Development of a case study methodology in the information technology (IT) field in South Africa: a step-by-step approach

Lubbe, Sam

doi:10.4102/sajim.v5i4.380

“…In any research respondents are assured that their names and the names of their organizations would be dealt with in the strictest confidence. Their trust would not be exploited for personal gain or benefit, by deceiving or betraying them in the research [Lubbe, 2003]. Researchers must "do no harm" as they collect data from someone and report findings to someone [Berg & Howard, 2012].…”

Section: Ethical Reflectionsmentioning

confidence: 99%

Quantitative Research: A Successful Investigation in Natural and Social Sciences

Mohajan

¹

2020

JEDEP

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Research is the framework used for the planning, implementation, and analysis of a study. The proper choice of a suitable research methodology can provide an effective and successful original research. A researcher can reach his/her expected goal by following any kind of research methodology. Quantitative research methodology is preferred by many researchers. This article presents and analyzes the design of quantitative research. It also discusses the proper use and the components of quantitative research methodology. It is used to quantify attitudes, opinions, behaviors, and other defined variables and generalize results from a larger sample population by the way of generating numerical data. The purpose of this study is to provide some important fundamental concepts of quantitative research to the common readers for the development of their future projects, articles and/or theses. An attempt has been taken here to study the aspects of the quantitative research methodology in some detail.

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“…A review of the literature on case study confirmed the 'fit' of this research approach to the study. Lubbe (2003) argues that the philosophy behind case study is that by looking carefully at practical, real-life instances, a full picture of the interaction of the variables or events can be obtained, providing a three-dimensional picture. Case studies are naturalistic, holistic and have the potential to provide rich, detailed, descriptive data together with contextual information (Kent, 1992).…”

Section: Case Study As a Research Strategy For This Researchmentioning

confidence: 99%

Change, Choice and Difference: the Case of RN to BN Degree Programmes for Registered Nurses

Smith¹

0

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<p>Bachelor of Nursing (BN) programmes for Registered Nurses (RNs) were developed in New Zealand in the 1990s. With the introduction of pre-registration degree programmes, transition arrangements that recognised the prior learning of RNs were established allowing existing RNs to obtain an undergraduate nursing degree through a shortened course. Many RNs entered these programmes, despite there being no requirement to obtain a degree qualification and with other education options available to them. Professional debate exists regarding the need or value of RNs undertaking such study and whether these programmes should continue. A case study approach utilising mixed methods was used to examine the personal meaning and the national professional significance of RN to BN programmes. While ultimately the outcome of earlier professional efforts, these programmes occurred as a result of change, change within the socio-political and economic context of New Zealand and nursing education. Change at this macro level affected the individual choices of RNs. These choices were further complicated by a lack of professional consensus and a landscape of difference, with programme requirements and availability differing between institutions, while employers varied in the amount of support and recognition they gave those who chose this option. There were personal and financial costs to completing a RN to BN programme, yet the RNs in this study all believed it was worth it, reporting positive personal and professional outcomes. The professional and educational environment has changed since the introduction of RN to BN programmes and the numbers of individuals and institutions involved with them have greatly reduced. Currently decisions regarding the continuation or demise of these programmes are made by individual educational institutions based mainly on economic rationale. Consensus and direction is required nationally and professionally regarding the place of these programmes within post-registration education. While these programmes have provided benefits for individual RNs, their time in nursing education may be coming to an end.</p>

show abstract

“…A review of the literature on case study confirmed the 'fit' of this research approach to the study. Lubbe (2003) argues that the philosophy behind case study is that by looking carefully at practical, real-life instances, a full picture of the interaction of the variables or events can be obtained, providing a three-dimensional picture. Case studies are naturalistic, holistic and have the potential to provide rich, detailed, descriptive data together with contextual information (Kent, 1992).…”

Section: Case Study As a Research Strategy For This Researchmentioning

confidence: 99%

Change, Choice and Difference: the Case of RN to BN Degree Programmes for Registered Nurses

Smith¹

0

View full text Add to dashboard Cite

<p>Bachelor of Nursing (BN) programmes for Registered Nurses (RNs) were developed in New Zealand in the 1990s. With the introduction of pre-registration degree programmes, transition arrangements that recognised the prior learning of RNs were established allowing existing RNs to obtain an undergraduate nursing degree through a shortened course. Many RNs entered these programmes, despite there being no requirement to obtain a degree qualification and with other education options available to them. Professional debate exists regarding the need or value of RNs undertaking such study and whether these programmes should continue. A case study approach utilising mixed methods was used to examine the personal meaning and the national professional significance of RN to BN programmes. While ultimately the outcome of earlier professional efforts, these programmes occurred as a result of change, change within the socio-political and economic context of New Zealand and nursing education. Change at this macro level affected the individual choices of RNs. These choices were further complicated by a lack of professional consensus and a landscape of difference, with programme requirements and availability differing between institutions, while employers varied in the amount of support and recognition they gave those who chose this option. There were personal and financial costs to completing a RN to BN programme, yet the RNs in this study all believed it was worth it, reporting positive personal and professional outcomes. The professional and educational environment has changed since the introduction of RN to BN programmes and the numbers of individuals and institutions involved with them have greatly reduced. Currently decisions regarding the continuation or demise of these programmes are made by individual educational institutions based mainly on economic rationale. Consensus and direction is required nationally and professionally regarding the place of these programmes within post-registration education. While these programmes have provided benefits for individual RNs, their time in nursing education may be coming to an end.</p>

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Development of a case study methodology in the information technology (IT) field in South Africa: a step-by-step approach

Cited by 3 publications

References 20 publications

Quantitative Research: A Successful Investigation in Natural and Social Sciences

Quantitative Research: A Successful Investigation in Natural and Social Sciences

Change, Choice and Difference: the Case of RN to BN Degree Programmes for Registered Nurses

Change, Choice and Difference: the Case of RN to BN Degree Programmes for Registered Nurses

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