Case StudyAlliance Formation with Direct Selling Companies 案例studyalliance形成和直销公司-文档资料1
康奈尔大学法学院专业介绍
康奈尔大学法学院在USNews2022全美排名第13位，其法学硕士课程专门为国际生提供(tígōng)。
康奈尔大学是美国顶级私立研究型大学之一。
和一起来理解它的法学院专业介绍。
1. 法律(fǎlǜ)博士-JURIS DOCTOR DEGREE康奈尔大学法学院提供三年制法律博士(bóshì)学位。
这个学位在美国的评价很高，课程表达目前美国法律教育流行的诸多思想和观点。
康奈尔法学院在国际法在美国名列前茅，这让学习法律博士的学生有时机结合国际法课程学习。
课程(kèchéng)构造第一年课程由10门必修课组成，包括民事诉讼、宪法、契约、律师(lǜshī)职业(Lawyering)、侵权、刑法以及财产。
第二年和第三年全部是选修，并且局部课程必须是关于法律理论学和高级法律写作。
专业方向法律博士提供四个可以选择的方向，包括辩护、公法、企业法规以及普通律师业务(General practice)。
学术要求必须修满84个学分，且成绩令人满意。
在得到指导教授(facultyadvisor)同意的前提下，最多可在法学院以外修读12个与法律培训相关的学分。
J.D. DEGREE ( 国际法律研究方向)这个专业培养学生参与国际私人开业，进入跨国公司或者政府部门。
它的学分比法律博士稍多，要求89个学分。
此外，也注重国际公法、比拟法、冲突法的学习。
在申请法律博士的时候，你可以注明有意愿学习这个方向。
国际法律研究方向课程提供系列讲座、午餐会谈和座谈会。
主讲人由出色的从业者、政府官员、学者以及外国专家。
此外，康奈尔国际法协会也开展国际法相关活动。
J.D. DEGREE / LL.M. (国际法与比拟法)康奈尔法学院为其学生提供法律博士与法学硕士结合学位。
结合学位只需三年时间。
在这期间，可以到巴黎第一大学学习。
申请法学院的时候或者在完成入学注册之后可以申请结合学位。
除了法律博士要求的84个学分之外，结合学位还要求完成国际法与比拟法的20个高层次学分。
国外开放课程及一些国外大学的网址
国外开放课程及一些国外大学的网址国外开放课程及一些国外大学的网址一、伯克利加州大学伯克利分校/courses.php作为美国第一的公立大学，伯克利分校提供了许多优秀教授的播客和视频讲座，可以跟踪最新的讲座。
想看教授布置的作业和课堂笔记，可以点击该教授的网页，通常，他/她都会第一堂课留下网址。
实在不行，用google搜搜吧！伯克利的视频都是.rm格式，请注意转换二、麻省麻省理工学院/OcwWeb/web/courses/courses/index.htm麻省理工是免费开放教育课件的先驱，计划在今年把１８００门课程的课件都放在网站上，提供课程与作业的ＰＤＦ格式下载。
三是，麻省理工只提供少数的视频讲座。
坐过学生上麻省有一个绝对优势，麻省理工在中国大陆和中国台湾都建立了镜像网站，把麻省的课程都翻译成立中文。
鉴于ＰＤＦ格式，推荐使用ＦｏｘＩｔＲｅａｄｅｒ。
（中国大陆）推荐（中国台湾）二、卡耐基梅隆/oli/卡耐基梅隆针对初入大学的大学生，提供１０门学科的课程视频。
与其他大学的免费课程一样，非卡耐基梅隆的学子能学习课程，但是为了使学生能够及时了解自己的课程进度，卡耐基梅隆建议造访者在网站上注册，建立自己的资料库。
这样一来，你得在有限的时间内完成一门课程，还要参加几次考试，当然，即使你得了１００分，卡耐基梅隆也不会给你开证明，更不会给你学分。
四、犹他犹他大学/front-page/Courese_listing犹他大学类似于麻省理工，提供大量的课程课件五、塔夫茨塔夫茨大学塔夫茨大学也是“开放式教育课程”的先驱之一，初期提供的课程着重在本校专长的生命科学、跨领域方法、国际观点以及对美国地区性、全国性社群服务的基础理论。
六、公开英国公开大学/course/index.php英国十几所大学联合起来，组建了英国公开大学。
有一部分课程是对注册学生开放的，但是有一批很好的课程是免费的，并提供视频。
每门课还设立了论坛，在社区中，大家发表意见，提供其他的学习资源，互相取经。
爱知大学大学院中国研究科博士课程双重学位学习简介【模板】
爱知大学大学院中国研究科博士课程双重学位学习简介爱知大学大学院中国研究科I. 课程学习1．课程设置与要求攻读“双重学位课程”的学生必须修完爱知大学大学院中国研究科以及**大学研究生院规定的课程。
（1）爱知大学的课程设置与要求①课程设置爱知大学将按照以下的课程进行教学。
②有关进修的要求甲、必须接受指导教授对博士论文的研究指导。
乙、在攻读博士课程的一年中必须修满12学分。
丙、所修科目中必须包括必修科目2学分及研究讨论课2学分。
丁、除必修科目2学分和研究讨论课2学分以外，学生在指导教授的指导下需再从其他科目中选修8学分。
（2）**大学课程安排及修完课程的规定攻读双重学位的学生将根据所属学院的规定进行学习。
2. 课程进修方法①学生入学后，在**大学第1学期至第2学期进修**大学规定的课程（根据**大学《博士个人培养计划的规定》）。
②**大学第2学期，爱知大学入学后，学生将在中日双方指导教授的指导下，可使用RMCS系统进修爱知大学的课程。
③于**大学第3学期至第4学期（爱知大学第2学期至第3学期），赴爱知大学留学，继续进修爱知大学的课程。
在此期间可利用RMCS接受**大学指导教授的指导。
④ **大学第6学期（爱知大学第5学期）可申请**大学博士学位的论文答辩。
⑤爱知大学第6学期可申请办理爱知大学博士学位的有关手续。
3. 学分认定爱知大学与**大学将互相承认学分。
但学分的认定方法以及可给予认定的学分数将遵守所属大学的规定。
4. 博士学位（1）有关申请博士学位论文①申请爱知大学博士学位时，学生必须根据爱知大学的有关规定提交博士学位的论文。
②申请**大学博士学位时，学生必须根据**大学的有关规定提交博士学位的论文。
③提交爱知大学与**大学的博士学位论文不得为同一篇论文。
④申请爱知大学博士学位前，学生必须先取得**大学的博士学位。
（中国**大学博士论文合格后才能申请）（2）有关博士学位论文的评审①提交爱知大学的博士学位论文后，将根据爱知大学的相关审查基准进行预备审查。
案例研究法PPT学习教案
（一）准备阶段
1.案例研究设计 （1）确定需要研究的问题 （最重要）？
所进行的研究要回答的问题反映了案例研究的目的。研究者 通过搜集整理数据能得到指向这些问题的证据，并最终为案例研究 做出结论。通过对以前相关研究资料的审查，可提炼出更有意义和 更具洞察力的问题。
本案例研究的问题是什么？ ——保变天威破产重组的原因是什么？新能源行业屡屡遭受破产重整的
原因是什么？
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案例研究设计流程
组织间的战略联盟 为什么以及如何组织会和其他组织建立联盟？ 组织间建立战略联盟的诱因是要取得共同利益
具有战略联盟关系的组织群 模式对比 合作战略理论
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（2）明确研究者的主张 研究者的主张引导研究进行的线索。它可以来自现存的理论或
假设。无论是建立新的理论还是对现存的理论进行检验，主张的提出 都是必不可少。
得到基金资助，案例研究 的范围拓展到其他领域
第3页/共32页
发行案例汇编
三、案例研究的类别
探索性研究
案例研究的类别
描述性研究
解释性研究
是什么 What
新的政府计 划的结果是 什么？
什么人，在哪里 Who, Where
如何，为什么 How, Why
谁将执行这一 计划？
