social case study requirements for scholarship

What Is Engaged Scholarship?: A Resource Collection

Curator: Clayton Hurd, Stanford University

Defining Engaged Scholarship

Engaged scholarship (ES) can be defined as s cholarly activities focused on the social, civic, economic, educational, artistic, scientific, environmental, and cultural well-being of people and places beyond the academy. It involves  the creation and dissemination of new knowledge to address social issues through collaborative relationships and shared activity between those in the university and those outside the university. ES aims for impact beyond publication in specialized academic journals and the number of citations in faculty publications. Research that is publicly engaged aims for the advancement and utilization of knowledge with societally-relevant outcomes and therefore is inclusive of a range of products that have value and relevance to public audiences. 

While research is an important feature of ES, it should not be considered synonymous with it. Faculty take part in a broader range of creative intellectual work in the name of public engagement, collaborating with community partners outside the campus for the purposes of addressing community issues, improving teaching and learning, creating new and relevant knowledge, and developing civic learning opportunities associated with the public relevance of disciplines. Indeed, these scholarly activities connect the core functions of higher education – the generation and dissemination of knowledge – to the needs of the public. In this sense, public engagement can be clearly articulated and should be valued and rewarded in all areas of faculty scholarly work including teaching, research and creative activity, and service.

The section below highlights foundational readings on the nature and purpose of engaged scholarship in higher education.  This listing is followed by a more inclusive and search-able database of resources maintained by Campus Compact that provides diverse, transdisciplinary models and examples of engaged scholarship. 

Annotated Bibliography of Readings on Engaged Scholarship

Academic Affairs Committee of the Syracuse University Senate. (2007). Learning about scholarship in action in concept and practice: A white paper .

• In an address to the campus at the end of her inaugural year (April, 2005), Chancellor Nancy Cantor announced her vision of Syracuse University as a Creative Campus whose faculty and students would be deeply engaged with the world, interacting with local and global communities in productive relationships and activities that she named "scholarship in action." Recognizing the difficulty of fitting such public or community-engaged scholarship into the traditional framework for defining and evaluating faculty work, she called on the Academic Affairs Committee of the Senate to study the issues related to implementing this vision. This is a study of scholarship of action both as a concept and as a set of faculty practices.

American Association of State Colleges and Universities. (2002). Stepping forward as stewards of place: A guide for leading public engagement at state colleges and universities . Washington, DC: AASCU.

• This is AASCU's task force report on public engagement, a practical and strategic guide for state college and university leaders who want to more deeply embed public engagement in the fabric of their institution at the campus, college, and departmental levels. The report includes sections on challenges and importance of, and recommendations and guidelines for, quality engaged practice.

Barge, J. & Shockley-Zalabak, P. (2008). Engaged scholarship and the creation of useful organizational knowledge . Journal of Applied Communication Research, 36 (3), 251-265.

• Engaged scholarship represents one way for making research relevant to organizational practitioners by bridging the gap between theory and practice. Engaged scholarship is viewed as a form of collaborative inquiry between academics and practitioners that leverages their different perspectives to generate useful organizational knowledge. This article explores the possibilities associated with engaged scholarship in three specific contexts: (1) theory-building and research, (2) pedagogy, teaching, and education, and (3) institutional opportunities and constraints as they relate to issues of tenure and promotion and creation of the engaged campus.

Benson, L. Harkavy, I., & Puckett, J. (2007). Dewey's dream: Universities and democracies in an age of education reform (especially pp. 77-113). Philadelphia: Temple University Press.

• In this section of the book, the authors assert that by working toward solving the overall problems of the public school system, the University of Pennsylvania will be much better able to achieve its traditional mission to advance, preserve, and transmit knowledge. At the same time, the University will help produce well-educated citizens necessary for a genuine democratic society.

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching

• This seminal work on the four types of scholarship--discovery, integration, application, and teaching--led the way for Boyer's subsequent naming of the scholarship of engagement in his 1996 Journal of Public Service and Outreach article.

Boyer, E. (1996). The scholarship of engagement . Journal of Public Service and Outreach, 1(1), 11-20.

• In this article, Boyer coined the term "scholarship of engagement" and discussed its relationship to his reconceptualization of scholarship as discovery, integration, application, and teaching. Posted with permission of the Journal of Public Service and Outreach (now the Journal of Higher Education Outreach and Engagement).

Bradbury-Huang, H. (2010). What is good action research? Why the resurgent interest? Action Research, 8(1), 93-109.

• What makes a good action research project/paper? This article defines action research as knowledge creation arising in the context of practice requiring the researchers to work with practitioners to effect change through this generation of knowledge. How does action research relate to qualitative research, and business consulting? What are the perceptions, core features, and aims of action research? An experienced engaged scholar writes this paper as a “Note from the Field”. As she outlines her specific experience, she addresses the questions above and also discusses examples of research projects, criteria for scholars looking to publish their work, engagement in scholarly-practitioner partnerships, and misconceptions of the practice.

Campus Compact (2016).  30th Anniversary Action Statement of Presidents and Chancellors. 

In recognition of Campus Compact‘s 30th anniversary in 2015-16, our Board of Directors asked member presidents and chancellors to join in signing an Action Statement, a declaration of shared commitment to the public purposes of higher education and a promise to develop a Campus Civic Action Plan to realize those purposes more fully. Since then, more than 450 Presidents and Chancellors have signed on, committing their campuses to create and publicly share Civic Action Plans within a year.

