- Pre-registration nursing students
- No definition of master’s degree in nursing described in the publication
After the search, we collated and uploaded all the identified records into EndNote v.X8 (Clarivate Analytics, Philadelphia, Pennsylvania) and removed any duplicates. Two independent reviewers (MCS and SA) screened the titles and abstracts for assessment in line with the inclusion criteria. They retrieved and assessed the full texts of the selected studies while applying the inclusion criteria. Any disagreements about the eligibility of studies were resolved by discussion or, if no consensus could be reached, by involving experienced researchers (MZ-S and RP).
The first reviewer (MCS) extracted data from the selected publications. For this purpose, an extraction tool developed by the authors was used. This tool comprised the following criteria: author(s), year of publication, country, research question, design, case definition, data sources, and methodologic and data-analysis triangulation. First, we extracted and summarized information about the case study design. Second, we narratively summarized the way in which the data and methodological triangulation were described. Finally, we summarized the information on within-case or cross-case analysis. This process was performed using Microsoft Excel. One reviewer (MCS) extracted data, whereas another reviewer (SA) cross-checked the data extraction, making suggestions for additions or edits. Any disagreements between the reviewers were resolved through discussion.
A total of 149 records were identified in 2 databases. We removed 20 duplicates and screened 129 reports by title and abstract. A total of 46 reports were assessed for eligibility. Through hand searches, we identified 117 additional records. Of these, we excluded 98 reports after title and abstract screening. A total of 17 reports were assessed for eligibility. From the 2 databases and the hand search, 63 reports were assessed for eligibility. Ultimately, we included 8 articles for data extraction. No further articles were included after the reference list screening of the included studies. A PRISMA flow diagram of the study selection and inclusion process is presented in Figure 1 . As shown in Tables 2 and and3, 3 , the articles included in this scoping review were published between 2010 and 2022 in Canada (n = 3), the United States (n = 2), Australia (n = 2), and Scotland (n = 1).
PRISMA flow diagram.
Characteristics of Articles Included.
Author | Contandriopoulos et al | Flinter | Hogan et al | Hungerford et al | O’Rourke | Roots and MacDonald | Schadewaldt et al | Strachan et al |
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Country | Canada | The United States | The United States | Australia | Canada | Canada | Australia | Scotland |
How or why research question | No information on the research question | Several how or why research questions | What and how research question | No information on the research question | Several how or why research questions | No information on the research question | What research question | What and why research questions |
Design and referenced author of methodological guidance | Six qualitative case studies Robert K. Yin | Multiple-case studies design Robert K. Yin | Multiple-case studies design Robert E. Stake | Case study design Robert K. Yin | Qualitative single-case study Robert K. Yin Robert E. Stake Sharan Merriam | Single-case study design Robert K. Yin Sharan Merriam | Multiple-case studies design Robert K. Yin Robert E. Stake | Multiple-case studies design |
Case definition | Team of health professionals (Small group) | Nurse practitioners (Individuals) | Primary care practices (Organization) | Community-based NP model of practice (Organization) | NP-led practice (Organization) | Primary care practices (Organization) | No information on case definition | Health board (Organization) |
Overview of Within-Method, Between/Across-Method, and Data-Analysis Triangulation.
Author | Contandriopoulos et al | Flinter | Hogan et al | Hungerford et al | O’Rourke | Roots and MacDonald | Schadewaldt et al | Strachan et al |
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Within-method triangulation (using within-method triangulation use at least 2 data-collection procedures from the same design approach) | ||||||||
: | ||||||||
Interviews | X | x | x | x | x | |||
Observations | x | x | ||||||
Public documents | x | x | x | |||||
Electronic health records | x | |||||||
Between/across-method (using both qualitative and quantitative data-collection procedures in the same study) | ||||||||
: | ||||||||
: | ||||||||
Interviews | x | x | x | |||||
Observations | x | x | ||||||
Public documents | x | x | ||||||
Electronic health records | x | |||||||
: | ||||||||
Self-assessment | x | |||||||
Service records | x | |||||||
Questionnaires | x | |||||||
Data-analysis triangulation (combination of 2 or more methods of analyzing data) | ||||||||
: | ||||||||
: | ||||||||
Deductive | x | x | x | |||||
Inductive | x | x | ||||||
Thematic | x | x | ||||||
Content | ||||||||
: | ||||||||
Descriptive analysis | x | x | x | |||||
: | ||||||||
: | ||||||||
Deductive | x | x | x | x | ||||
Inductive | x | x | ||||||
Thematic | x | |||||||
Content | x |
The following sections describe the research question, case definition, and case study design. Case studies are most appropriate when asking “how” or “why” questions. 1 According to Yin, 1 how and why questions are explanatory and lead to the use of case studies, histories, and experiments as the preferred research methods. In 1 study from Canada, eg, the following research question was presented: “How and why did stakeholders participate in the system change process that led to the introduction of the first nurse practitioner-led Clinic in Ontario?” (p7) 19 Once the research question has been formulated, the case should be defined and, subsequently, the case study design chosen. 1 In typical case studies with mixed methods, the 2 types of data are gathered concurrently in a convergent design and the results merged to examine a case and/or compare multiple cases. 10
“How” or “why” questions were found in 4 studies. 16 , 17 , 19 , 22 Two studies additionally asked “what” questions. Three studies described an exploratory approach, and 1 study presented an explanatory approach. Of these 4 studies, 3 studies chose a qualitative approach 17 , 19 , 22 and 1 opted for mixed methods with a convergent design. 16
In the remaining studies, either the research questions were not clearly stated or no “how” or “why” questions were formulated. For example, “what” questions were found in 1 study. 21 No information was provided on exploratory, descriptive, and explanatory approaches. Schadewaldt et al 21 chose mixed methods with a convergent design.