第4页/共32页
如何使计划发 挥效力，它为 什么能够达到 某些目标？
六种数据来源
证据来源 文件
档案纪录 访谈 直接观察 参与观察 实体物品
优点 稳定、非涉入式、确切的、范 围广泛
同上，加之精确和量化的特点
缺点
可检索性（可能低）；如果收集 不完整，会产生有偏见的选择； 报告的偏见；使用的权力可能受 限
case study和field study
case study和field study摘要：1.研究背景与目的2.案例研究与实地研究的定义与特点3.案例研究与实地研究的应用范围与优势4.案例研究与实地研究的区别与联系5.结论正文：1.研究背景与目的在社会科学、教育学、管理学等领域的研究中，研究方法的选择至关重要。
不同的研究方法对应着不同的研究目的和应用场景。
在众多研究方法中，案例研究（case study）和实地研究（field study）是两种非常常见的研究方法。
它们可以帮助研究者深入了解研究对象的内在规律，为理论研究和实践应用提供有力支持。
本文旨在概括性地介绍案例研究和实地研究的相关内容，帮助研究者更好地选择适合的研究方法。
2.案例研究与实地研究的定义与特点案例研究是一种以具体事件、现象或组织为研究对象，通过收集、整理和分析第一手和第二手资料，来揭示研究对象特征、发展过程及其内在联系的研究方法。
案例研究的主要特点包括：研究对象的具体性、研究方法的多样性、研究过程的动态性以及研究结果的独特性。
实地研究是一种在自然环境下进行的、以研究对象的实际行为和活动为主要研究内容的研究方法。
实地研究强调研究者在现场观察、参与和互动，以获取对研究对象的直接了解和认识。
实地研究的主要特点包括：研究场景的真实性、研究过程的参与性、研究资料的原始性和研究结果的情境性。
3.案例研究与实地研究的应用范围与优势案例研究在以下领域有广泛的应用：教育改革、企业管理、政策分析、市场营销等。
案例研究的优势主要体现在：深入了解研究对象、揭示事物内在规律、为理论研究和实践应用提供支持等方面。
实地研究在以下领域有广泛的应用：民族文化研究、社区发展、环境保护、组织行为等。
实地研究的优势主要体现在：获取原始资料、研究结果具有情境性、提高研究者对研究对象的理解和认识等方面。
4.案例研究与实地研究的区别与联系案例研究和实地研究在研究对象、研究方法和研究场景等方面有一定的区别，但它们在研究目的、研究过程和研究成果等方面有很多相似之处。
papers(学期论文)
It's good for your health to live in country. However it also causes lots of inconvenience. You have to take long distance to go to work. When you get home from work, you will soon get tired and feel sleepy. And you will also find it is getting dark. The only thing you can do is to go to bed. If you are young people, you could not enjoy the modern life, no bars, no amusement... nowadays people have developed their environment protecting conception, and have been trying to work on the city environments. City traffic is so well developed that people can go anywhere easily and quickly. It is also convenient to do shopping because many shops and markets are just round the corner. In addition, urban people can enjoy more leisure and entertainment. Cinemas, bars, restaurants and parks are everywhere and some are open day and night. In a word, city people can always have fun if they have time and money.
case study 的指南
case study 的指南Case Study的指南导言：Case Study（案例研究）是一种常见的研究方法，用于深入了解特定情境、问题或组织，并提供解决方案。
本文将为您提供一份Case Study的指南，帮助您撰写一篇符合要求的案例研究报告。
一、引言在引言部分，您需要简要介绍案例研究的背景和目的。
明确阐述研究的目标，解释为什么选择该案例，并简要描述研究方法。
二、案例背景在案例背景部分，您需要详细描述研究的案例。
包括案例所在的行业、公司或组织的背景信息，如公司规模、产品或服务等。
同时，提供案例中的具体问题或挑战。
三、问题分析在问题分析部分，您需要对案例中的问题进行分析。
通过收集和整理相关数据和信息，对问题进行梳理和分类，并分析问题的原因和影响。
四、解决方案在解决方案部分，您需要提出解决问题的方法和策略。
确保您的解决方案与案例的背景和问题相符，并基于相关理论或实践经验进行支持。
在描述解决方案时，可以使用实例或案例来说明。
五、实施和结果在实施和结果部分，您需要详细描述实施解决方案的过程和取得的结果。
说明实施的步骤、时间和资源投入，并提供可量化的结果和效益。
六、讨论和总结在讨论和总结部分，您需要对解决方案的有效性和可行性进行讨论。
分析解决方案的优点和局限性，并提出改进和发展的建议。
最后，总结案例研究的主要发现和结论。
七、结论在结论部分，简洁明了地总结整个案例研究的内容和结果。
强调解决方案的重要性和价值，并提出进一步研究的方向。
八、参考文献在参考文献部分，列出您在案例研究中使用的参考资料。
确保引用格式正确，并按字母顺序排列。
九、附录在附录部分，可以提供一些案例研究中使用的补充材料，如调查问卷、访谈记录等。
确保附录内容与案例研究的主要内容相关。
总结：本文为您提供了一份Case Study的指南，帮助您撰写一篇符合要求的案例研究报告。
通过按照指南的结构和要点进行撰写，您可以清晰地描述案例背景、问题分析、解决方案、实施和结果等关键内容，使读者能够全面了解您的研究成果。
case study
