Interpretive Case Study Research Articles

ICT Governance and Implication in Higher Education: A Case Study of a Vocational College in Libya

This study focuses on ICT governance in higher education in a developing country. The research employs an interpretive single case study to describe and understand ICT governance at a computer college in Libya. Our results reveal formal ICT governance leverages its general management structure and processes to make ICT decisions and fulfill the needs of college stakeholders. In addition, the structure supporting ICT decision-making at Beta College qualifies as “decentralized,” while the ICT archetype of “Federal” best describes its ICT governance arrangements. Surprisingly, our study reveals the hybridization of the role of the Dean through the integration of “entrepreneurial activities” amid his efforts to fulfill the ICT needs of the college in the context of severe budget constraints.

Exploring Indigenous Knowledge Systems Integrated in Natural Sciences Practical Work in Selected South African Schools

This study used the nature of indigenous knowledge (NOIK) framework to explore indigenous knowledge systems (IKS) practices that were integrated when practical work in natural sciences was facilitated. In this interpretive explorative case study, data were collected by semistructured interviews, lesson observations and a focus group interview conducted with three purposively selected natural sciences teachers and two natural sciences district officials in the province of KwaZulu-Natal in South Africa. Thematic analysis techniques were used to analyze the data that were collected. Three findings on ways to integrate IKS in science practical work are the following. First, IKS was integrated in practical work through teaching of applied science and including the learners’ lived experiences of local technologies to solve problems. Second, practical work that integrated IKS was conducted as empirical observations of natural phenomena, which included genetic variation of plants and animals, including human beings, animal behavior, using moon cycles and the movement of the sun to guide day-to-day, cultural and agricultural activities. Third, some of the IKS included myths and superstitions that distorted the public understanding of science but were nevertheless used to persuade people to uphold certain cultural practices. The study recommends comparing NOIK and the nature of science when integrating IKS in the classroom to enable learners to distinguish myths from scientific facts.

Analysis of the Strictu Sensu Postgraduate Program Management from The Perspective of Strategy as Social Practice: the Experience of the Universidade Federal da Fronteira Sul

Objective: The objective of this study is to investigate how occurred the formation of the strategy for implementing stricto sensu postgraduate studies at the Universidade Federal da Fronteira Sul (UFFS), with the intention of understanding the strategizing based on the empirical data collected. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. The Strategy as Social Practice (SAP) and the stricto sensu postgraduate in Brazil stand out, providing a solid basis for a contextualized understanding of the phenomenon investigated. Method: The methodology used for this research comprises a qualitative approach, with a descriptive and interpretative Case Study method. Data collection was carried out through eleven in-depth semi-structured interviews, bibliographic and documentary research, treated based on the five phases defined by Yin (2016), combined with the three phases proposed by Bardin (2011) in content analysis. Results and Discussion: The results obtained revealed how SAP occurred in stricto sensu postgraduate. In the discussion section, these results are contextualized based on the theoretical framework, highlighting the implications and relationships identified. Possible discrepancies and limitations of the study are also considered in this section. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of Postgraduate Management. These implications may include other institutions with interests in stricto sensu postgraduate management. Originality/Value: Adds originality to the fact of describing and analyzing the implementation of stricto sensu postgraduate in a university created in 2009, which in 10 years implemented 15 stricto sensu postgraduate program to internalize research and maintain university status. This study contributes to the literature by presenting a detailed and unprecedented analysis of the development of stricto sensu postgraduate from the perspective of SAP, in addition to offering insights for improving stricto sensu postgraduate management at UFFS and serving other institutions.

The Evolution of Entrepreneurial Opportunity: The Case of a Finnish Start-up in the Telecom Industry

Abstract This study represents a longitudinal in-depth investigation of entrepreneurial opportunity development in a Finnish start-up company. A qualitative interpretive case study method is applied here that enables us to provide in-depth findings to promote opportunity-related research in the fields of entrepreneurship and International Entrepreneurship. We create an empirical process model that unlocks the longitudinal development of entrepreneurial opportunity and internal and external features contributing to it. The findings indicate that the development process represents a transformation from the assessment of demand into the creation of actual solutions. In addition, the process model reveals how the objectives and motivations of individuals, as well as external features in the industry and events, drive the development of entrepreneurial opportunity.