A total of 5 studies defined the case as an organizational unit. 17 , 18 - 20 , 22 Of the 8 articles, 4 reported multiple-case studies. 16 , 17 , 22 , 23 Another 2 publications involved single-case studies. 19 , 20 Moreover, 2 publications did not state the case study design explicitly.
This section describes within-method triangulation, which involves employing at least 2 data-collection procedures within the same design approach. 6 , 7 This can also be called data source triangulation. 8 Next, we present the single data-collection procedures in detail. In 5 studies, information on within-method triangulation was found. 15 , 17 - 19 , 22 Studies describing a quantitative approach and the triangulation of 2 or more quantitative data-collection procedures could not be included in this scoping review.
Five studies used qualitative data-collection procedures. Two studies combined face-to-face interviews and documents. 15 , 19 One study mixed in-depth interviews with observations, 18 and 1 study combined face-to-face interviews and documentation. 22 One study contained face-to-face interviews, observations, and documentation. 17 The combination of different qualitative data-collection procedures was used to present the case context in an authentic and complex way, to elicit the perspectives of the participants, and to obtain a holistic description and explanation of the cases under study.
All 5 studies used qualitative interviews as the primary data-collection procedure. 15 , 17 - 19 , 22 Face-to-face, in-depth, and semi-structured interviews were conducted. The topics covered in the interviews included processes in the introduction of new care services and experiences of barriers and facilitators to collaborative work in general practices. Two studies did not specify the type of interviews conducted and did not report sample questions. 15 , 18
In 2 studies, qualitative observations were carried out. 17 , 18 During the observations, the physical design of the clinical patients’ rooms and office spaces was examined. 17 Hungerford et al 18 did not explain what information was collected during the observations. In both studies, the type of observation was not specified. Observations were generally recorded as field notes.
In 3 studies, various qualitative public documents were studied. 15 , 19 , 22 These documents included role description, education curriculum, governance frameworks, websites, and newspapers with information about the implementation of the role and general practice. Only 1 study failed to specify the type of document and the collected data. 15
In 1 study, qualitative documentation was investigated. 17 This included a review of dashboards (eg, provider productivity reports or provider quality dashboards in the electronic health record) and quality performance reports (eg, practice-wide or co-management team-wide performance reports).
This section describes the between/across methods, which involve employing both qualitative and quantitative data-collection procedures in the same study. 6 , 7 This procedure can also be denoted “methodologic triangulation.” 8 Subsequently, we present the individual data-collection procedures. In 3 studies, information on between/across triangulation was found. 16 , 20 , 21
Three studies used qualitative and quantitative data-collection procedures. One study combined face-to-face interviews, documentation, and self-assessments. 16 One study employed semi-structured interviews, direct observation, documents, and service records, 20 and another study combined face-to-face interviews, non-participant observation, documents, and questionnaires. 23
All 3 studies used qualitative interviews as the primary data-collection procedure. 16 , 20 , 23 Face-to-face and semi-structured interviews were conducted. In the interviews, data were collected on the introduction of new care services and experiences of barriers to and facilitators of collaborative work in general practices.
In 2 studies, direct and non-participant qualitative observations were conducted. 20 , 23 During the observations, the interaction between health professionals or the organization and the clinical context was observed. Observations were generally recorded as field notes.
In 2 studies, various qualitative public documents were examined. 20 , 23 These documents included role description, newspapers, websites, and practice documents (eg, flyers). In the documents, information on the role implementation and role description of NPs was collected.
In 1 study, qualitative individual journals were studied. 16 These included reflective journals from NPs, who performed the role in primary health care.
Only 1 study involved quantitative service records. 20 These service records were obtained from the primary care practices and the respective health authorities. They were collected before and after the implementation of an NP role to identify changes in patients’ access to health care, the volume of patients served, and patients’ use of acute care services.
In 2 studies, quantitative questionnaires were used to gather information about the teams’ satisfaction with collaboration. 16 , 21 In 1 study, 3 validated scales were used. The scales measured experience, satisfaction, and belief in the benefits of collaboration. 21 Psychometric performance indicators of these scales were provided. However, the time points of data collection were not specified; similarly, whether the questionnaires were completed online or by hand was not mentioned. A competency self-assessment tool was used in another study. 16 The assessment comprised 70 items and included topics such as health promotion, protection, disease prevention and treatment, the NP-patient relationship, the teaching-coaching function, the professional role, managing and negotiating health care delivery systems, monitoring and ensuring the quality of health care practice, and cultural competence. Psychometric performance indicators were provided. The assessment was completed online with 2 measurement time points (pre self-assessment and post self-assessment).
This section describes data-analysis triangulation, which involves the combination of 2 or more methods of analyzing data. 6 Subsequently, we present within-case analysis and cross-case analysis.
