Case studies and comparative perspectives

• Case studies as empirical research strategies
• Single case studies
• Case studies from different disciplinary approaches, a historical perspective
• Case studies as a research design
• Multiple case or comparative designs
• International comparative case studies
• Focused and comparative ethnography as a case study
• Comparative case studies and comparative perspectives
• Comparative Case Studies in Public Policy
• Quality Criteria in Case Study Research

• Bartlett, L.; Vavrus, F. (2017). Rethinking case study research. A comparative approach.Routledge.
• Boufoy-Bastick, B. (2004). Self-interviewing, Auto-ethnography and critical incident methodology for eliciting a self-conceptualized worldview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(1), Art. 37.
• Bradshaw, Y.; Michael W. (1991). Informing Generality and Explaining Uniqueness: The Place of Case Studies in Comparative Research, International Journal of Comparative Sociology, Vol. 32: 154-171.
• Caïs, J. (1997). Inter-country analysis (cross-national) , in Methodology of comparative analysis (pp. 83-104). Madrid: CIS
• Castro Monge, E. (2010). Case studies as a research methodology and their importance in business management and administration. National Journal of Administration, 1: 2-31 (54)
• Coller, Xr (2000). Criticisms, responses and strategies, in  Study of cases (pp. 53-59). Madrid: CIS (Colección Cuadernos Metólógicos, Nº 30).
• De la Maza, F.; De Cea, M. and Rubilar, G. (2018). Indigenous policies and state building from the local level: case studies from southern, central and northern Chile. Santiago, Chile: Pehuén
• Ellis, C.; Adams, T.; Bochner, A. (2011). Autoethnography: An overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Art. 10. Forni, F.; Freytes, A.; Quaranta, G. (2008). Fréderic Le Play: A precursor of Qualitative Methodologies in Social Sciences, Myriad 60: 59 102
• Flyvbjerg, B. (2004). Five misunderstandings about case study research. Spanish Journal of Sociological Research, 106/4: 33-62.
• Gibbert, M.; Ruigrok, W. (2010). The 'What? And? How? of Case Study Rigor: Three Strategies Based on Published Work, Organizational Research Methods, Vol. 12(4): 710-737.
• Hammersly, M. (2007). The issue of quality in qualitative research, International Journal of Research & Method in Education, Vol. 30(3): 287-305. 
• Knoblauch, H. (2005). Focused Ethnography. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(3): 44.
• Lijphart, A. (1975). The Comparable-Cases Strategy in Comparative Research, Comparative Political Studies, Vol. 8: 169-181.
• Merriam, Sh. (1988). The case study approach to research problems. in Case Study Research in Education. A qualitative approach (pp. 5-21). San Francisco: Jossey Bass Publishers. 
• Neiman, G.; Quaranta, G. (2006). Case studies in sociological research. In Vasilachis, I. (coord.). Qualitative Research Strategies (pp. 213-237). Buenos Aires: Gedisa
• Piovani, J.; Krawczyk, Na (2017). Comparative Studies: some historical, epistemological and methodological notes. Education & Reality, 42 (3): 821-840.
• Ragin, C. Ch. (1997). Turning the Tables: How Case-Oriented Research Challenges Variable-Oriented Research, Comparative Social Research, Vol. 16: 27-42.
• Ragin, C. Ch.; Becker, H.. (eds.) (1992). What is a case? exploring the foundations of social inquiry... Cambridge: Cambridge University Press.
• Richmond, M. (1922[1977]). Individual Social Case (translation by Natalio Kisnerman). Buenos Aires: Eudeba
• Rubilar, G. (2015). Practices of Memory and the Construction of Research Testimonies. A Methodological Reflection about Self-Interviewing, Testimonies, and Social Workers' Accounts of Their Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, [Sl], v. 16, no. 3, July 2015. ISSN 1438-5627.
• Sartori, G. (1991). Comparison and comparative method, in Giovanni Sartori and Leonardo Morlino (eds.). Comparison in the social sciences Madrid: Alianza.
• Stake, R. (1998). Case study research (chapters 1, 2, 4 and 5). Madrid: Morata.
• Stake, R. (2006). Multiple Case Study Analysis (ch. 1, 2 and 3). New York: The Guilford Press.
• Vasilachis, I. (2019). Towards process validity in qualitative research, in Qualitative research strategies (pp. 31-97). Volume II. Barcelona: Gedisa.
• Verd, JM; Barraco, O.; Moreno, S. (2007). The analysis of work processes using ethnographic methods: the case of administrative work in hospital outpatient clinics. Journal of Sociology, 83: 145-168.
• Verd, JM; Lozares, C. (2016). The selection of units in case studies. Typological sampling, in Introduction to Qualitative Research: Phases, Methods, and Techniques (pp. 115-124). Madrid: Síntesis.
• Verd, JM; Lozares, C. (2016). The case study as a qualitative strategy (pp. 50-57), in Introduction to Qualitative Research: Phases, Methods, and TechniquesMadrid: Síntesis.
• Wall, S. (2015). Focused Ethnography: A Methodological Adaptation for Social Research in Emerging Contexts. Forum Qualitative Sozialforschung / Forum: Qualitative Social
• Ware, C. (1994[1935]). Greenwich Village 1920-1930. California: University of California Press.
• Yin, R. (2014). Case Study Research Designs, in Case Study Research. Design and Methods (pp. 49-63). Thousand Oaks, California: Sage. Fifth edition.(2007[1920]) Hull-House Maps and Papers. Illinois: University of Illinois.
• Yin, Robert K. (2014). General Approach to Designing Case Studies (pp. 27-37) and The Role of Theory or Theoretical Propositions in Research Designs (pp. 37- 45), in Case Study Research. Design and Methods. Thousand Oaks, California: Sage. Fifth edition.

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 12 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.

The possible payment methods are credit card, bank transfer and bank deposit.