Learners’ algebraic and geometric connections when solving Euclidean geometry riders

In this article, we explored Grade 11 learners’ algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this study. Data were collected through learners’ responses to classwork, homework exercises, and task-based interviews. Data were analysed thematically. The findings revealed that to solve Euclidean geometry riders successfully, learners need to establish the feature connections embedded in the given figure or diagram. The ability to make feature connections provides a point of departure in the solution process of a geometric problem.Contribution: Once the feature connection is established, other connections will subsequently emerge. In addition, the reversibility connections become a form of feature connection when solving Euclidean geometry riders. Therefore, we recommend that mathematics teachers emphasise and use mathematical connections in their daily teaching of mathematics.

Creating Social Value: Unveiling Stakeholder Commitments Dynamics in Malaysian Social Enterprise

Social enterprise represents a convergence of profit-driven organisational structures committed to fostering social impacts, such as expanding employment opportunities or supporting single parents in income generation. This study delves into the depth of stakeholder commitment towards social enterprise initiatives in Malaysia. Employing an interpretative case study methodology, the research utilises multifaceted approaches, including interviews, on-site visits, program observation, and financial statement analysis focusing on a social enterprise entity, Rose Sdn. Bhd. (RSB). The thematic analysis serves as the lens through which commitment dynamics within the social enterprises are explored, drawing upon the dimensions of affective, normative, and continuance commitment within the organisational commitment framework. The research highlights the profound commitment of RSB’s founder to its establishment, driven by personal experiences that instill a profound sense of purpose. The study underscores the pivotal role of the work environment and income opportunities in fostering continual commitment among employees. The conducive atmosphere within RSB fosters dedication and a sense of belonging among its workforce, enhancing the organisation's sustainability and social impact. By creating a genuine and supportive learning environment, trainers strengthen the bonds between individuals and the organisation, reinforcing their commitment to its objectives. The sincerity of trainers is pivotal in nurturing normative commitment among program participants. Additionally, this research emphasises the critical importance of stakeholder commitment in driving the success and sustainability of social enterprises. Close stakeholder engagement emerges as a core strategy for ensuring the sustainability and efficacy of social enterprise initiatives. By exploring commitment dynamics within social enterprise contexts, this study significantly enriches theoretical understanding in the field.

Utilising Tshivenḓa Scientific Language Register for Teaching Electric Circuits

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenḓa scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenḓa scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenḓa as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshivenḓa to cover other topics in physical sciences.

Social Educators’ initial and in-service training: community projects as promoters of professional development

ABSTRACT Promoting social justice, fighting against social inequalities, and minimizing the risks and dangers faced by society’s most vulnerable groups are the aims of socio-educational intervention actions promoted by Social Educators in community projects. Using a qualitative and interpretative case study research methodology, this study sought to understand, from the perspective of Social Educators (n = 13) who graduated from a university in the north of Portugal between 2018 and 2022, how and if the experience of working in a community project during initial and in-service training enriches and/or alters their work. The results showed that the participation of Social Educators in community projects deconstructs an excessively individualistic view of intervention, with Social Educators highlighting the social and educational conditions that shape the target audiences in an action that is required to be holistic and legitimized by the members of the communities in which they operate.

The influence of the fourth industrial revolution in teaching and learning: the COVID-19 context

Background The aim of this paper was to explore how the Fourth Industrial Revolution shapes teaching and learning during COVID-19 in some of the schools located in the Gauteng and Mpumalanga provinces, South Africa. This paper employed qualitative interpretative multiple case study design. Purposive sampling was used to sample our participants. Methods We selected four teachers who separately taught at the early childhood development stage, intermediate phase, senior phase, and further education and training phases. Data was collected telephonically through semi-structured interviews with teachers from Limpopo, Gauteng and Mpumalanga provinces of South Africa. Data was collected from their experiences of COVID-19 from 2019 to 2021. Collected data was analysed using a typology approach whereby themes that derived from the literature reviewed and research questions were used. Results We inferred from the results of the paper that teachers had challenges with teaching and availability of learning resources, such as limited access to internet and socio-economic backgrounds, which hindered the integration of the Fourth Industrial Revolution in the teaching and learning process. There were also challenges related to teachers’ background on the usage of the Fourth Industrial Revolution and the lack of school management teams support. The paper revealed that the integration of the Fourth Industrial Revolution in teaching and learning was affected negatively by the existence of the above-mentioned challenges, which needs to be addressed. Conclusions Therefore, we recommended that the government and stakeholders within the education sector provide resources such as smart-boards, computers, and network access in schools lacking such facilities, as well as providing professional development interventions and training teachers to have an in-depth understanding of the Fourth Industrial Revolution within the teaching and learning context.