Three studies combined qualitative and quantitative methods of analysis. 16 , 20 , 21 Two studies involved deductive and inductive qualitative analysis, and qualitative data were analyzed thematically. 20 , 21 One used deductive qualitative analysis. 16 The method of analysis was not specified in the studies. Quantitative data were analyzed using descriptive statistics in 3 studies. 16 , 20 , 23 The descriptive statistics comprised the calculation of the mean, median, and frequencies.
Two studies combined deductive and inductive qualitative analysis, 19 , 22 and 2 studies only used deductive qualitative analysis. 15 , 18 Qualitative data were analyzed thematically in 1 study, 22 and data were treated with content analysis in the other. 19 The method of analysis was not specified in the 2 studies.
In 7 studies, a within-case analysis was performed. 15 - 20 , 22 Six studies used qualitative data for the within-case analysis, and 1 study employed qualitative and quantitative data. Data were analyzed separately, consecutively, or in parallel. The themes generated from qualitative data were compared and then summarized. The individual cases were presented mostly as a narrative description. Quantitative data were integrated into the qualitative description with tables and graphs. Qualitative and quantitative data were also presented as a narrative description.
Of the multiple-case studies, 5 carried out cross-case analyses. 15 - 17 , 20 , 22 Three studies described the cross-case analysis using qualitative data. Two studies reported a combination of qualitative and quantitative data for the cross-case analysis. In each multiple-case study, the individual cases were contrasted to identify the differences and similarities between the cases. One study did not specify whether a within-case or a cross-case analysis was conducted. 23
This section describes confirmation or contradiction through qualitative and quantitative data. 1 , 4 Qualitative and quantitative data were reported separately, with little connection between them. As a result, the conclusions on neither the comparisons nor the contradictions could be clearly determined.
In 3 studies, the consistency of the results of different types of qualitative data was highlighted. 16 , 19 , 21 In particular, documentation and interviews or interviews and observations were contrasted:
Both types of data showed that NPs and general practitioners wanted to have more time in common to discuss patient cases and engage in personal exchanges. 21 In addition, the qualitative and quantitative data confirmed the individual progression of NPs from less competent to more competent. 16 One study pointed out that qualitative and quantitative data obtained similar results for the cases. 20 For example, integrating NPs improved patient access by increasing appointment availability.
Although questionnaire results indicated that NPs and general practitioners experienced high levels of collaboration and satisfaction with the collaborative relationship, the qualitative results drew a more ambivalent picture of NPs’ and general practitioners’ experiences with collaboration. 21
The studies included in this scoping review evidenced various research questions. The recommended formats (ie, how or why questions) were not applied consistently. Therefore, no case study design should be applied because the research question is the major guide for determining the research design. 2 Furthermore, case definitions and designs were applied variably. The lack of standardization is reflected in differences in the reporting of these case studies. Generally, case study research is viewed as allowing much more freedom and flexibility. 5 , 24 However, this flexibility and the lack of uniform specifications lead to confusion.
Methodologic triangulation, as described in the literature, can be somewhat confusing as it can refer to either data-collection methods or research designs. 6 , 8 For example, methodologic triangulation can allude to qualitative and quantitative methods, indicating a paradigmatic connection. Methodologic triangulation can also point to qualitative and quantitative data-collection methods, analysis, and interpretation without specific philosophical stances. 6 , 8 Regarding “data-collection methods with no philosophical stances,” we would recommend using the wording “data source triangulation” instead. Thus, the demarcation between the method and the data-collection procedures will be clearer.
Yin 1 advocated the use of multiple sources of evidence so that a case or cases can be investigated more comprehensively and accurately. Most studies included multiple data-collection procedures. Five studies employed a variety of qualitative data-collection procedures, and 3 studies used qualitative and quantitative data-collection procedures (mixed methods). In contrast, no study contained 2 or more quantitative data-collection procedures. In particular, quantitative data-collection procedures—such as validated, reliable questionnaires, scales, or assessments—were not used exhaustively. The prerequisites for using multiple data-collection procedures are availability, the knowledge and skill of the researcher, and sufficient financial funds. 1 To meet these prerequisites, research teams consisting of members with different levels of training and experience are necessary. Multidisciplinary research teams need to be aware of the strengths and weaknesses of different data sources and collection procedures. 1
When using multiple data sources and analysis methods, it is necessary to present the results in a coherent manner. Although the importance of multiple data sources and analysis has been emphasized, 1 , 5 the description of triangulation has tended to be brief. Thus, traceability of the research process is not always ensured. The sparse description of the data-analysis triangulation procedure may be due to the limited number of words in publications or the complexity involved in merging the different data sources.
Only a few concrete recommendations regarding the operationalization of the data-analysis triangulation with the qualitative data process were found. 25 A total of 3 approaches have been proposed 25 : (1) the intuitive approach, in which researchers intuitively connect information from different data sources; (2) the procedural approach, in which each comparative or contrasting step in triangulation is documented to ensure transparency and replicability; and (3) the intersubjective approach, which necessitates a group of researchers agreeing on the steps in the triangulation process. For each case study, one of these 3 approaches needs to be selected, carefully carried out, and documented. Thus, in-depth examination of the data can take place. Farmer et al 25 concluded that most researchers take the intuitive approach; therefore, triangulation is not clearly articulated. This trend is also evident in our scoping review.
