Qualitative research methods are a set of interpretative and exploratory methods used in social and psychological research, as well as others to describe and give meaning to a phenomenon. The reason we use qualitative research is because we want to learn the whole social process and not to measure frequencies and phenomena using numerical measurements and indicators. Some qualitative research features are, unstructured questionnaires, adaptation to research needs and the small number of observations. Research findings are difficult to generalize. Also, one of the six types of qualitative research is the case study, which makes an in-depth analysis and understanding of a general social phenomenon through a specific form of its manifestation. It is a case study of a more general social phenomenon in a more specific manifestation and form. The researcher in the case study focuses on the detailed description and understanding of a case.
Flyvbjerg's(2006) position on the case study is a detailed examination of a simple example, and cites a case as an argument. If people being educated exclusively independent of the environment, they will remain at the same level during the learning process. Thus, the significance of assumptions in learning in general, and the role of case study in research, arises. Flyvbjerg(2006) also points out that it is wrong to consider the case study as a method that introduces to larger research studies, because a case study is a worthwhile activity. It is important to mention that Flyvbjerg’s(2006) research, does not aim to provide solutions or answers to the problems he poses. Instead, it helps in generating questions that will allow a scholar to participate in a decision-making process and suggest possible solutions.
In addition, Tim Newburn's(2015) case study on English Revolutions of 2011, which examined in detail why riots did not occur in Leeds and Bristol, is quite informative. Using the flash point model highlighting interaction issues, which will be referred later, as the main cause of the lack of turmoil in this case study. Contrary to most of the literature in this field, it does not deal with the reasons for riots but why the riots do not happen.
The interviews were part of the Reading the Riots' study, and the process was inductive with data-driven issues, a phenomenon very common in case studies. Using semi-structured interviews, in an innovative way, i.e. in areas where the 2011 turmoil did not occur, explains the absence of riots at six levels (Structural, Political / Ideological, Cultural, Territorial, Theoretical Criminology, and the most important according to the researcher, the interaction).
I will insist on two levels, cultural and interaction. Thus, the cultural is linked to the dynamics, guidance and behaviour of the crowd, with the possibility of generalizing this case study through the patterns of social identity and the level of interaction that includes the relationship between protesters and police, which in this case focuses on elements leading to or against the violence. Consequently, the role of the case study concerns the ways in which groups understand their place in the social world.
Completing the case study role in social and psychological research, examining the 2011 English Revolutions of Tim Newburn(2015), it is observed that he investigated factors that mitigate the possibility of disruption in specific locations. The target for the Newburn(2015) research is also one of the roles of a case study that is to strengthen the institutions of reducing tension and disorder.
The case study received many controversies from scientific disciplines. Following the induction method, the critics of the case study began with the assumption that many freedoms were given to the researcher to conclude that the particular method and validity are subjective. They also criticize that generalization can’t come from a single case (Flyvbjerg2006).
According to Flyvbjerg (1998) the search of an example can’t give us reliable information in a general context, but researcher’s affairs can be tested in a larger number of cases. For example, homelessness statistics in Scotland (Nationwide Statistics, Homelessness in Scotland 2015-2016 p.9) show the total number of people who had rough slept the previous night. The results, therefore, provide data to the researcher, who can safely test in a larger number of cases, such as a search for the homeless of the whole of Great Britain. In addition, this position can be supported by the survey of Tim Newburn (2015) on the 2011 English uprisings. The case study of the non-ripped regions gives the opportunity to the researcher to use the conclusions for more general themes.
Analysing Flyvbjerg's research on the case study criticisms, we observe that criticizes Campbell (1975) that while was totally opposite for the role of case study in social and psychological research, ended up being a strong supporter. So, analysing some of his researches, managed to summarize the case of study criticisms.
The first concerns knowledge and cites the difference between general theoretical knowledge and specific practical knowledge, with critics claiming that general knowledge is more important than practice. On the other hand, the supporters of the case study on knowledge believe that can be acquired through personal experiences and achieved mainly by the practice(Flyvbjerg2006).
The second argument of critics refers to the generalization that is observed, based on an isolated case. Many times research is generalized to claim that we can’t generalize from a single phenomenon. For example, the Case Study of Newburn(2015), apart from giving information about a particular phenomenon in a specific area, can easily generalize and strengthen, in this case, institutions that are related to the general minimization of disorder.
Continuing, at the third misinterpretation, we observe the persistence of the researchers as to the usefulness of case methods only for the preparatory stages of a survey rather than an integrated research. Using an example, Nick Hopkins (2015) Magh Mela Case Study and methods which been used, observes that not only assumptions are made, but is a complete research and managed to revise the concept of turmoil.
The fourth critique aims to invalidate the scientific value of the case method in the research conclusion itself, emphasizing the prejudice of case study researchers. This criticism is very general, according to Flyvbjerg (2006). Nick Hopkins' case study (2015), looked through the questionnaire for real situations and views in direct relation to the events. So, there is not much space for dubious scientific value and bias.
The last criticism refers the difficulty of general theories through case studies. Many case studies contain the element of narration, and criticizers of this method, reproach it. For MacIntyre (1984), human is an animal that tells history, and the concept of history is a fundamental concept that can be a means of producing general theories.
Ιn conclusion, to support the significance of case study, we can also mention researchers other than Campbell, such as Newton, Einstein, Darwin and Freud, who used in their experiments cases and empirical data on psychological and social research. In summary, all types of research are important and indispensable for the development of social science, without discrimination.