Influence of an African Indigenous Language on Classroom Interactions and Discourses

This qualitative interpretative case study aimed to investigate how the developed isiNdebele scientific language register for Natural Sciences influences learners’ classroom interactions and discourses. Data were collected from stakeholders through interviews and observations. The results indicated that the use of African indigenous languages positively shapes learners’ classroom interactions and discourses. Specifically, when learners were taught Natural Sciences using the isiNdebele register, there was maximum interaction in the classroom in contrast to using the English register, where learners were passive for most of the lesson. This highlights the need for developing scientific registers in African indigenous languages. Therefore, it is recommended that these registers be integrated into teaching and learning as they positively influence interactions and discourses, leading to meaningful learning and better performance.

When line meets agile in public service organizations: Exploring the role of felt accountability amongst line managers

Despite citizen calls for agile government, public service organizations often default to hierarchy and adopt dual structure organization designs combining agile and non-agile units. However, ensuring effective collaboration and avoiding accountability challenges at the interface of line and agile units remains a vexing issue. Although accountability is implicitly assumed in agile organizing, it is not readily manifested or experienced. Through this interpretive case study of a public service organization in the Nordics, we examine through the lens of felt accountability, the reaction and roles of line managers to emergent accountability challenges precipitated by parallel maintenance of agile and non-agile unit combinations.

Teachers’ perspectives on implementing cooperative learning to promote social and emotional learning

Evidence has shown that social and emotional learning (SEL) improves students’ behavior, attitudes, peer relationships, and academic outcomes. However, teachers have challenges in promoting SEL due to insufficient professional development and pedagogical strategies. Cooperative learning, a pedagogy promoting student-centered learning, has been suggested to help teachers foster students’ SEL. However, little research has been conducted to investigate cooperative learning alignment with SEL. Thus, this current study aims to explore teachers’ perspectives on implementing cooperative learning to promote students’ SEL. Seven elementary school teachers implementing cooperative learning and SEL in their classrooms joined the study. A qualitative interpretative case study design was used. Teacher interviews as primary data, and field notes, teachers’ artifacts, lesson plans, and teaching videos were collected. Thematic analysis was used to analyze the data from the teacher interviews and field notes. Four themes were generated: group roles, exploring potentials and weaknesses, meaningful interactions, and consensus decision-making. The findings suggest that cooperative learning through clear group roles promotes elementary school students’ self-awareness and social awareness, meaningful interactions, and consensus decision-making.

Professional identity work of nurse practitioners and family physicians in primary care in Quebec and Ontario – a study protocol

BackgroundSolo medical practices in primary healthcare delivery have been abandoned in favor of interdisciplinary teamwork in most Western countries. Dynamics in interdisciplinary teams might however be particularly difficult when two or more autonomous health professionals develop similar roles at the practice level. This is the case of family physicians (FPs) and nurse practitioners (NPs), due to the fact that the latter might accomplish not only the traditional role proper to a nurse, but also several medical activities such as requesting diagnostic exams and prescribing medical treatments. The tensions that this overlap might generate and their implications in regard of the development of professional identities, and consequently of the quality of health care delivered, have been suggested, but rarely examined empirically. The goal of this study is to examine identity work, i.e., the processes of (re)construction of professional identities, of NPs and FPs working together in primary care interdisciplinary teams.MethodsA longitudinal, interpretive, and comparative multiple (n = 2) case study is proposed. Identity work theory in organizations is adopted as theoretical perspective. Cases are urban primary care multidisciplinary teams from two different Canadian provinces: Quebec and Ontario. Participants are NPs, FPs, managers, and patients. Data gathering involves audio-diaries, individual semi-structured and focus group interviews, observations, and archival material. Narrative and metaphor techniques are adopted for analyzing data collected. Within- and cross-case analysis will be performed.DiscussionFor practice, the results of this investigation will: (a) be instrumental for clinicians, primary care managers, and policy decision-makers responsible for the implementation of interdisciplinary teamwork in primary healthcare delivery to improve decision-making processes and primary care team performance over time; (b) inform continuing interdisciplinary professional development educational initiatives that support competency in health professionals’ identity construction in interdisciplinary primary care organizations. For research, the project will contribute to enriching theory about identity construction dynamics in health professions, both in the fields of health services and primary care education research.

