Wright, Julie

This paper reports on a small scale, single case study that explored the adaptations made to face-to-face delivery in courses from Vocational Education and Training (VET) and Higher Education (HE) in a mixed sector institute in Victoria, Australia.

This paper draws on a doctoral study that examined the role of the Educational Leader in an early childhood education and care setting and their day-to-day pedagogical leadership enactment. A single-case study was used to gain a greater understanding of the role of the Educational Leader, enabling the collection of rich and detailed data through interviews, shadowing and the collection of documents and artefacts.

This paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia during the Covid-19 pandemic. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers.

In this paper we examine the use of an in-depth single case study methodology as an effective and practical approach in a recent study of the rapid changes to teaching and learning during the Covid-19 pandemic. We contend that single case study as a methodology is particularly suited to research in VET due to its dynamic nature and the ability of the researcher to understand an issue in depth, in one specific setting.