Few studies in this scoping review used a combination of qualitative and quantitative analysis. However, creating a comprehensive stand-alone picture of a case from both qualitative and quantitative methods is challenging. Findings derived from different data types may not automatically coalesce into a coherent whole. 4 O’Cathain et al 26 described 3 techniques for combining the results of qualitative and quantitative methods: (1) developing a triangulation protocol; (2) following a thread by selecting a theme from 1 component and following it across the other components; and (3) developing a mixed-methods matrix.
The most detailed description of the conducting of triangulation is the triangulation protocol. The triangulation protocol takes place at the interpretation stage of the research process. 26 This protocol was developed for multiple qualitative data but can also be applied to a combination of qualitative and quantitative data. 25 , 26 It is possible to determine agreement, partial agreement, “silence,” or dissonance between the results of qualitative and quantitative data. The protocol is intended to bring together the various themes from the qualitative and quantitative results and identify overarching meta-themes. 25 , 26
The “following a thread” technique is used in the analysis stage of the research process. To begin, each data source is analyzed to identify the most important themes that need further investigation. Subsequently, the research team selects 1 theme from 1 data source and follows it up in the other data source, thereby creating a thread. The individual steps of this technique are not specified. 26 , 27
A mixed-methods matrix is used at the end of the analysis. 26 All the data collected on a defined case are examined together in 1 large matrix, paying attention to cases rather than variables or themes. In a mixed-methods matrix (eg, a table), the rows represent the cases for which both qualitative and quantitative data exist. The columns show the findings for each case. This technique allows the research team to look for congruency, surprises, and paradoxes among the findings as well as patterns across multiple cases. In our review, we identified only one of these 3 approaches in the study by Roots and MacDonald. 20 These authors mentioned that a causal network analysis was performed using a matrix. However, no further details were given, and reference was made to a later publication. We could not find this publication.
Because it focused on the implementation of NPs in primary health care, the setting of this scoping review was narrow. However, triangulation is essential for research in this area. This type of research was found to provide a good basis for understanding methodologic and data-analysis triangulation. Despite the lack of traceability in the description of the data and methodological triangulation, we believe that case studies are an appropriate design for exploring new nursing roles in existing health care systems. This is evidenced by the fact that case study research is widely used in many social science disciplines as well as in professional practice. 1 To strengthen this research method and increase the traceability in the research process, we recommend using the reporting guideline and reporting checklist by Rodgers et al. 9 This reporting checklist needs to be complemented with methodologic and data-analysis triangulation. A procedural approach needs to be followed in which each comparative step of the triangulation is documented. 25 A triangulation protocol or a mixed-methods matrix can be used for this purpose. 26 If there is a word limit in a publication, the triangulation protocol or mixed-methods matrix needs to be identified. A schematic representation of methodologic and data-analysis triangulation in case studies can be found in Figure 2 .
Schematic representation of methodologic and data-analysis triangulation in case studies (own work).
This study suffered from several limitations that must be acknowledged. Given the nature of scoping reviews, we did not analyze the evidence reported in the studies. However, 2 reviewers independently reviewed all the full-text reports with respect to the inclusion criteria. The focus on the primary care setting with NPs (master’s degree) was very narrow, and only a few studies qualified. Thus, possible important methodological aspects that would have contributed to answering the questions were omitted. Studies describing the triangulation of 2 or more quantitative data-collection procedures could not be included in this scoping review due to the inclusion and exclusion criteria.
Given the various processes described for methodologic and data-analysis triangulation, we can conclude that triangulation in case studies is poorly standardized. Consequently, the traceability of the research process is not always given. Triangulation is complicated by the confusion of terminology. To advance case study research in nursing, we encourage authors to reflect critically on methodologic and data-analysis triangulation and use existing tools, such as the triangulation protocol or mixed-methods matrix and the reporting guideline checklist by Rodgers et al, 9 to ensure more transparent reporting.
Acknowledgments.
The authors thank Simona Aeschlimann for her support during the screening process.
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.
Supplemental Material: Supplemental material for this article is available online.
Insight from top 5 papers.
Historical case study is a research method that has its roots in various disciplines such as criminology, medicine, psychology, and social sciences. It is widely used in political and cultural studies, sociology, and educational research [1] . This method involves analyzing historical cases to understand patterns, introduce new entities, and explain phenomena in the natural and social sciences [2] [3] . Historical case studies can be used to support claims about science and generate knowledge in history education [5] . In the specific context of managing a portfolio of visitor attractions, historical case studies can explore the challenges faced and the overall appeal of historic palaces as tourist attractions [4] . Overall, historical case study is a valuable approach for understanding and explaining complex phenomena in various fields of study.
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- 1 Talk with Paper | |
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Case studies have significantly influenced modern anthropological research by providing a nuanced framework for understanding complex social phenomena. They allow researchers to move beyond normative accounts and engage with the dynamic processes that shape human behavior, as highlighted by Gluckman's pivotal approach, which emphasized tracking sequences of events rather than static structures. This methodological shift has encouraged anthropologists to critically examine implicit assumptions within modern culture, fostering new perspectives on hegemonic values. Furthermore, case studies facilitate interdisciplinary approaches, integrating diverse methodologies and epistemologies, which enrich the analysis of cultural contexts, as seen in their application to intercultural theology. However, challenges such as reliability and transferability remain, necessitating careful consideration of the ethical implications and contextual factors influencing research outcomes, particularly in sensitive environments like prisons. Overall, case studies have become essential tools for anthropologists, promoting a deeper understanding of the complexities of human societies.