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

The purpose of this study was to investigate the challenges faced by SMTs in dealing with poor academic performance in the Mopani-West District of Limpopo Province, South Africa. Studies have indicated that schools in rural areas fail to meet their full potential due to a combination of factors including insufficient instructional resources, shortage of qualified educators, insufficient infrastructure, and poverty and inequality. The study adopted a qualitative approach following an interpretative case study design. Using purposive sampling a total of 18 participants, comprising six principals, six departmental heads, and six learners who met the research criteria were selected. The study sample included one principal, one departmental head, and one learner from each of these six schools in the Mopani-West District. Three schools from the sample were identified as high-performing, while the other three were identified as underperforming. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that resource scarcity in schools significantly hampered the quality of education. Issues such as insufficient teaching materials, a shortage of teachers, and the absence of technology create stark disparities between less and more privileged schools. The study also highlighted the impact of inadequate infrastructure on learning as one of the pressing concerns that compromise quality teaching and learning. Recommendations were made accordingly.

Sociotechnical perspectives of digital technologies in sustainable mining

This paper adopts an interpretive case study approach to understand the role of digital technologies in addressing seemingly contradictory sustainability goals in mining. The sociotechnical model of information systems was used as a framework to guide the analysis of twenty-five in-depth interviews with globally dispersed digital technology experts working collaboratively at an industry-leading hi-tech mining solutions company. The sociotechnical-led thematic analysis findings highlight the trade-offs experts face in balancing narrow technological imperatives and economic outcomes with broader sustainability goals. The analysis moves beyond the technological and economic to a harmonious perspective of social, human, environmental, and technological interactions. A visual thematic map is presented to aid practitioners in designing and optimally implementing digital technologies to simultaneously address the United Nations Sustainable Development Goals while prioritising business sustainability. We conclude by drawing from the proposed sociotechnical perspectives approach for digital sustainability to provide scholars with possible pathways for future responsible information systems research.

COMPARATIVE STUDY OF THE ISLAMISATION PROCESS IN MALAYSIA AND NIGERIA: A SOCIAL MOVEMENT THEORY APPROACH

This exploratory, diachronic study compares the politics of Islamisation, which have undergone different patterns of developmentin both Nigeria and Malaysia. Islamisation is defined as an ideological translation of Islamism into policies to “Islamise” the state andsociety by expanding the scope of the application of Islamic laws and principles. Islamisation in Malaysia has been implemented steadily and progressively since the 1980s. It involves the “inculcation of Islamic values” in a wide range of aspects of society, including the economy. The Islamic penal code or hudud enactments were legislated in two states, but held in abeyance due to their unconstitutionality. In contrast, Nigeria observed the sudden and erratic implementation of hudud in 12 northern states in 1999, along with other bureaucratic adjustments. Adopting an interpretative case study approach of the comparative method of Arend Lijphart, we explain the two contrastive case studies of the ideological translation of Islamism by analysing the manner in which various political opportunities and structural constraints in the respective cases have shaped the Islamisation process. Data gathering was based on an extensive review of the related body of literature. Analysis was conducted using a social movement theoretical framework based on a structured, focused comparison. The dynamic conceptualisation of the state as a set of institutions, which is continually and dialectically reshaped by contentious processes, captures how the bureaucratisation and judicialisation of Islam have modified the nature of state structures and the structure of political opportunities, which in turn allows for additional channels of influence for Islamic activists.