Community Based Research Collaborative (2021).  In it together: Community-based research guidelines for communities and higher education . Salt Lake City, UT: University of Utah.

• These guidelines, developed by a community-campus collective, offer advice for both community-based and campus-based people who want to do collaborative research. This is an updated and revised version of the 2007 University Neighborhood Partners Report, Guidelines for Community-Based Research . This new version includes an expanded set of principles and integrates lessons learned from the growth of CBR over the last 15 years

Commission on Community-Engaged Scholarship in the Health Professions. (2005). Linking scholarship and communities: Report of the Commission on Community-Engaged Scholarship in the Health Professions . Seattle: Community-Campus Partnerships for Health.

• This comprehensive report, focused on the health professions, reviews a conceptualization of engaged scholarship, identifies the significant gap that exists between the promise of health professional schools as engaged institutions and the reality of how faculty members are typically judged and rewarded, and makes recommendations on how to close this gap. It acknowledges that recognizing and rewarding community engaged scholarship in the health professions will require changes not only in the wording of institutional policies and procedures but in the culture of institutions and professions. Leadership is needed from academic institutions and the external stakeholders that influence their values and priorities, including government, peer-reviewed journals, and accrediting bodies.

Cooper, D. (2009). The university in national development: The role of use-inspired research . Proposed comparative case studies of community-engaged research. Appeared as original essay in TRUCEN Engaged Scholarship Toolkit. 

• This essay by a University of Cape Town professor of sociology summarizes his community-engaged research concerns and activities, and proposes an investigation and theorization of how universities might become more deeply engaged with civil society, particularly with respect to research relations with local and regional government bodies, community and civic organizations, labor and other non-governmental organizations etc.

Couto, R. (2001). The promise of a scholarship of engagement . Academic Workplace, 4-7.

• The author discusses the key elements of participatory action research and the importance of engaging with the community population rather than social service providers, and provides some principles of good practice. He describes a case study that involved him and his students.

Fear, F., Rosaen, C., Bawden, R., & Foster-Fishman, P. (2006). Coming to critical engagement: an autoethnographic exploration : Lanham, MD: University Press of America.

• This volume is an outgrowth of discussion generated through and by faculty members of the engaged learning community at Michigan State University. It uses a blend of scholarly and personal inquiry coupled with collegial discourse to examine the nature of scholarly engagement. Descriptions of personal journeys in navigating university and community systems, examination of the ethics and value of the work are combined with theory and critical reflection to provide authentic and meaningful views of engaged scholarship.

Giles, D.E., Jr., (2016). Understanding an emerging field of scholarship: Toward a research agenda for engaged, public scholarship . Journal of Higher Education Outreach and Engagement, 20 (1), 181-191.

• This article synthesizes contributions to two special issues of the Journal of Higher Education Outreach and Engagement (Volume 12) to develop a comprehensive view of this emerging field, ‘which as yet has many names and a number of dif ferent emphases, conceptualizations, and research questions.’ It argues that only an engaged process can ultimately clarify this emerging field and enable it to move forward with a research agenda. Such a process would include practitioner and community voices, be interactive, and be encouraged and supported by additional outlets for scholarly exploration.

Holland, et al. (2010). Models of engaged scholarship: An interdisciplinary discussion . Collaborative Anthropologies, 3, 1-36.

• This article reports on discussions of an interdisciplinary group of scholars at the University of North Carolina at Chapel Hill (UNC) on various models of engaged scholarship in anthropology, public health, communications and other social and behavioral sciences, and the new ways of understanding engaged scholarship that are emerging at UNC and other research universities. The models examined are: community-based participatory research; public anthropology and sociology; critical race theory; public dialogues; “crisis disciplines”; and social entrepreneurship. The authors identify core themes and “problematics” across the models and offer suggestions for future research and practice.

Horowitz, C.R., Robinson, M., & Seifer, S. (2009). Community-Based Participatory Research From the Margin to the Mainstream: Are Researchers Prepared? Circulation, 119, 2633-2642.

• Developing sustainable and scalable strategies to prevent and control cardiovascular diseases is a challenging but necessary undertaking. This article asserts the ways in which CBPR is the appropriate approach to developing these strategies, providing background on CBPR in the following topics: definition, purpose, benefits, effectiveness, implementation, partnerships, study design, funding and ethics review, dissemination of findings, and translation of research to practice/policy.

Howard, J. (2007). Powerpoint slide of a Venn diagram that reflects the three essential components of engaged scholarship : involves the community, benefits the community, and advances the faculty member's scholarship. University of Michigan.  

Howard, J. (2007). Powerpoint slide: Distinguishing engaged scholarship from faculty volunteering and professional service . University of Michigan. 

• Volunteering may benefit a community, but it doesn't necessarily draw on the faculty member's expertise nor advance her/his scholarship. Professional service draws on the faculty member's expertise but doesn't advance her/his scholarship. Engaged scholarship necessarily taps the faculty member's expertise and advances her/his scholarship.

Howard, J. (2007) Powerpoint slide: Is it engaged scholarship? An exploratory assessment heuristic to assist campuses in determining whether or not a community-engaged project qualifies as engaged scholarship. University of Michigan. 

• This heuristic or an adaptation thereof may be useful to campus administrators and faculty in distinguishing engaged scholarship from other forms of scholarship at their university.

