A case study is often criticised for the risk that a researcher have a subjective interpretation of the data. This paper has the ambition to analyse how to choose the right angles in case studies to prove that you made a reliable case study. The most highlighted in this case study will be case study methodology. It will also be about what you should think about as a researcher in order to stay as objective as possible. By analysing and comparing the interpretations of different sources, the answer was that there are many things to consider as a researcher to understand how to choose the right angles. There are things to consider before and during the case study. The result after examining various sources was that you have to be precise and clear in a case study. The method description should be as clear as possible so that others will be able to perform the test. Subjective interpretations should not be taken with. The key is to choose an objective interpretation and highlight different perspectives to get a reliable case study.

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The time and process used to write a case study depends on several factors. There are different things to consider to save time and to make the process easier. First of all the author might need a certain skillset and experience. Second is to understand the importance of being prepared. It takes much time to write a case study and if the preparations are not taken in seriously consideration it may jeopardize the whole study. A deadline and timeline for the process is necessary to control the outcome. Normally the process involves a case study release form and a success letter where the last approval is made before the publication of the case study is done.

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Leadership development in higher education is of vital importance to South Africa’s future. We present a case study that focuses on a leadership development programme (LDP) through action learning and action research (ALAR) for women academics in South Africa during 2000 and 2001. It identifies the effects of the LDP on participants five years after the programme. The evaluation process encouraged participants to reflect on their own learning, research growth and leadership capabilities, and on how they may further develop their practice and career. Reflecting on this evaluation, we have conceptualized the results and developed process models of leadership deve lopment through action research. These models may be used as a framework for designing, conducting and evaluating leadership or other professional development programmes in higher education.

In this thesis I describe a research study to further our understanding of the role of the evaluator as a facilitator of evaluative inquiry within organizations. I assumed dual roles as both the evaluator and the evaluation-use researcher to examine the effect of my behaviour on the evaluation of a dynamic organization. My approach as the evaluator was influenced by a decade of experience as a practising evaluator and by the insights I gained from my readings of organizational theory and three evaluation theories responsive, participatory, and developmental. My study of the nature, quality, and consequences of the evaluator/stakeholder interactions while participating in the process was anchored by approaches from the fields of educational research and organizational theory informed by complexity science. Using data generated from modifying the traditional case study method, including reflective journal entries related to my decision-making process, I generated critical episodes as a way of understanding the circumstances surrounding shifts in my behaviour. My iterative analysis of the critical episodes and the insights gained from them enabled me to track the transformations of the six personal evaluation principles that guided my evaluator approach and led to the creation of a seventh principle. The cross-case analysis revealed the evaluation process as a non-linear progression whereby the evaluator and the individual stakeholders engaged in establishing trust, fostering collaborations, and promoting learning. This study contributes three implications for evaluation practice including providing empirical data on what it means for an evaluator and individual stakeholder to develop close engagement through evaluative inquiry, bringing to the forefront the value of systematic and purposeful reflection as a means of enhancing the quality of this engagement, and pointing to the importance for evaluators continually integrating past experiences and new theoretical frameworks with understandings gleaned from close engagement. Finally, I posit a new approach documenting the complexity of the influence of the evaluator on shaping organizational and program development within the dynamic context. / Thesis (Ph.D, Education) -- Queen's University, 2008-04-23 13:48:32.287

This case looks at organizational change, funding and environmental concerns that occurred as the company shifted its focus from the military to the commercial. After its acquisition by Boeing in 1996, it developed a vigorous employee involvement program. EI and workforce training were the two key mechanisms to mitigate instability. 120 EI groups developed plus six self-directed teams. Negotiated between the UAW union and Rockwell International in 1990, the EI program creates an opportunity to say how work is done, which represents an important culture change occurs. Leadership skills are just as important to success are technical skills. Rocketdyne is still faced with organizational and cultural change challenges, through the growth in the space sector.

ABCM is an accounting tool that can help companies recognize true costs and make critical choices. ABCM is designed to help firms shift their priorities from individual products to the overall manufacturing environment. BCAG is the world's largest manufacturer of commercial airplanes. It is crucial to move the corporate financial department from account role to that of business partner. The ABCM model organizes activities in terms of their relationship to final cost objects. Looking at two pilot studies, this case study shows the benefits that can be reaped from ABCM implementation. The IAM has supported the adoption of ABCM as a way to get at the true costs of production. There is caution, however, that ABCM is not a panacea.

This study explores the transfonnational processes ofwomen leaving the sex trade. It discerns what interpersonal and intrapersonal transitions foster a sense of personal expansion and transfonnation in leaving the sex trade. The co-researchers consisted of four women who had left sex trade work. Phenomenology and narrative inquiry served as theoretical and methodological . frameworks that guided the study. In addition, thematic analysis was utilized specifically to isolate metathemes and themes within the data. What was important to the coresearchers in their transfonnational processes was as complex and unique as their personal histories and experiences. However, overarching similarities emerged from the co-researchers narratives. The metathemes distinguished in the data were understanding history, self/identity, building relationships, sexuality, economic viability, and triggers. Future considerations for further research include having a larger sample, representing male experiences of transfonnation, and interviewing co-researchers two years following the initial interview. / Graduate