Case Study1.Definition：(1)A case study research method is an empirical inquiry that investigates a contemporary phenomenon within its real-life context (Robert K. Yin,1984).(2) A case study is an intensive analysis of an individual unit (e.g., a person, group, or event) stressing developmental factors in relation to context (Flyvbjerg B,2011).Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves.A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.Overview：Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. L ikewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.Unlike more statistically-based studies which search for quantifiable data, thegoal of a case study is to offer new variables and questions for further research.F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study "on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).2. Types：Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:1). Illustrative Case StudiesThese are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.2).Exploratory (or pilot) Case StudiesThese are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.3).Cumulative Case StudiesThese serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.4).Critical Instance Case StudiesThese examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.Identifying a Theoretical PerspectiveMuch of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers aretypically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:Individual TheoriesThese focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject. Organizational TheoriesThese focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.Social TheoriesThese focus on urban development, group behavior, cultural institutions, or marketplace functions.3.Designing a Case Study：After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:∙What questions to study∙What data are relevant∙What data to collect∙How to analyze that dataIn other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:1. A study's questions.2. A study's propositions (if any).3. A study's units of analysis.4.The logic linking of the data to the propositions.5.The criteria for interpreting the findings.In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.4. Conducting Case StudiesTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.∙Single or Multi-modal approachTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews, protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method, and it was, at least according to some researchers, an unreliable method at that.∙Participant SelectionCase studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-classsuburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.Data CollectionThere are six types of data collected in case studies:1.Documents.2.Archival records.3.Interviews.4.Direct observation.5.Participant observation.6.Artifacts.In the field of composition research, these six sources might be:1. A writer's drafts.2.School records of student writers.3.Transcripts of interviews with a writer.4.Transcripts of conversations between writers (and protocols).5.Videotapes and notes from direct field observations.6.Hard copies of a writer's work on computer.Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or anycombination of these sources.Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.Data AnalysisAs the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in thestudy. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:1.The role of participants.2.The network analysis of formal and informal exchanges among groups.3.Historical.4.Thematical.5.Resources.6.Ritual and symbolism.7.Critical incidents that challenge or reinforce fundamental beliefs, practices,and values.There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.Composing the ReportIn the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of datacollection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:1.Prepare specialized condensations for appropriate groups.2.Replace narrative sections with a series of answers to open-ended questions.3.Present "skimmer's" summaries at beginning of each section.4.Incorporate headlines that encapsulate information from text.5.Prepare analytic summaries with supporting data appendixes.6.Present data in colorful and/or unique graphic representations.5.Strengths and Weaknesses：FlexibilityThe case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.Emphasis on ContextBy seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.Inherent Subjectivity"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.High InvestmentCase studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.Ethical ConsiderationsResearchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study. The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.6. Concerns about V alidity, Reliability, and GeneralizabilityMerriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:Steps to Improve Validity and Reliability∙Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concreteinformation upon which to formulate interpretations.∙Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example ofsuch a data check would be what McClintock, Brannon, and Maynard (1985)refer to as a "case cluster method," that is, when a single unit within a largercase is randomly sampled, and that data treated quantitatively." For instance,in Emig's (1971) study, the case cluster method was employed, singling outthe productivity of a single student named Lynn. This cluster profile includedan advanced case history of the subject, specific examination and analysis ofindividual compositions and protocols, and extensive interview sessions. Theseven remaining students were then compared with the case of Lynn, toascertain if there are any shared, or unique dimensions to the composingprocess engaged in by these eight students.∙Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided thedata. In other words, talk to your subjects.∙Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971)supports her initial propositions with historical accounts by writers such as T.S.Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples oftheoretical research done with regards to the creative process, as well asexamples of empirical research dealing with the writing of adolescents.Specific attention is then given to the four stages description of the composingprocess delineated by Helmoltz, Wallas, and Cowley, as it serves as the focalpoint in this study.∙Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validitythrough pooled judgment.。
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Results
While the jury is still out,the Avon-Mattel alliance should produce results in the following areas
Improved Customer Service Quality Improved Support of Core Businesses Improved Employee Performance Improved Operating Procedures
Case Study:Alliance Formation with Direct Selling Companies:
Avon and Mattel
高等直销管理课程
指导教授：陈 得 发 作者：Lawrence B. Chonko 报告人：李 君 玲
Abstract
This paper provides an assessment of the recent alliance formed between Avon and Mattel.
