How to Conduct a Mini-Ethnographic Case Study: A Guide for Novice Researchers

Authors

Patricia I. Fusch Ph.D., Walden UniversityFollow
Gene E. Fusch, Walden UniversityFollow
Lawrence R. Ness, Walden University, Minneapolis, Minnesota, USAFollow

Abstract

The authors present how to construct a mini-ethnographic case study design with the benefit of an ethnographic approach bounded within a case study protocol that is more feasible for a student researcher with limited time and finances. The novice researcher should choose a design that enables one to best answer the research question. Secondly, one should choose the design that assists the researcher in reaching data saturation. Finally, the novice researcher must choose the design in which one can complete the study within a reasonable time frame with minimal cost. This is particularly important for student researchers. One can blend study designs to be able to use the best of each design that can mitigate the limitations of each as well. The authors are experienced ethnographers who currently chair dissertation committees where a student has chosen a mini-ethnographic case study design.

Keywords

Culture, Ethnography, Mini-Ethnography, Case Study Design, Triangulation, Data Saturation

Author Bio(s)

Dr. Patricia Fusch is contributing faculty in the DBA and Ph.D. in Management programs at Walden University. Her research focuses on leadership, manufacturing, women in business; ethnographic design, case study design, change management initiatives, focus group facilitation, and organizational development. Dr. Fusch has experience as a performance improvement consultant in the public and private sector. Her publications can be found in The Qualitative Report, The International Journal of Applied Management and Technology, and in The Journal of Social Change. Correspondence regarding this article can be addressed directly to: patricia.fusch@waldenu.edu.

Dr. Gene Fusch is the Lead Methodologist in the Walden University DBA program. His career has spanned both the education and business arenas. As an educator, he has chaired doctoral committees and helped numerous executive-level students pursue their learning goals. In addition to teaching, Dr. Fusch was the project manager for the National Resource Center for Materials Science Education; principal investigator for a National Science Foundation project in composites manufacturing for the marine and aerospace industries; site director and professor for several Southern Illinois University extension programs; and associate dean of technology for Bellingham Technical College. He has written articles for several peer-reviewed and professional publications on performance, human resource development, and return-on-investment strategies. He also co-authored a management book on organizational performance interventions. Dr. Fusch has worked with numerous organizations as a leadership and organizational performance consultant. Correspondence regarding this article can also be addressed directly to: gene.fusch@waldenu.edu.

Dr. Lawrence R. Ness is contributing faculty at Walden University and specializes in the areas of IT Management, Business Administration, and Doctoral Research. His research focuses on information technology management strategies towards increased effectiveness and business alignment. Dr. Ness has extensive corporate experience in the area of information technology management and has successfully chaired over 70 doctoral dissertation graduates. Dr. Ness is Founder of Dissertation101 Mentoring Services, LLC. Correspondence regarding this article can also be addressed directly to: drness@dissertation101.com or at lawrence.ness@waldenu.edu.

Publication Date

3-26-2017

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Fusch, P. I., Fusch, G. E., & Ness, L. R. (2017). How to Conduct a Mini-Ethnographic Case Study: A Guide for Novice Researchers. The Qualitative Report, 22(3), 923-941. DOI: https://doi.org/10.46743/2160-3715/2017.2580