e form of learning (Churbuck, 1992, p. 130).
One form of case study is the historical study of an organization. Such case studies trace "the development of an organization over time" (Borg and Gall, 1996, p. 489). This case study form is encompassed in most management and public administration case studies; however, the historical study of the organization is typically only one of the elements of management and public administration case studies. Observational case studies (a second form) focus on "a group of individuals who interact over a period of time" (Borg and Gall, 1996, p. 489). A third case study form is the situational analysis through which "a particular event is studied from the viewpoint of all the major participants" (Borg and Gall, 1996, p. 489). The situational analysis case study form is also found in most management and public administration case studies. As is true of the historical study of an organization form, however, the situational analysis typically is just one of the elements found in a management or public administration case study. The clinical case study (a fourth form) is concerned with understanding a particular condition or behavior associated with a type of individual (Borg and Gall, 1996).
Case studies also vary according to structure. Case studies may be highly structured and designed to solve technical problems. Case studies may also be short structured vignettes, or they may be long unstructured narratives. Long unstructured narrative case studies are usually designed to identify problems, opportunities, or both (Dittenhofer, 1992).
Kreck (1992) suggested that case study learning may be improved through adapting the format to accommodate operational problem solving as a goal. The operational problem solving objective would be particularly applicable in the conduct of managerial training.
The case study method promotes a structured stimulus allowing unstructured responses. Thi...