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What Is a Case Study?
When you’re performing research as part of your job or for a school assignment, you’ll probably come across case studies that help you to learn more about the topic at hand. But what is a case study and why are they helpful? Read on to learn all about case studies.
Deep Dive into a Topic
At face value, a case study is a deep dive into a topic. Case studies can be found in many fields, particularly across the social sciences and medicine. When you conduct a case study, you create a body of research based on an inquiry and related data from analysis of a group, individual or controlled research environment.
As a researcher, you can benefit from the analysis of case studies similar to inquiries you’re currently studying. Researchers often rely on case studies to answer questions that basic information and standard diagnostics cannot address.
Study a Pattern
One of the main objectives of a case study is to find a pattern that answers whatever the initial inquiry seeks to find. This might be a question about why college students are prone to certain eating habits or what mental health problems afflict house fire survivors. The researcher then collects data, either through observation or data research, and starts connecting the dots to find underlying behaviors or impacts of the sample group’s behavior.
Gather Evidence
During the study period, the researcher gathers evidence to back the observed patterns and future claims that’ll be derived from the data. Since case studies are usually presented in the professional environment, it’s not enough to simply have a theory and observational notes to back up a claim. Instead, the researcher must provide evidence to support the body of study and the resulting conclusions.
Present Findings
As the study progresses, the researcher develops a solid case to present to peers or a governing body. Case study presentation is important because it legitimizes the body of research and opens the findings to a broader analysis that may end up drawing a conclusion that’s more true to the data than what one or two researchers might establish. The presentation might be formal or casual, depending on the case study itself.
Draw Conclusions
Once the body of research is established, it’s time to draw conclusions from the case study. As with all social sciences studies, conclusions from one researcher shouldn’t necessarily be taken as gospel, but they’re helpful for advancing the body of knowledge in a given field. For that purpose, they’re an invaluable way of gathering new material and presenting ideas that others in the field can learn from and expand upon.
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University Module Series: Integrity & Ethics
Module 12: integrity, ethics and law.

This module is a resource for lecturers
Case studies.
Choose one or more of the following case studies and lead a discussion which allows students to address and debate issues of integrity, ethics and law. If time allows, let the students vote on which case studies they want to discuss.
For lecturers teaching large classes, case studies with multiple parts and different methods of solution lend themselves well to the group size and energy in such an environment. Lecturers can begin by having students vote on which case study they prefer. Lecturers could break down analysis of the chosen case study into steps which appear to students in sequential order, thereby ensuring that larger groups stay on track. Lecturers may instruct students to discuss questions in a small group without moving from their seat, and nominate one person to speak for the group if called upon. There is no need to provide excessive amounts of time for group discussion, as ideas can be developed further with the class as a whole. Lecturers can vary the group they call upon to encourage responsive participation.
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Annual Review of Ethics Case Studies
What are research ethics cases.
For additional information, please visit Resources for Research Ethics Education
Research Ethics Cases are a tool for discussing scientific integrity. Cases are designed to confront the readers with a specific problem that does not lend itself to easy answers. By providing a focus for discussion, cases help staff involved in research to define or refine their own standards, to appreciate alternative approaches to identifying and resolving ethical problems, and to develop skills for dealing with hard problems on their own.
Research Ethics Cases for Use by the NIH Community
- Theme 22 – Use of Human Biospecimens and Informed Consent (2022)
- Theme 21 – Science Under Pressure (2021)
- Theme 20 – Data, Project and Lab Management, and Communication (2020)
- Theme 19 – Civility, Harassment and Inappropriate Conduct (2019)
- Theme 18 – Implicit and Explicit Biases in the Research Setting (2018)
- Theme 17 – Socially Responsible Science (2017)
- Theme 16 – Research Reproducibility (2016)
- Theme 15 – Authorship and Collaborative Science (2015)
- Theme 14 – Differentiating Between Honest Discourse and Research Misconduct and Introduction to Enhancing Reproducibility (2014)
- Theme 13 – Data Management, Whistleblowers, and Nepotism (2013)
- Theme 12 – Mentoring (2012)
- Theme 11 – Authorship (2011)
- Theme 10 – Science and Social Responsibility, continued (2010)
- Theme 9 – Science and Social Responsibility - Dual Use Research (2009)
- Theme 8 – Borrowing - Is It Plagiarism? (2008)
- Theme 7 – Data Management and Scientific Misconduct (2007)
- Theme 6 – Ethical Ambiguities (2006)
- Theme 5 – Data Management (2005)
- Theme 4 – Collaborative Science (2004)
- Theme 3 – Mentoring (2003)
- Theme 2 – Authorship (2002)
- Theme 1 – Scientific Misconduct (2001)
For Facilitators Leading Case Discussion
For the sake of time and clarity of purpose, it is essential that one individual have responsibility for leading the group discussion. As a minimum, this responsibility should include:
- Reading the case aloud.
- Defining, and re-defining as needed, the questions to be answered.
- Encouraging discussion that is “on topic”.
- Discouraging discussion that is “off topic”.
- Keeping the pace of discussion appropriate to the time available.
- Eliciting contributions from all members of the discussion group.
- Summarizing both majority and minority opinions at the end of the discussion.
How Should Cases be Analyzed?
Many of the skills necessary to analyze case studies can become tools for responding to real world problems. Cases, like the real world, contain uncertainties and ambiguities. Readers are encouraged to identify key issues, make assumptions as needed, and articulate options for resolution. In addition to the specific questions accompanying each case, readers should consider the following questions:
- Who are the affected parties (individuals, institutions, a field, society) in this situation?
- What interest(s) (material, financial, ethical, other) does each party have in the situation? Which interests are in conflict?
- Were the actions taken by each of the affected parties acceptable (ethical, legal, moral, or common sense)? If not, are there circumstances under which those actions would have been acceptable? Who should impose what sanction(s)?
- What other courses of action are open to each of the affected parties? What is the likely outcome of each course of action?
- For each party involved, what course of action would you take, and why?
- What actions could have been taken to avoid the conflict?
Is There a Right Answer?
Acceptable solutions.
Most problems will have several acceptable solutions or answers, but it will not always be the case that a perfect solution can be found. At times, even the best solution will still have some unsatisfactory consequences.
Unacceptable Solutions
While more than one acceptable solution may be possible, not all solutions are acceptable. For example, obvious violations of specific rules and regulations or of generally accepted standards of conduct would typically be unacceptable. However, it is also plausible that blind adherence to accepted rules or standards would sometimes be an unacceptable course of action.
Ethical Decision-Making
It should be noted that ethical decision-making is a process rather than a specific correct answer. In this sense, unethical behavior is defined by a failure to engage in the process of ethical decision-making. It is always unacceptable to have made no reasonable attempt to define a consistent and defensible basis for conduct.
This page was last updated on Tuesday, August 2, 2022
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Example Writing Assignment 3: Ethical Case Study
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