A case study is a research method that delves into a specific subject within its real-life context, aiming to understand the intricacies of the case by asking "how" and "why" questions . Originating from fields like criminology, medicine, and psychology, the case study approach is widely utilized in social sciences, political and cultural studies, sociology, and educational research . It involves investigating a bounded system, such as an individual, group, or program, to gain a holistic understanding of the subject matter and its related contextual position . By providing real-world examples and experiences, case studies enable researchers, students, and practitioners to explore complex issues, strategies, and challenges faced by organizations in various contexts, such as entering the Chinese market or conducting experiments in industrial settings .
Historical study refers to the examination of past events, people, places, and phenomena to gain insights into their significance and impact. It plays a crucial role in various fields, such as conservation, epidemiology, academic disciplines like technical communication, and even innovative learning methods like augmented reality for history education. In conservation practices, conducting a historical study is essential to understand the authenticity and values associated with heritage buildings . In epidemiology, historical cohort studies are utilized to analyze disease outcomes and exposure effects, despite potential biases and data challenges . Academic programs, like technical communication, incorporate historical study to engage students and foster a sense of community among practitioners, with varying emphasis across different programs . Additionally, innovative history learning methods, such as using augmented reality, leverage historical study to enhance educational experiences and engage learners .
A case study in qualitative analysis focuses on a single bounded system or case, emphasizing rich illustration, vicarious experience, uniqueness, and support for theorization rather than statistical generalization or representativeness of a broader population . Qualitative case study methodology is a valuable tool for studying complex phenomena within their contexts, aiding in theory development, program evaluation, and intervention design . Case study research designs, popular in business and management, involve in-depth investigations of specific phenomena within real-life contexts, emphasizing the importance of the researcher's embedded role for a comprehensive understanding . Additionally, case studies in healthcare settings, like the Recommended Summary Plan for Emergency Care and Treatment (ReSPECT), involve engaging patients in treatment discussions, with incomplete conversations often attributed to mismatches between clinical priorities and patient/family needs .
A case study is a research method that involves investigating a subject area and its contextual position . It allows for a holistic understanding of a thing within real-life contexts from the perspective of those involved . Case studies are used to study social movements and movement-related processes, distinguishing them from other research strategies . The case study method has historical origins in applied and natural sciences and is widely used in social science, political and cultural studies, sociology, and educational research . Case studies are crucial research tools that work in dialogue with other methodologies to identify real-world challenges and understand the systemic complexity of specific instances . They can elaborate on findings from other research, offer caveats, or raise new research questions . Overall, case studies are a method of inquiry that allows for a deep understanding of individual cases and are suited to research that asks "how" and "why" questions .
Taxpayer education in South Africa involves multiple stakeholders, each playing a crucial role in enhancing tax literacy and compliance. Understanding these stakeholders is essential for developing effective educational initiatives. ## Key Stakeholders in Taxpayer Education - **South African Revenue Service (SARS)**: As the primary tax authority, SARS is responsible for implementing educational programs aimed at improving taxpayer knowledge and compliance. They recognize the need for taxpayer enculturation and awareness initiatives to foster a positive perception of taxation. - **Educational Institutions**: Schools are pivotal in integrating basic tax education into the curriculum. By teaching students about taxation, future taxpayers can make informed decisions regarding their tax affairs, ultimately improving compliance rates. - **Parents and Community Leaders**: These stakeholders influence the educational environment and can advocate for the inclusion of tax education in schools. Their involvement is crucial for fostering a culture of tax compliance within communities. - **Tax Practitioners and Professional Bodies**: They provide specialized training and resources for tax education, ensuring that both current and future tax professionals are well-equipped to navigate the tax system. While these stakeholders are integral to taxpayer education, challenges remain, such as varying levels of engagement and resource allocation, which can hinder the effectiveness of educational initiatives.
The Philippines has indeed contributed to the International Monetary Fund (IMF) through its participation in various structural adjustment programs (SAPs) and adherence to IMF policies. However, the impact of these contributions has been contentious, often leading to economic challenges rather than benefits. ## Contributions to the IMF - The Philippines has engaged with the IMF by accepting loans and implementing SAPs, which include liberalization and privatization measures aimed at economic efficiency. - These contributions are part of the broader context of international financial cooperation, where the Philippines has sought assistance to stabilize its economy during crises. ## Economic Impact - Despite the contributions, the implementation of IMF policies has often resulted in adverse economic outcomes, such as reduced government spending on essential services and increased poverty levels. - The reliance on foreign aid and IMF loans has led to a lack of confidence in local governance, as citizens perceive these funds as insufficiently managed. In contrast, some argue that the Philippines should focus on alternative development strategies that do not rely on IMF loans, emphasizing local resource mobilization and sustainable economic practices.
