Educational Evaluation and Policy Analysis Summer, Vol. 7, No. 2, 1985, pp. 143-149 Evaluation, Policy Analysis, and Multiple Case Studies: Aspects of Focus and Sampling D. Royce Sadler University of Queensland Two specific criticisms of the relation between multiple case studies and policy analysis, namely the uncertain focus of qualitative re- search as a means for evaluating policy and the hazards of using nonrandom samples, are challenged in this article. The issue of relevance is answered in general terms by showing why it is that qualitative research is especially appropriate to analytic inquiry into policy. Then a set of definite foci is proposed. The second criticism is answered, again in general terms first, by showing that strictly random sampling does not fit the requirements of the proposed form of policy inquiry. Several guidelines for tailored sampling are then made explicit. According to Mulhauser (1975), the goals of qualitative inquiry using ethno- graphic techniques are inherently at odds with the requirements of policy evalua- tion. It has also been argued (Walker, 1983) that because observation and data gathering are intrusive activities, case studies are detrimental to the sites stud- ied, frequently making participants and informants feel exposed and vulnerable, and occasionally generating hostility. These two reservations about case study evaluation are taken up together in the first part of this article, and a set of foci of direct relevance to policy is proposed. As a side benefit, it is suggested that if these alternative evaluation objectives were to be pursued, disruptions to the organiza- tions would be somewhat reduced. The second part of this article contains a discussion about the problems of site selection. In particular, it is argued that for the style of policy inquiry outlined in the first part, random sampling is likely to be inferior to a good judgmental sample that is tailored to the aims of the evalua- tion. Case Studies in Policy Analysis Case studies, surveys, and quasi-exper- iments are sometimes portrayed as alter- native approaches to evaluation. In fact, there are comparatively few occasions when these are genuine evaluation alter- natives. The problem is to identify the function each can best fulfill. If the overall state of schools, pupils, teachers, or ad- ministrators is the subject of investiga- tion, surveys and not case studies provide the strongest basis for generalization. This is because prevalence cannot logically be determined by looking, however inten- sively, at only a few cases unless one is prepared to accept a considerable margin of error. Conversely, surveys do not pro- vide penetrating critical insights into the logical structure of a policy and the man- 143