Abstract

Researchers across the disciplines use different designs in the quest to authentically reflect the phenomena they investigate. One design claiming to capture the lived experiences of individuals in an appropriate way is qualitative-case study. This article focuses on generalisability of qualitative case study research findings by reflecting on educational policy research conducted in Ghana to explore the lived experiences of students, teachers and school managers in Ghanaian high schools, with an eye to the potential of positive behaviour management in that specific West African context. The claim made here is that generalisation from individual case studies is both possible and worth doing in so far as the theoretical underpinning is well grounded. This research seeks to justify the use of qualitative-case-study research in educational policy research. The distinctiveness of this methodological approach lies in its ability to generalise the findings.