The linguistic landscape in the Philippines faces several critical issues that impact education, cultural identity, and communication. These challenges stem from historical influences, policy inconsistencies, and the complexities of multilingualism. Below are the key issues identified in the literature. ## 1. Educational Policy and Implementation - The English Language Education (ELE) system struggles with alignment and coherence in curriculum and assessment, leading to inadequate learning outcomes for students. - The focus on English often undermines mother-tongue literacy, creating a gap in cultural identity and local language proficiency. ## 2. Multilingualism and Language Contact - The Philippines is home to 171 languages, complicating the linguistic situation due to dialect chaining and lexical borrowing, which challenge effective communication and education. - The coexistence of multiple languages can lead to confusion and hinder the development of a cohesive national identity. ## 3. Globalization and Language Use - Globalization pressures the education system to produce graduates proficient in English for international competitiveness, often at the expense of local languages. - The rise of international schools emphasizes English, potentially marginalizing native languages and cultures. ## 4. Quality of Education - There are significant disparities in educational quality across public and private institutions, with many public schools lacking resources and trained faculty. - The focus on English as a medium of instruction does not guarantee effective learning outcomes, as evidenced by poor student performance. ## 5. Sociolinguistic Dynamics - The influence of colonial history continues to shape language attitudes and usage, complicating the relationship between English and local languages. - Issues of identity and power dynamics in language use can lead to social stratification, affecting communication and access to opportunities. While these issues present significant challenges, they also highlight the need for a balanced approach that values both English proficiency and the preservation of local languages, fostering a more inclusive educational environment.
Misconceptions in education are complex phenomena that arise from students' pre-existing beliefs and intuitive understandings, often conflicting with scientific knowledge. Various theories have been proposed to explain these misconceptions, highlighting their origins and persistence despite formal education. ## Theoretical Frameworks - **Constructivist Approach**: This theory posits that misconceptions are a result of students' attempts to assimilate new information into their existing cognitive frameworks, leading to "deformant assimilation" as described by Piaget. - **Behaviorism and Ausubel's Theory**: These frameworks suggest that misconceptions can be addressed through reinforcement and meaningful learning, although they are less effective in explaining the hierarchical nature of misconceptions. ## Types of Misconceptions - **Classificational Execution Misconceptions**: These occur when students misclassify geometric concepts, failing to align with expert definitions. - **Theoretical Execution Misconceptions**: These involve misunderstandings of definitions and properties within a subject area. ## Pedagogical Implications - Addressing misconceptions requires making them visible in the learning process and creating cognitive conflicts to challenge students' preconceptions. While these theories provide valuable insights, some argue that misconceptions may also stem from broader epistemological issues, suggesting a need for interdisciplinary approaches to fully understand and address them.
Private higher education institutions can navigate economic crises through strategic adjustments in funding, tuition policies, and operational practices. ## Tuition Fee Adjustments - Institutions often increase tuition fees in response to economic downturns. For instance, Italian universities raised fees by an average of 27% during the 2008 financial crisis, influenced by competition and institutional reputation. - High competition can mitigate fee increases, suggesting that institutions must balance financial needs with market positioning. ## Diversification of Funding - A shift towards public-private funding models can provide resilience. Historical analysis indicates that counter-cyclical public funding can enhance educational quality and equity, rather than merely substituting private resources. - In countries like Chile and Mexico, the commercialization of higher education has led to challenges, emphasizing the need for regulatory frameworks to ensure quality amidst neoliberal reforms. ## Quality Assurance and Regulation - The unregulated growth of private institutions raises concerns about educational quality. Effective accreditation mechanisms are essential to maintain standards and public trust during crises. While these strategies can bolster resilience, the reliance on increased tuition and privatization may also exacerbate inequalities, necessitating a balanced approach to funding and quality assurance in higher education.
Scholarship and Practice of Undergraduate Research Journal
Student research showdown: a research communication competition.
Student researchers are rarely trained to explain their work to a general audience but must do so throughout their careers. To assist undergraduate researchers in building this skill, the Student Research Showdown—a research video and presentation competition—was created at the University of Texas at Austin. Students create brief videos on which their peers vote, and the top video creators face off with presentations and are awarded prizes by a panel of judges. Students reflect on their experiential learning as they construct a narrative that disseminates their findings, communicates impact, and serves as a sharable testament to their success. Indirect measures indicate that students improve their research communication skills by participating in this event.
Disciplinary identity, or connection to a particular academic discipline, is constructed through a developmental process across a scholar’s academic life course. Using unique data from an online survey of students at four different types of colleges and universities, this study investigates the extent to which disciplinary identity among undergraduate researchers is connected to their human and social capital and differs between social and natural scientists. Disciplinary identity for natural scientists is correlated with mentoring, being a first-generation student, and having a disability, whereas disciplinary identity for social scientists is correlated with only one factor: grit. Implications for institutions and undergraduate programs desiring to enhance the connection between students and their fields of study are discussed.
The library and the Undergraduate Research Opportunity Program at the University of Michigan partnered in an investigation of student-faculty research collaboration in the humanities. The authors found that providing early opportunities for undergraduates to collaborate on such projects was highly beneficial for both students and faculty mentors. Students contributed and gained invaluable skills in an experience they stated was more meaningful than that of a conventional classroom, whereas faculty mentors could juggle multiple projects, benefit from students’ technological skills, and articulate the salience of their research processes and their work. The authors also discuss the role of the library as a crucial catalyst in changing the perception of the humanities at higher education institutions, particularly as it exposes students to research projects and professions within the library.
As higher education institutions seek to provide further scope for diversity in their practices, there is space opening up for Indigenous undergraduate research. This article reflects on the Knowledge Makers program, an Indigenous undergraduate research initiative based in British Columbia, Canada. The Knowledge Makers program shows what is possible when an Indigenous approach is used to mentor Indigenous undergraduate students and offers promising practices for increasing Indigenous researchers and research, such as drawing on the knowledge of Indigenous ancestors, valuing Indigenous research methodologies, using a strengths-based approach, performing research as a type of service, and committing to legacy.