Jacquez, F., Vaughn, L. M., & Wagner, E. (2013). Youth as partners, participants or passive recipients: A review of children and adolescents in community-based participatory research (CBPR). American Journal of Community Psychology, 51(1-2), 176-189.

• This is a review of the CBPR literature related to youth. The review finds that a minority of the studies (15%) actually partnered with youth in some phase of the research process. This article outlines the content, methodology, and phases of youth partnership, provides exemplars of CBPR with youth, and discusses the state of the youth-partnered research literature.

Janke, E.M., & Shelton, T.L. (2011). Community Engagement: Terms and Definitions for Promotion and Tenure Guidelines . Community Engagement Initiative, University of North Carolina Greensboro. 1-10.

• The University of North Carolina at Greensboro developed this document to inform the re-examination of community engagement policies and practices. The document provides definitions of community-engaged scholarship, community-engaged research/creative activity, community-engaged teaching, and distinguishes these topics from “community service” or “outreach”.

Kinsler, K. (2010). The utility of educational action research for emancipatory change . Action Research, 8(2), 171-189. https://doi.org/10.1177/1476750309351357

• Although the potential of action research (AR) to advance social justice and emancipatory change has become a popular and accepted concept, educational AR has fallen short of achieving these aims. This article focuses on how educational AR has been used as a method for teaching, increasing professional efficacy, implementing policy, and how each method of educational AR has its own emancipatory potential and challenges.

Kruss, G. (2012). Reconceptualizing engagement: a conceptual framework for analyzing university interaction with external social partner s. South African Review of Sociology, 43(2), 5-26. http://dx.doi.org/10.1080/21528586.2012.694240

• This article contributes to the theoretical debate around the definition of “community engagement” in South Africa. It presents a conceptual framework that was developed to measure and map existing engaged academic activities. The article explains how the framework was developed, and how it can be used to guide empirical research, institutional strategic planning, and national higher education policy processes.

Michigan State University Committee on Evaluating Quality Outreach. (1996, 2000). Points of distinction: A guidebook for planning and evaluating quality outreach . East Lansing, MI: Michigan State University Outreach and Engagement. http://outreach.msu.edu/documents/pod.pdf

• This guidebook encourages discussion about the values and evidence associated with quality outreach and engagement. Four dimensions of quality outreach include: significance, context, scholarship, and impact. Components, sample evaluation questions, and qualitative and quantitative indicators for each dimension are suggested as rigorous ways for both individual faculty and academic units to plan, document, and evaluate outreach scholarship.

Minkler, M., Garcia, A.P., Rubin, V. & Wallerstein, N. (2012).  Community-based participatory research: A strategy for building healthy communities and promoting health through policy change .  Oakland, CA: PolicyLink. https://www.policylink.org/resources-tools/building-healthy-communities-and-promoting-health-through-policy-change

• This 60 page report to The California Endowment offers an overview of community based participatory research (CBPR) – its definition and principles – and discussion of this research practice as a policy change tool.  Eight “promising CBPR practices” are highlighted along with six case studies of CBPR utilized to effect policy change in California.  The monograph concludes with a chapter on evaluating CBPR processes and outcomes and comprehensive lists of helpful websites and other CBPR resources.

Nyden, P. (2006) The challenges and opportunities of engaged research . In Silka, L., ed., Scholarship in action: Applied research and community change (HUD's Office of University Partnerships). http://www.huduser.org/portal/publications/commdevl/scholarship.html

• The use of engaged methods such as collaborative university-community research, is examined as a way of strengthening traditional academic research. Particular focus is placed on a collaborative model combining university-based and community-based knowledge. The Loyola University Chicago Center for Urban Research and Learning is used as a case study. The incorporation of grassroots research into broader research initiatives promises to increase the quality of research and connections among communities at national and international levels.

O'Meara, K. & Rice, R.E. (2005). Faculty priorities reconsidered: Rewarding multiple forms of scholarship . San Francisco: Jossey-Bass.

• This book features case studies of nine institutions grappling with reform of faculty roles and rewards and how institutional cultures, values, history, type, and internal and external forces influenced their efforts. The case studies are sandwiched between chapters tracing the history of the movement to redefine scholarship and the impact of this movement at the national level, and concludes with a guide to "best practices, strategies, and campus examples" and lessons learned from an inquiry into the scholarly work of faculty. While not focused on community-engaged scholarship per se, the book includes references to this work providing a rich institutionally focused context for considering it.

Pine, G. (2009). Teacher action research: Building democracies . Thousand Oaks: Sage Publications, 1-396. DOI: 10.4135/9781452275079

• Written as a textbook for graduate level courses in action research, this book considers action research as a vehicle to develop knowledge democracies. It explores why action research is practiced, discusses the historical origin of the practice and relation to other theoretical perspectives, and offers research methods and case studies illustrating how action research contributes to democratic inquiry within institutions.

Post, M., Ward, E., Longo, N, and Saltmarsh, J., Eds. (2016).  Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education .  Sterling, VA.: Stylus, 312 pp. ISBN 978-1-62036-264-8

• This book presents the voice of a new generation of scholars, educators, and practitioners who are committed to civic renewal and the public purposes of higher education. They question existing policies, structures, and practices, and put forward new forms of engagement that can help to shape and transform higher education to align it with societal needs.

