Designing Comparative Qualitative Case Studies in Culturally Conservative Contexts: Methodological Reflections from Libya

Abstract

Qualitative research into students’ educational choices presents distinctive methodological challenges, particularly within culturally conservative and socially diverse contexts. While existing literature has largely prioritized quantitative models of student choice, less attention has been paid to the methodological complexities involved in exploring this phenomenon qualitatively across multiple sites. This paper reflects on the design and implementation of a comparative qualitative case study conducted across four universities in Libya. Grounded in an interpretivist epistemological stance, the study employed a multi-site case study design supported by methodological triangulation, including interviews, focus groups, questionnaires, and documentary analysis. Rather than reporting substantive findings, the paper critically examines the methodological decisions underpinning the research, the challenges encountered during fieldwork, and the strategies adopted to address issues of access, ethics, researcher positionality, validity, and transferability. The paper offers practical methodological insights for educational researchers conducting qualitative case study research in higher education, particularly within conservative and transitional societies.