Establishing a statewide celebration of undergraduate research: history and lessons learned.
The Florida Undergraduate Research Conference (FURC) is an annual multidisciplinary conference that enables student scholars to present their research, network with other students, and attend professional development seminars. FURC has been held since 2011 and has featured more than 2,100 student presentations with participation from a broad array of institutions within the state. Survey data indicate that FURC is the first conference presentation for the majority of participants and that participation in the conference is associated with several positive outcomes. This article describes the history, structure, and planning of the conference and as well provides survey and outcome data that may assist other states and geographic areas as they consider forming their own conferences.
The ability of undergraduate students to write for scholarly audiences is contingent upon their capacity to recognize that scholarship is a kind of conversation. For a student, writing an academic book review is a near ideal yet generally underutilized opportunity to learn this lesson. Through analysis of previously published book reviews coproduced with students, the authors identify actionable practices to transform the process of writing book reviews from an undervalued, lone activity into a viable form of undergraduate research. Publishing coauthored book reviews may aid students seeking admission to graduate school and faculty seeking promotion. In the end, writing book reviews with students is an opportunity for faculty and librarians to pass along the important lesson that scholarship is an important, inclusive conversation.
The authors discuss their study of the Peer Research Consultant (PRC) program at California State University, San Bernardino. During the 2016–2017 academic year, 13 courses, with 853 students enrolled, participated in the PRC program. Program participants completed pre and post-measures assessing demographic information, perceptions of skill level, and perceived gains following program participation. Students who participated in the PRC program showed an increase in overall course grades (M = 3.11) compared to those who did not (M = 2.82; p < 0.05). Similar findings were observed among under-represented minority (URM) students who participated (M = 3.05) and those who did not (M = 2.73, p < 0.05). Program participants reported high satisfaction with the program and improved confidence in skills
Table of contents – spring 2019.
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A distributed coordination approach for enhancing protection system adaptability in active distribution networks.
2.1. fault behavior and modeling of inverter-based resources.
2.3. graph theory, 2.4. optimal protection coordination, 3. proposed protection scheme, 3.1. distributed protection coordination.
Iteration algorithm for protection equipment l |
matrix, , representing the relative order of operation for equipment l. of neighboring equipment online for iteration i. using constraints. , where . , where is a defined tolerance. |
3.3. online coordination algorithm, 4. real-time simulation test bed, 4.1. experimental setup, 4.2. study cases, 5. test results and discussion, 6. conclusions, author contributions, data availability statement, acknowledgments, conflicts of interest, nomenclature.
ADN | Active distribution network |
APU | Auxiliary Protection Unit |
CHIL | Controller Hardware-In-the-Loop |
CIGRE | International Council on Large Electric Systems |
CTI | Coordination time interval |
GOOSEs | Generic Object-Oriented Substation Events |
IBR | Inverter-based resource |
IIDG | Inverter-interfaced distributed generator |
MAS | Multi-agent-based system |
PTP | Precision Time Protocol |
SG | Setting group |
SVs | Sampled Values |
Click here to enlarge figure
Parameter | Value |
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Sc | |
10 ms | |
300 ms |
Fault Case | Scenario 1 | ||
---|---|---|---|
Primary Equipment Operating Time (ms) | Backup Equipment Operating Time (ms) | ||
F1 | |||
F2 | |||
F3 | |||
F4 |
Fault Case | Scenario 2 | ||
---|---|---|---|
Primary Equipment Operating Time (ms) | Backup Equipment Operating Time (ms) | ||
F1 | |||
F2 | |||
F3 | |||
— | |||
F4 |
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Acevedo-Iles, M.; Romero-Quete, D.; Cortes, C.A. A Distributed Coordination Approach for Enhancing Protection System Adaptability in Active Distribution Networks. Energies 2024 , 17 , 4338. https://doi.org/10.3390/en17174338
Acevedo-Iles M, Romero-Quete D, Cortes CA. A Distributed Coordination Approach for Enhancing Protection System Adaptability in Active Distribution Networks. Energies . 2024; 17(17):4338. https://doi.org/10.3390/en17174338
Acevedo-Iles, Manuel, David Romero-Quete, and Camilo A. Cortes. 2024. "A Distributed Coordination Approach for Enhancing Protection System Adaptability in Active Distribution Networks" Energies 17, no. 17: 4338. https://doi.org/10.3390/en17174338
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COMMENTS
Finally, historical case study is tested in an actual research project. Findings from this project reveal that historical case study is a successful diachronic research strategy. Historical case study is a new and valuable research design suitable for addressing questions related to change, continuity, development, and evolution. Previous
This hybrid strategy, historical case study, must analyze cases from the distant past to the present, using eclectic data sources, in order to produce both idiographic and nomothetic knowledge. To develop historical case study, the universal components of diachronic analysis are first identified.
The history of historical case study, especially at Harvard, reinforces insights into how and why historians make a number of choices in constructing a case. For instance, Nash (1952) indicates that among choices are its "technical core," "historical core," "human aspects," setting "in intellectual and social history," and "modern relevance of the facts and ideas" (pp. 106 ...