Roche, B., Guta, A., & Flicker, S. (2010). Peer research in action I: Models of practice. Community Based Research Working Paper Series. The Wellesley Institute, 2-18.  

• This resource is the first paper of a three-part series by the Wellesley Institute that focuses on peer research models practiced in Toronto. The authors define peer research as, “a popular form of community-based research where community members are trained and supported to participate as co-researchers.”  How have CBR partnerships defined peer research and integrated it into their CBR projects? What challenges have these research projects encountered in the peer research process? The Wellesley Institute conducted interviews and held focus groups to answer these questions, and identified three models of peer research: advisory, employment, and partner models. The study suggests that the partner model has the greatest potential to facilitate true inclusion of community members, and concludes with recommendations for CBR teams on how to use a model of peer research to guide their work.

Sandmann, L. (2008). Conceptualization of the scholarship of engagement in higher education: A strategic review, 1996-2006 . Journal of Higher Education Outreach and Engagement, 12(1), 91-104.

• During the past decade, the generalized concept of the scholarship of engagement has evolved. Once a broad call for higher education to be more responsible to communities, it is now a multifaceted field of responses. This article describes the evolution of the term; then, to clarify the "definitional anarchy" that has arisen around its use, it explores the past decade's punctuations in the evolutionary progress of the concept. Finally, it calls for moving beyond descriptive, narrative works to more critical, empirical research as well as policy analysis and introduces the possibility that the next punctuation will be the development of engaged scholarship's own theory.

Sandmann, L. (2009). Placing scholarly engagement "on the desk." Original TRUCEN Engaged Scholarship Toolkit essay. 

• This essay focuses on the need to frame engagement as scholarship and to gain support for faculty members who do this type of work from institutional leaders.

Schon, D. (1995). Knowing-in-action: The new scholarship requires a new epistemology . Change, 32(1), Nov-Dec, 44-52.

• In this article, the author who coined the term "reflective practitioner," insists that if we are going to broaden our conceptualization of scholarship we must commensurately broaden our conceptualization of epistemology, from only detached ways of knowing to more connected and community-based ways of knowing.

Scobey, D. (2004) Making use of all our faculties: Public scholarship and the future of Campus Compact. Campus Compact 20th anniversary celebration. Available through Campus Compact.

Shirk, J. L., Ballard, H. L., Wilderman, C. C., Phillips, T., Wiggins, A., Jordan, R., & Bonney, R. (2012). Public participation in scientific research: A framework for deliberate design . Ecology and Society, 17(2), Article 29.  http://dx.doi.org/10.5751/ES-04705-170229

• This article reviews and integrates recent scientific research involving public participation. In order to describe the current set of initiatives from diverse academic fields and traditions, the authors propose the term “public participation in scientific research (PPSR)”. The article describes three predominant models of PPSR, and offers a framework that considers how scientific and public interests are negotiated for project design. The authors suggest that this framework and models can be used to support deliberate design of PPSR efforts that will enhance their outcomes for scientific research, individual participants, and social–ecological systems.

Smith, L., Bratini, L., Chambers, D.A., Jensen, R.V., & Romero, L. (2010). Between idealism and reality: Meeting the challenges of participatory action research. Action Research, 8(4), 407-425. https://doi.org/10.1177/1476750310366043

• Participatory action research (PAR) is a methodological stance that researchers can find both inspiring and daunting. Community-based PAR offers a platform by which social scientists can contribute to the democratization of knowledge and its production, but also requires that they go beyond conventional roles and procedures to interact with community co-researchers in ways that may leave university-based researchers feeling exposed and rudderless. In this article, the authors present episodes from three different PAR projects that illustrate some of the challenges that PAR presents for university-based researchers, as well as what can be learned from them. (Smith et al, 2010, p. 407)

Stanton, T. (2007). New times demand new scholarship II: Research universities and civic engagement—opportunities and challenges . Report of The Research University Community Engagement Network (TRUCEN). https://doi.org/10.1177/1746197907086716

• This report highlights the discussion at the UCLA TRUCEN gathering, with a focus on engaged scholarship. Figure 2, Degrees of Collaborative Processes in Engaged Scholarship, differentiates unilateral vs. mutual determination of each stage of a research process, from the research question to the application of findings. Figure 3, Outcomes of Engaged Research, demarcates four unequal quadrants reflecting low and high academic and community outcomes. The report also addresses scholarship on engagement, educating students for civic engagement, and institutionalizing civic engagement.

Strum, Susan; Eatman, Timothy; Saltmarch, John; and Bush, Adam (2011). Full Participation: Building the Architecture for Diversity and Community Engagement in Higher Education  (2011).  Imagining America . 17. https://surface.syr.edu/ia/17

• This catalyst paper offers a conceptual framework for connecting a set of conversations about change in higher education that often proceed separately but need to be brought together to gain traction within both the institutional and national policy arenas. By offering a framework to integrate projects and people working under the umbrella of equity, diversity, and inclusion with those working under the umbrella of community, public, and civic engagement, we aim to integrate both of these change agendas with efforts on campus to address the access and success of traditionally underserved students. We also hope to connect efforts targeting students, faculty, and broader communities in each of these arenas. We offer an approach that situates the integration of these change agendas squarely within the core values and mission of higher education.

Walshok, M. (1995). Knowledge without borders: What America's research universities can do for the economy, the workplace, and the communit y. San Francisco: Jossey-Bass.

