis, to gather rich and detailed information about the ...
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Methods and practices of ethnographic research are closely connected: practices inform methods, and methods inform practices. In a recent study on the history of qualitative research, Ploder (2018) found that methods are typically developed by researchers conducting pioneering studies that deal with an unknown phenomenon or field (a study of Andreas Franzmann 2016 points in a similar direction).
PDF Comparing Case Study and Ethnography as Qualitative ...
ethnography. Case study and ethnography are two of the most popular qualitative ... case in order to provide comparison for the readers. One important concept of the case study is triangulation. Stake
Problematising ethnography and case study: reflections on using
I frame the discussion around a set of closely related issues, namely ethnography, case study and researcher positioning, drawing on ethnographic techniques and fieldwork relations. The original contribution of the piece and overall argument is that research can represent a hybrid form, and based on my own research experience, I propose a new ...
What's the difference between ethnography and case study?
Ethnography and case study are both qualitative research approaches used to answer social questions. Ethnography involves studying a particular culture or social group in its natural setting, using methods such as participant observation and interviews. It aims to understand the cultural and social context of the group being studied. Case study, on the other hand, focuses on in-depth analysis ...
Case Study vs. Ethnography
In a Case Study, researchers aim to provide insights into the depth and complexities of a single, specific case, which can be used to understand broader issues or phenomena. In contrast, Ethnography requires ethnographers to embed themselves in the culture or community they're researching, often living with and observing the subjects for ...
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Ethnography Versus Case Study ‐ Positioning Research and Researchers - Author: Julie White, Sarah Drew, Trevor Hay. In this paper we narrate a story of working on a large project funded by an Australian Research Council Linkage grant the 'Keeping Connected: Young People, Identity and Schooling' project. The purpose of the study is to ...
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Polyvocal ethnographic case study. This case study research involved two 'day in the life of' videos, which were recorded in two pre-schools: one in Birmingham, England and one in Gotebörg, Sweden and took place between 2016 and 2019 (see Appendix 1 for overview of research methodology and Appendix 2 for methodological stages).
In Memoriam: Ralph Austen, Professor Emeritus of African History
In his spare time, Ralph participated in study groups and helped to organize lectures at his synagogue, KAM Isaiah Israel, and he also taught English to recent immigrants with the Hyde Park Refugee Program. Many colleagues here on campus and beyond will remember with great fondness Ralph's committed presence in the African Studies Workshop.
Sustainability
In this study, we proposed a multi-objective optimization (MOO) approach for site selection of solar farms in Mozambique, by optimizing six objective functions using an improved NSGA-II (Non-dominated Sorting Genetic Algorithm II) algorithm. The MOO model is demonstrated by implementing a case study in KaMavota district, Maputo city, Mozambique.

Case Study vs. Ethnography

Further Detail

Definition and Purpose

Scope and Generalizability

Data Collection

Time and Resources

Analysis and Interpretation

Applications

Difference Between Case Study and Ethnography

What is a Case Study

What is an Ethnography

Definition

Data Collection Methods

Special Requirements

Conclusion

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1. Introduction

3.2. Methodology

3.2.2. NSGA-II

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