The Encyclopedia of Case Study Research provides a compendium on the important methodological issues in conducting case study research and explores both the strengths and weaknesses of different paradigmatic approaches. These two volumes focus on the distinctive characteristics of case study research and its place within and alongside other research methodologies.
Specifically, we offer methodological considerations resulting from both his suggestions and a reflection on our original work. Towards that end, we discuss (i) case study research in historical settings, (ii) issues of ontology and epistemology in interpretive historical research, and (iii) the notion of what constitutes accounting.
To develop historical case study, the universal components of diachronic analysis are first identified. A general research design for historical case study is then introduced.
This chapter explores case study as a major approach to research and evaluation using primarily qualitative methods, as well as documentary sources, contemporaneous or historical.
The Danish free public libraries app. 1880-1920: An analysis based on a cultural history approach including aspects of enlightenment and mentality with an illustration of the relationship to the state and the public sphere (Unpublished doctoral dissertation)Copenhagen, Denmark: Royal School of Library and Information Science.
The case study has undergone significant methodological development over the last forty years, leading to an applied and flexible research approach that provides an in-depth analysis and ...
About this book This volume collects reflections on the role of philosophy in case studies in the history of science. Case studies have played a prominent role in recent history and philosophy of science. They have been used to illustrate, question, explore, or explicate philosophical points of view.
Comparative historical analysis is a field of research characterized by the use of systematic comparison and the analysis of processes over time to explain large-scale outcomes such as revolutions, political regimes, and welfare states. It can be distinguished from other approaches within historical sociology, such as rational choice analysis and interpretive analysis (Mahoney and Rueschemeyer ...
Abstract This chapter explores case study as a major approach to research and evaluation. After first noting various contexts in which case studies are commonly used, the chapter focuses on case study research directly Strengths and potential problematic issues are outlined and then key phases of the process.
Abstract A case study is one of the most commonly used methodologies of social research. This article attempts to look into the various dimensions of a case study research strategy, the different epistemological strands which determine the particular case study type and approach adopted in the field, discusses the factors which can enhance the effectiveness of a case study research, and the ...
A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are sometimes also used.
Case study is also described as a method, given particular approaches used to collect and analyze data. Case study research is conducted by almost every social science discipline: business, education, sociology, psychology. Case study research, with its reliance on multiple sources, is also a natural choice for researchers interested in trans-, inter-, or cross-disciplinary studies.
The power and limitations of case study research are considered, drawing upon literature in sociology and qualitative research. Focusing on highly acclaimed studies, historical research on African American education is utilized to assess the interpretive frames of leading historical case studies, revealing limitations in purview.
Historical research provides a set way to draw on lessons from historical case studies. Our approach is predominantly qualitative and grounded in an academic research in line with the latest academic research into project management.
Historical research is the process of investigating and studying past events, people, and societies using a variety of sources and methods. This type of research aims to reconstruct and interpret the past based on the available evidence.
Abstract Qualitative case study methodology enables researchers to conduct an in-depth exploration of intricate phenomena within some specific context. By keeping in mind research students, this article presents a systematic step-by-step guide to conduct a case study in the business discipline. Research students belonging to said discipline face issues in terms of clarity, selection, and ...
This case study method forms the backbone of the Harvard Business School curriculum. Back in the 1920s, HBS professors decided to develop and experiment with innovative and unique business instruction methods. As the first school in the world to design a signature, distinctive program in business, later to be called the MBA, there was a need ...
In regard to pupils understanding the nature of science I identify several advantages resulting from the historical approach. When pupils see the challenges within their historical context it counteracts the patronizing attitude that many pupils adopt toward past scientists, viewing them, as they do, from their superior vantage point in history.
The current study was based on an ethnographic approach and uses a case study design, which is considered an efficient way to present qualitative ethnographic findings [33,34].
For each case study, one of these 3 approaches needs to be selected, carefully carried out, and documented. Thus, in-depth examination of the data can take place. Farmer et al 25 concluded that most researchers take the intuitive approach; therefore, triangulation is not clearly articulated. This trend is also evident in our scoping review.
Historical case study is a research method that has its roots in various disciplines such as criminology, medicine, psychology, and social sciences. It is widely used in political and cultural studies, sociology, and educational research . This method involves analyzing historical cases to understand patterns, introduce new entities, and ...
SPUR advances knowledge and understanding of novel and effective approaches to mentored undergraduate research, scholarship, and creative inquiry by publishing high-quality, rigorously peer reviewed studies written by scholars and practitioners of undergraduate research, scholarship, and creative inquiry.
Cultural heritage has educational value because it provides children with a realistic learning environment and a wealth of educational resources. This study intends to fill a gap in academic research by evaluating the efficiency of utilizing cultural heritage in children's education. This study uses the Post Occupancy Evaluation (POE) method to create a comprehensive evaluation index system.
The study emphasises the need for improved rehabilitation strategies for older patients by recommending tailored programs, advanced methods, standardisation, training, and long-term monitoring. Further research should concentrate on the long-term sustainability of physiotherapy benefits, the development of targeted interventions for older ...
The electrical protection of active distribution networks is crucial for ensuring reliable, safe, and flexible operations. However, protecting these networks presents several challenges due to the emergence of bi-directional power flows, network reconfiguration capabilities, and changes in fault current levels resulting from the integration of inverter-based resources. This paper introduces an ...