• The author reveals the untapped potential of research universities for delivering and helping to apply the critical knowledge that society needs to maintain and build economic, workforce, and civic capabilities. She explores the evolution and expansion of America's dependence on new knowledge and the importance of that knowledge as a critical resource that supports and drives virtually all social and economic progress.

Other Resources on "Engaged Scholarship"

• Engaged Scholarship (239)
• Community-Engaged Research (63)
• Faculty Development (55)
• Institutionalizing Engagement (23)
• Assessment & Evaluation (18)
• Community Partnerships (18)
• Community-Engaged Learning (Service-Learning) (11)
• Diversity, Equity & Inclusion (6)
• Community Development (3)
• Graduate Student Engagement (3)
• Democratic/Civic Engagement (2)
• Place-based Strategies (1)
• Student Civic Learning & Leadership (1)
• Activism & Community Organizing (4)
• Racial Equity (3)
• Criminal Justice (1)
• Disaster Preparedness (1)
• Education: Civic Learning (1)
• Housing/Homelessness (1)
• Immigration/Migration (1)
• Mental Health (1)
• Youth Development (1)
• Research Article (128)
• Journal (21)
• White Paper (16)
• Report (12)
• Collection (11)
• Presentation (11)
• Website (8)
• Guidebook (7)
• Document (5)
• Knowledge Hub (5)
• Podcast (5)
• Model Program (2)
• Webinar (1)
• Sociology (2)
• Anthropology (1)
• Engineering (1)
• History (1)
• Social Entrepreneurship (1)
• Public (239)
• Purdue University-Main Campus (1)

Preparing Publicly Engaged Scholars: A Guide for Innovation in Doctoral Education

Universities claim to value community-engaged scholarship: so why do they discourage it, community based research: selected readings, research code of ethics, theorizing relationships in critical community engaged research: justice-oriented collaborations as resistance to neoliberalism, related resources.

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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Common College Scholarship Requirements Guide

Lisa Freedland is a Scholarships360 writer with personal experience in psychological research and content writing. She has written content for an online fact-checking organization and has conducted research at the University of Southern California as well as the University of California, Irvine. Lisa graduated from the University of Southern California in Fall 2021 with a degree in Psychology.

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Annie has spent the past 18+ years educating students about college admissions opportunities and coaching them through building a financial aid package. She has worked in college access and college admissions for the Tennessee Higher Education Commission/Tennessee Student Assistance Corporation, Middle Tennessee State University, and Austin Peay State University.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

College tuition, especially for out-of-state or private universities, can be expensive. Luckily, no matter your background, interests, or where you’re from, there are scholarships available to you. While every scholarship is unique, there are usually some common requirements students need to apply. Keep reading to learn more!

How do you qualify for a scholarship?

Abilities and demonstrated skills.

The vast majority of organizations take academic and extracurricular achievements into account when awarding scholarships. These achievements typically fall into one of two categories: academic and merit-based achievements.

Academic achievement

One of the most common requirements for scholarships is academic achievement. Organizations typically assess your academic achievements by looking at your GPA , the classes you took, and your performance on standardized tests (like the SAT or ACT ). These credentials show how well you have performed in academics so far.

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Merit-based scholarships.

Merit scholarships , like their academic counterparts, are highly competitive and prestigious. Participation in extracurricular activities and leadership skills are common requirements for these types of scholarships. Students often need to be the top performers in a particular field to qualify for such scholarships. 

Not limited to students with the highest grades and best test scores, merit scholarships can also be awarded for a student’s exceptional abilities. These abilities may be athletic , artistic , musical or other pursuits. You can also qualify for merit scholarships through academic extracurriculars such as debate team, student government, or math team.

Need-based scholarships

A purely need-based scholarship is awarded solely based on you or your family’s financial situation. Using metrics such as the FAFSA and CSS Profile , the scholarship will collect data about your finances. A common at-a-glance number for your calculated need is your FAFSA EFC number . Need-based scholarships will be awarded based on this calculated need. So, if your family is low-income, you’ll have a better shot at need-based scholarships, but if you come from a wealthy home, you probably will not find success.

Luck-based scholarships

For some scholarships, the only requirement to win is a stroke of luck! Instead of deciding a winner based on achievements or financial need, they will randomly choose a winner to receive the funds. Sometimes, these scholarships will have a set of baseline requirements to enter the competition. However, once you are in, you’ll have an equal chance as any other student. 

If you struggled to maintain good grades or achieve high test scores in high school, luck-based scholarships may come in handy. However, it’s also worth noting that these scholarships typically have low odds of success. Because of the relaxed requirements, more students enter luck-based scholarship competitions. Every student who enters reduces your odds of winning. If you’re looking at luck-based scholarships, your best bet is to find scholarships that are not heavily publicized and will probably have fewer entries. 

Combinations of scholarship requirements

Although some scholarships only specify one of the above requirements, the majority involve a combination of types of requirements. Most need-based scholarships also have academic and/or merit requirements and oftentimes, luck-based scholarships have academic requirements for entry. 

Many scholarships also take both academic and merit achievements into account. Oftentimes, they will stipulate a minimum GPA or SAT/ACT score for entry, and then give students with impressive merit accomplishments additional consideration. So, although there are some scholarships out there that only have one type of requirement, many have several types.