An Interpretive Case Study of Chinese New Zealanders’ Participation in Non-elected Representation

This paper adopts Michael Saward’s representative claims theory to analyze Chinese New Zealanders’ participation in non-elected representation. It explores how they made representative claims and examines the democratic legitimacy of their claims. Based on an interpretive analysis of in-depth interviews with 38 Chinese New Zealanders, I found age-based and educational-level-based patterns of how they participate in non-elected representation. Individuals and Chinese associations made representative claims based on various grounds. However, the democratic legitimacy of individual-made claims and association-made claims varied. When interviewees made representative claims, they cherished the claims’ instrumental goals and intrinsic values. These findings expand our knowledge of Chinese New Zealanders’ political participation and representation. This paper also analyzes the difference between making representative claims and political advocacy. It deepens our understanding of non-elected representation.

Revealing the Motives Behind Executive and Legislative “Interests” in the Discussion Process and Determination of the Budget Regional Revenue and Expenditures (APBD)

Purpose: This interpretive case study delves into the dynamics of executive and legislative interactions in the determination of Regional Revenue and Expenditures (APBD), aiming to understand the underlying motives driving their actions. Theoretical Reference: Drawing on Siegel and Marconi's theory, which emphasizes the influence of individual perspectives on budget figures, this study employs symbolic interactionism to explore the behavior and motivations of the Executive and Legislative branches in the APBD process. Method: Qualitative research is conducted, employing a symbolic interactionism approach to analyze the behavior and discourse of the Executive and Legislative branches during APBD discussions. Results and Conclusion: The study reveals that despite public rhetoric emphasizing performance-oriented budgeting, traditional practices still largely dictate APBD discussions, hindered by a prevailing paternalistic culture and elite commitments. Conflicts between the branches often arise, delaying APBD approval. The findings suggest a phenomenon of Budgetary Mutualism, where both branches engage in strategic maneuvers to secure mutually beneficial gains while maintaining a facade of harmony. However, underlying this facade is a reality of hypocrisy, where public rhetoric masks conflicting interests and power dynamics. Implications of Research: This research sheds light on the complexities of APBD determination, highlighting the need to address underlying power dynamics and conflicting interests between the Executive and Legislative branches. Understanding these dynamics is crucial for reform efforts aiming to improve budgetary processes and governance. Originality/Value: By applying symbolic interactionism to analyze APBD dynamics, this study offers a novel perspective on the behavior and motivations of government actors in budgetary processes. The identification of Budgetary Mutualism and the revelation of underlying hypocrisy contribute to a deeper understanding of governance dynamics.

Preservice Teachers’ Implementation of Cooperative Learning in Chinese Physical Education

Purpose: To explore preservice teachers’ (PSTs) implementation of cooperative learning (CL) during their school-based student-teaching after undertaking a CL course in a Chinese physical education teacher education program. Method: An interpretive qualitative case study design gathered data from eight PSTs using classroom observations, semistructured interviews, reflective journals, instructional materials, and field notes. Interactive cycling coding was used to analyze the data. Findings: The two themes, putting five key elements into practice and learning to facilitate with CL, convey how the PSTs implemented the procedures of CL and adapted CL to the contexts they were teaching in. Discussion and Conclusions: The eight PSTs appropriately implemented CL and contextualized CL practice in their classrooms. They shifted their teaching approaches away from direct instruction and toward more independent, pupil group-based tasks. This growth is particularly important in the Chinese physical education context, where policies advocate for CL yet student-centered teaching which is rarely seen in practice.

The influence of natural science scientific register in isiNdebele on classroom practices

This study is an interpretive qualitative case study. Its goal was to look at the influence of natural science scientific register in isiNdebele on classroom practices. The study was conducted in some schools of the Siyabuswa 2 circuit in the Mpumalanga Province. The stakeholders’ (teachers, learners, and parents) information was gathered through interviews and observations. Data gathered from interviews and observations were analyzed using content analysis. Interviews and observations that were recorded on audio were examined by playing them back numerous times after being transcribed into a word document. The findings demonstrated that the usage of indigenous languages favorably influences learner interactions and discourses in the classroom. This is because there was the most interaction in the classroom when learners were taught natural sciences using isiNdebele register. As opposed to when they taught using the English register, where they were mostly passive. This emphasizes the requirement for the creation of scientific registers in native languages. Consequently, it is advised that indigenous languages’ scientific language registers be incorporated into education and learning as they positively influence interactions and discourses, which yield to meaningful learning and better performance.