Communicate, to all employees,all the essential aspects of the alliance.
Assign a dedicated team of the “best” people to the project,recognizing that an alliance my be the future of the company.
Conclusion
Alliances may become so critical that they serve as basic building blocks in the operation of selling organizations.
The Avon-Mattel alliance also has some of the characteristics of Kantor’s（1989）opportunistic alliance.
The Avon-Mattel Alliance
Mattel brings well-known brands and licensed properties to the alliance.Mattel is enabling Avon to become a primary source of Mattel products in a direct selling format.
A company such as Mattel,Inc.can enter a foreign market in one of three ways（Magrath 1992）：
Establish a Foreign Subsidiary.
Acquire Competitors and/or other Business.
Managerial Issues Associated with Alliance Formation
Focus on cost improvements that can be achieved through consolidation and elimination of redundancies,before looking for alliance arrangements.
Evaluation of the Avon-Mattel Alliance
Seven characteristics are commonly associated with successful global ventures.
Global Vision Managers’ International Experiences Strong International Business Networks Preemptive Technology or Marketing Unique Intangible Assets Closely Linked Product/Service Extensions Closely Coordinated Worldwide Organization
Evaluation of the Avon-Mattel Alliance
In order to withstand the rigors of international competition,an organization should posses the following characteristics ：
Explain,though multiple communication sources,why change is needed.Such communication is particularly useful when resistance to change is a function of the lack of information.
The alliance is expected to generated $100 million in sales to Avon in 2019.
Avon and Mattel marketed two exclusive-for-Avon Barbie dolls in 2019, a Spring Blossom and a Winter Velvet Barbie.
Avon brings a strong global distribution network to the alliance.
The existence of this distribution enables Mattel to expand the growth of both Mattel products and properties.
Managerial Issues Associated with Alliance Formation
Maintain good relationships with vendors.This is imperative for continued successful customer service.
The alliance represents,among other things, a blending of Avon’s sales expertise with Mattel’s high quality products,including the Barbie product line.
The Avon-Mattel Alliance
The Avon-Mattel alliance can be characterized as a product alliance for Avon and a promotional alliance for Mattel.
Both Mattel and Avon are seeking benefits of a larger scale through resource pooling－Avon benefits from Mattel’s products and Mattel benefits from Avon’s sales expertise and both companies retain their independence.
The alliance is evaluated on the basis of seven requirements.
Managerial suggestions and research ideas are presented.
Strategic Alliance Formation: A Brief Overview
Among the joint initiatives was the sale of new Barbie dolls and other Mattel products in the U.S as well as a new line of Barbie cosmetics to be marketed internationally.
Strategic Alliance Formation: A Brief Overview
The Avon-Mattel Alliance
In 2019,Avon Products,Inc. and Mattel,Inc. began a series of joint marketing initiatives.
1. A well-respected product or service. 2. Time-tested internal process. 3. Significant financial assets 4. Experience in international trade 5. Knowledge about foreign cultures and laws.
Form Alliances and/ or Joint Ventures.
Strategic Alliance Formation: A Brief Overview
Magrath（1992）goes on to identify four types of marketing alliances：
Bring those responsible for implementation into the design phase of alliance formation.This will increase their commitment to future changes.
Encourage managers to be supportive by providing training necessary to facilitate and implement alliance formation.