Scholarship sources

Now that you know the different types of scholarship requirements, let’s get into some common sources of scholarships. These are some great avenues to look for scholarships with various qualifying requirements.

Your college

The college you are planning to attend also has great scholarship opportunities. As a Junior or Senior in high school, you want to make sure you are applying for scholarships for incoming Freshman. You’ll usually see these highlighted in the admissions and recruitment area of the college’s website or in publications you may receive from college. These may not be the only scholarships offered to students so be sure to ask your admissions counselor about other scholarship opportunities. Always make sure you submit your admissions applications and documents and any scholarship documents by the scholarship deadline.

Are you transferring into a college? Most colleges also offer transfer scholarships especially if you attended a community/junior college and are now transferring into a 4-year college. Be sure to talk to your admissions counselor to see if you qualify.

In addition to scholarships for incoming freshman or transfer students, there may be scholarships for your major or an extracurricular activity you participate in on campus. This is a great way to pick up additional scholarships as you go through college as some of these may not be available to first year students.

Lastly, don’t be afraid of a private or a more expensive college if you haven’t applied for scholarships or financial aid yet. You won’t know how much a college will truly cost you until you go through the financial aid process. Many private colleges and the ones we think of as being REALLY expensive offer many great scholarships and grant programs. With these grants and scholarships some students find what they thought was their most expensive option is cheaper than even public colleges!

Your location

You could get a scholarship based on where you live! Scholarships could be awarded based on your city/town, school district or county, and even your state. Our guide to finding local scholarships is a great place to start looking for location-based scholarships. You should remember to look for scholarships at every denomination of your location: your high school, county, city, and even state . 

Oftentimes, county or neighborhood associations offer scholarships which have small applicant pools. These are often a better bet than national scholarships with thousands of applicants. Another great avenue for finding local scholarships is to ask your high school’s college counselor. They are usually tapped into some lists of opportunities for local students.

You should also make sure to note that most states have scholarships or grants for local students attending college in their state. Talk to your college admissions or financial aid counselor to see if your state offers any scholarships and how to qualify.

This website

We have a wide variety of resources to help students find scholarships. Check out our scholarship matching tool to custom-match you with opportunities. You can also use our scholarship lists to find opportunities. They are full of vetted scholarships sorted by state, by major, or by other demographic information. No matter your situation, we can show you some great opportunities!

See also: How to get in-state tuition as an out-of-state student

Scholarship timeline requirements

Now that we’ve gone over scholarship eligibility requirements and sources of scholarships, let’s get into the requirements for your actual application.

When and how do I submit my applications?

The answer to this question will vary based on the scholarship you are applying for. Deadlines vary by scholarship, so be sure to keep an organized calendar of deadlines for each scholarship you are considering. In terms of submissions, each scholarship has different requirements. Some may require mailed-in applications, though this is becoming less and less common. More often, you’ll submit via an online portal or through e-mail.

Preparing for other common scholarship requirements

Given that scholarships are typically given to those looking to enroll in college, most scholarships will require that applicants enroll in a college or university the fall after high school graduation. Grade level is also important to look out for – with some scholarships only targeting those in certain grade levels in high school (most commonly juniors and seniors). Others are directed at students belonging to specific minority groups or female applicants.

When it comes to applying itself, besides just GPA and test scores, many  scholarships will require an essay. The subject of the essay will generally be related to the scholarship. Also, it is not uncommon for scholarships to request letters of recommendation. If your scholarship requires letters of recommendation, make sure to give your reference plenty of time to write and not ask for the letter too close to the deadline. You can also ease the burden on your recommender and help them write the best possible letter by giving them a student resume. 

This will contain accomplishments that they may not know about and can connect with your other experience.

Requirements after receiving a scholarship

After you’ve been awarded the scholarship, you might be thinking, “I’m all done, right?!” 

Not necessarily. Some scholarships mandate that awardees maintain a certain GPA while enrolled in college as a full-time student. Check whether taking a leave of absence for a semester could render you ineligible. 

Others may make it so winners must participate in a certain internship or program on campus as part of the award. This may be a large time commitment for busier students, especially those newer to campus. Make sure to keep this in mind while applying.

Many times, scholarships only last for a year, but are renewable. If this is the case for a scholarship you receive, make sure you know how to reapply and when the renewal deadline is to keep receiving funding.

Last, but certainly not least, accepting scholarships could impact your financial aid if the awards exceed your financial need. If this is a worry of yours, make sure to reach out to your college or university before accepting a scholarship.

Key Takeaways

• As you apply to scholarships, you’ll find a wide range of different types of requirements
• Each scholarship judges its applicants based on different criteria. Academic merit, accomplishments in extracurriculars, and financial need can all be important factors
• Sometimes, a scholarship is primarily based on luck. But most of the time, a combination of the above factors will decide whether you receive a scholarship
• As you look for scholarships, you’ll want to find ones with requirements that are specific to your situation. So, it’s a good idea to look at scholarships on a local level
• Scholarships have varying requirements for application submission. Some require letters of recommendation, and others might require the CSS Profile, FAFSA, or their own indicator of financial need
• Make sure you keep track of each scholarship’s deadline and required materials. If you stay organized, you’ll ensure that you don’t end up in a time crunch or missing deadlines!

Frequently asked questions about scholarship requirements

When should i start applying for scholarships, is there a minimum income requirement for scholarships, what are some signs of a scholarship scam.

• Scholarships with an application fee
• Fees for a list of scholarships
• Paying someone to submit your application to every scholarship that you’re eligible for

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Thesis and Capstone Requirements for Social Work Programs

Frequently part of accredited social work programs, capstone and thesis programs must meet guidelines to earn accreditation. General requirements for capstone or thesis courses are set by an accrediting council, but specific coursework requirements are set by program leads. A social work capstone is typically completed as an internship. Thesis programs, on the other hand, are in-depth professional and clinical field experiences documented in a final essay. Students should be aware of capstone or thesis requirements when choosing a program and whether their program requires one or both as options for graduation.

General requirements for capstone or thesis courses are set by an accrediting council, but specific coursework requirements are set by program leads.

Students typically complete the capstone or thesis in their final semesters. Both the capstone and thesis review learning objectives and apply the student’s learning to practical scenarios and research. Capstone or thesis projects offer students the opportunity to explore work and research opportunities in social work while receiving college credit and constructive feedback on their work. The capstone or thesis can be completed in a local social services agency, hospital, or nonprofit, wherein students observe client and social worker interactions and apply their research. This guide discusses the differences between a capstone and thesis and some of the ways social work students can choose, complete, and present a project.

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What’s the difference between a capstone and a thesis in social work programs.

Sometimes used interchangeably, capstone and thesis projects actually differ in important ways. Capstone projects are usually part of undergraduate program, whereas a thesis is typically required for master’s programs.

Both undergraduate and graduate programs require a practicum for the capstone or thesis project. Many undergraduate program capstones emphasize the practicum component and require a report or presentation of students’ experiences, focusing on the student’s learning about entry-level social work experience. Master’s program thesis projects underscore professional experience and research and may require a research paper. The thesis also develops clinical skills and research explored in the classroom.

What Is a Capstone Like in Social Work Programs?

Social work capstone format.

Many social work programs require two capstone courses and a seminar, a one- or two-credit course that introduces students to the practicum experience and runs concurrent to a capstone course. In the seminar, students describe their goals for the project and may participate in group workshops and discussions. The first practicum takes place in the second or third semester and is usually completed in 200 hours, and students conclude with the 400-hour second practicum in their final semester. Students may complete an individual project as a part of the practicum. A final presentation to the student’s cohort or a report to the faculty adviser may be required to complete the capstone.

Choosing Your Social Work Capstone Topic

Carefully consideration of your capstone topic can enhance your education and career opportunities. A capstone topic should be a relevant, current issue in the social work field that also correlates to your specific interests. Students work closely with a faculty adviser to select their topic. The capstone adviser is a professional in the field who helps students make professional connections, as students develop their practicum placement through networking. This combination of professional guidance, exposure to the field, and exploration of current issues benefits professional development.

Completing Your Social Work Capstone

A customizable experience at its core, students design the goals for their social work capstone, develop learning objectives, and determine the topic they will address. Student and faculty work together to choose an appropriate setting for the capstone research, which may be a hospital, care facility, or a mental health clinic. You may be given permission to complete the capstone at your current place of employment, but all capstone work must be accomplished outside of your normal work duties.

A customizable experience at its core, students design the goals for their social work capstone, develop learning objectives, and determine the topic they will address.

Once you have chosen your topic, designed your capstone, and selected a setting, you will submit a proposal to your faculty adviser. When the adviser approves your topic, design, and setting, the practicum begins in earnest. Social work students keep close records of their practicum experience. Depending on the format, you may file case notes or reports. Students also maintain a log of hours worked that is signed by the site supervisor and the faculty adviser.

Presenting Your Social Work Capstone

Students often present on their capstone at the conclusion of the experience. The presentation typically takes place during the seminar course; students present their work to faculty and their cohorts. Some programs may invite the public to attend, so your family and friends can view your hard work. Hallmarks of capstone presentations include PowerPoints, handouts, and oral reporting and explanation of data collected. The seminar class tends to work together in small groups to develop the final presentations. Not every program requires a presentation, however; a final paper reviewed by an adviser can replace the capstone presentation requirement.

How Is a Social Work Capstone Graded?

Social work capstones are graded on a pass/fail basis. Students receive a rubric of objectives and expectations, which includes the number of hours required for a successful capstone. The goals and objectives designed by the student, as well as feedback from the site supervisor also determine the final grade earned. If a student fails the capstone, schools have a grade appeals process. Most programs allow students to retake a capstone course once to earn a passing grade.

What Is a Thesis Like in Social Work Programs?

Social work thesis format.

Master’s in social work programs require advanced field experiences as a thesis. MSW students complete a minimum of 900 hours of field experience, earned through two to four practicum courses, one course per semester. Programs generally offer a seminar course that is completed prior to or concurrently with the final practicum course. Completed individually in a communal setting, practicum students are free to collaborate with other professionals in the field. MSW students may also conduct new research projects or case studies. A paper is often required at the conclusion of the practicum, which may be presented to faculty and students.

Choosing Your Social Work Thesis Topic

MSW students receive hands-on training while developing their social work theses. The social work thesis topics students choose may focus on private practice, clinical work, or organizational development, and often reflect a student’s ultimate career goals. In a thesis program, students must utilize networking skills, professional experience, and receive faculty advisement. Students may rely on previously developed professional connections and networking to develop their field experiences. Graduate programs employ faculty with extensive professional experience. Research and select a program with faculty advisers that benefit your professional development goals.

Completing Your Master of Social Work Thesis

Field experiences introduce students to clinical and professional practice, develops their skills, and practices interventions. MSW students design their two field experiences to achieve two overarching goals: generalist experience and professional development.

MSW students design their two field experiences to achieve two overarching goals: generalist experience and professional development.

A generalist experience runs between 200-300 hours, with any remaining hours completed in a specialized field. Students conduct observations and case reviews during the generalist experience, then design the specialized practicum to develop their professional skills and respond to a thesis topic. The design of your field experience is highly customizable, but should include concrete objectives with opportunities for hands-on experience. Students submit their plan to the the faculty adviser, who then approves their planned social work thesis topic and field experiences. MSW students record their work through completing observation reports, case notes, and approved logs of hours.

Presenting Your Social Work Thesis

MSW students who complete practicum experiences typically do not defend their thesis in front of a panel. You may be required to give a presentation to the faculty and other students in your program, which can include a PowerPoint, other visual aids, and handouts. Graduates may have the opportunity to present their work to the public through the university or a conference.

Programs that focus on research and policy may require the a thesis presentation, but this is uncommon for a master’s program. A panel of qualified faculty and professionals hear the thesis. Following their presentation, thesis candidates must answer questions and explain the applicability of their work to the field. Students should determine if the program they are applying to requires a thesis presentation or field experience report.

How Is a Social Work Thesis Graded?

Social work thesis projects are typically graded as pass/fail. The number of practicum hours are set according to accreditation and licensure requirements; students must complete all hours to pass the course. Requirements are given to students before they begin coursework, with additional grade requirements outlined in the thesis design syllabus. Feedback from field supervisors is also considered. Students who fail their field experience may appeal through the school’s appeal process or repeat the course.

Take the next step toward your future in social work.

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Scholarships for foreign students in France

French public institutes and the Erasmus+ programme offer a large number of scholarships for foreign students to help them finance their studies in France and Europe.

Campus Bourses: the indispensable tool for finding funding

Campus Bourses (Campus Scholarships) provides information on the scholarships offered to foreign students. The tool lists all of the assistance provided by the States (French and foreign), regional authorities, companies, foundations and institutes of higher education. Filter your search by nationality, field and level of studies to find the assistance that corresponds to your profile.

The Foreign Ministry's scholarships

The French Foreign Ministry awards many different scholarships to foreign students . 25% of these scholarships are directly financed by the Ministry in the framework of Eiffel   (for Master's or Doctoral level studies) or Major programmes (for the best foreign students who have graduated from French high schools abroad). The rest are provided by France embassies abroad.

Find out directly from the Campus France office for your country to learn which scholarship programmes you are eligible for.

The Ministry of Higher Education's scholarships

The French Ministry of Higher education and Research also awards scholarships to some foreign students, based on social criteria . To be eligible, students must have been residing in France for at least two years and be paying taxes in France. The Ministry also finances doctoral contracts managed by the Doctoral schools.

In France, public research is split between institutes of higher education and public organisations such as the CNRS (National Centre for Scientific Research) which covers all fields of research, the IRD (Institute for Research and  Development), the ADEME (Environmental and Energy Control Agency) and the IFREMER (French Research Institute for Exploitation of the Sea). In partnership with the regions, these public bodies finance research allocations for doctoral and post-doctoral students.

Finally, some institutes of higher education offer scholarship  programmes to enrolled foreign students. To find out more, contact their international relations department.

Scholarships from regional authorities

French regions and towns allocate scholarships to foreign students enrolled in programmes in their region. They also award doctoral and postdoctoral grants managed by the institutes of higher education and research. Regional scholarships may also be allocated to foreign students as part of exchange agreements with foreign institutes.

The Erasmus+ mobility scholarships for foreign students

Erasmus + is a European Union programme that supports education, training, youth and sport. Through it, students can benefit from a mobility bursary in Europe.

The Erasmus Mundus joint Master's offer is a study programme that awards scholarships to the world's best students for one or two years, regardless of their field of studies. To receive one, these students must take their master's programme in at least two countries participating in the programme. Several French institutes of higher education offer joint Master's programmes.

In the framework of bilateral agreements between institutes of higher education, Erasmus+ also offers mobility scholarships from and to France. They cover removal and accommodation costs. Find out more from the institute you are enrolled in.

The former Erasmus programmes are still active

Some joint doctoral programmes are still funded by the old Erasmus Mundus programme and still award scholarships. Nonetheless, European joint doctorates (EJD) that were set up in the framework of Horizon 2020 , the European Union programme for Research and Innovation, will progressively replace them.

Related contents

• Find financial aid for your studies in France http://campusbourses.campusfrance.org/fria/bourse/#/catalog
• Scholarships from French embassies abroad http://www.diplomatie.gouv.fr/fr/venir-en-france/etudier-en-france/financer-le-projet-bourses/article/presentation-des-differents-types-de-bourse
• Merit scholarships "Major" http://www.aefe.fr/aefe/operateur-du-ministere-de-leurope-et-des-affaires-etrangeres/dispositif-excellence-major
• Merit Scholarships - The Eiffel program http://www.campusfrance.org/en/eiffel
• The Erasmus+ programme https://erasmus-plus.ec.europa.eu/fr/opportunities/individuals/etudiants

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