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In This Article Expand or collapse the "in this article" section Case Study in Education Research

Introduction, general overview and foundational texts of the late 20th century.

• Conceptualisations and Definitions of Case Study
• Case Study and Theoretical Grounding
• Choosing Cases
• Methodology, Method, Genre, or Approach
• Case Study: Quality and Generalizability
• Multiple Case Studies
• Exemplary Case Studies and Example Case Studies
• Criticism, Defense, and Debate around Case Study

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Case Study in Education Research by Lorna Hamilton LAST REVIEWED: 27 June 2018 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201

It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research. The use of case study as teaching method highlights the ways in which the essential qualities of the case—richness of real-world data and lived experiences—can help learners gain insights into a different world and can bring learning to life. The use of case study in this way has been around for about a hundred years or more. Case study use in educational research, meanwhile, emerged particularly strongly in the 1970s and 1980s in the United Kingdom and the United States as a means of harnessing the richness and depth of understanding of individuals, groups, and institutions; their beliefs and perceptions; their interactions; and their challenges and issues. Writers, such as Lawrence Stenhouse, advocated the use of case study as a form that teacher-researchers could use as they focused on the richness and intensity of their own practices. In addition, academic writers and postgraduate students embraced case study as a means of providing structure and depth to educational projects. However, as educational research has developed, so has debate on the quality and usefulness of case study as well as the problems surrounding the lack of generalizability when dealing with single or even multiple cases. The question of how to define and support case study work has formed the basis for innumerable books and discursive articles, starting with Robert Yin’s original book on case study ( Yin 1984 , cited under General Overview and Foundational Texts of the Late 20th Century ) to the myriad authors who attempt to bring something new to the realm of case study in educational research in the 21st century.

This section briefly considers the ways in which case study research has developed over the last forty to fifty years in educational research usage and reflects on whether the field has finally come of age, respected by creators and consumers of research. Case study has its roots in anthropological studies in which a strong ethnographic approach to the study of peoples and culture encouraged researchers to identify and investigate key individuals and groups by trying to understand the lived world of such people from their points of view. Although ethnography has emphasized the role of researcher as immersive and engaged with the lived world of participants via participant observation, evolving approaches to case study in education has been about the richness and depth of understanding that can be gained through involvement in the case by drawing on diverse perspectives and diverse forms of data collection. Embracing case study as a means of entering these lived worlds in educational research projects, was encouraged in the 1970s and 1980s by researchers, such as Lawrence Stenhouse, who provided a helpful impetus for case study work in education ( Stenhouse 1980 ). Stenhouse wrestled with the use of case study as ethnography because ethnographers traditionally had been unfamiliar with the peoples they were investigating, whereas educational researchers often worked in situations that were inherently familiar. Stenhouse also emphasized the need for evidence of rigorous processes and decisions in order to encourage robust practice and accountability to the wider field by allowing others to judge the quality of work through transparency of processes. Yin 1984 , the first book focused wholly on case study in research, gave a brief and basic outline of case study and associated practices. Various authors followed this approach, striving to engage more deeply in the significance of case study in the social sciences. Key among these are Merriam 1988 and Stake 1995 , along with Yin 1984 , who established powerful groundings for case study work. Additionally, evidence of the increasing popularity of case study can be found in a broad range of generic research methods texts, but these often do not have much scope for the extensive discussion of case study found in case study–specific books. Yin’s books and numerous editions provide a developing or evolving notion of case study with more detailed accounts of the possible purposes of case study, followed by Merriam 1988 and Stake 1995 who wrestled with alternative ways of looking at purposes and the positioning of case study within potential disciplinary modes. The authors referenced in this section are often characterized as the foundational authors on this subject and may have published various editions of their work, cited elsewhere in this article, based on their shifting ideas or emphases.

Merriam, S. B. 1988. Case study research in education: A qualitative approach . San Francisco: Jossey-Bass.

This is Merriam’s initial text on case study and is eminently accessible. The author establishes and reinforces various key features of case study; demonstrates support for positioning the case within a subject domain, e.g., psychology, sociology, etc.; and further shapes the case according to its purpose or intent.

Stake, R. E. 1995. The art of case study research . Thousand Oaks, CA: SAGE.

Stake is a very readable author, accessible and yet engaging with complex topics. The author establishes his key forms of case study: intrinsic, instrumental, and collective. Stake brings the reader through the process of conceptualizing the case, carrying it out, and analyzing the data. The author uses authentic examples to help readers understand and appreciate the nuances of an interpretive approach to case study.

Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6:1–6.

DOI: 10.1080/0141192800060101

A key article in which Stenhouse sets out his stand on case study work. Those interested in the evolution of case study use in educational research should consider this article and the insights given.

Yin, R. K. 1984. Case Study Research: Design and Methods . Beverley Hills, CA: SAGE.

This preliminary text from Yin was very basic. However, it may be of interest in comparison with later books because Yin shows the ways in which case study as an approach or method in research has evolved in relation to detailed discussions of purpose, as well as the practicalities of working through the research process.

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Power Quality Study in an Educational Institution-A Case Study

2022, IRJET

Power Quality issues are becoming more significant in recent times because of increased use of electronics components, non linear loads or the devices which are the sources of harmonics. Both the end user and utilities are highly concerned about the power quality as it has a devastating effect on the power system as well as the devices connected to it. The Power Quality Analysis (PQA) will help in understanding the behavior of various loads connected to the power system. Power Quality Study helps us to provide better service. The worldwide customer survey shows that complaints on power quality related disturbances are increasing every year. This paper presents the Power Quality Study done in an educational institution which will help us to understand the behavior of Loads connected to it.

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WARSE The World Academy of Research in Science and Engineering

This paper presents a case study of power quality audit analysis for the School of Engineering building at The University of Jordan. The measurements of voltage, current, and power for seven days using Fluke power analyzer meter are presented in this study. Analysis of measured data shows that the system has two main problems. The first problem is current unbalance which causes a large residual current in the neutral. The second problem is the presence harmonic currents; especially the third harmonic current due to single-phase loading and fluorescent lighting system.

IRJET Journal

Power quality is very much significant when it comes to every place. The nature/quality of current always gets decided by the load connected at the terminal side. Every industry, utility companies as well equipment users and manufacturers are concerned about the power quality. The term power quality has become one of the most upcoming words in the power industry since the late 1980s. It is an umbrella concept for a multitude of individual types of power system disturbances. The engineers are now trying to deal with these issues using a systematic approach rather than handling them as individual problems. Through this paper we are discussing and focusing on the analysis & PQ audit report of college campus at Guru Gobind Singh college of engineering & Research Centre, Nashik.

IJERA Journal

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Mario Manana

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International Journal of Recent Research Aspects ISSN 2349-7688

From last decade power quality issues has become more complex at all level of power system. It is a major topic of concern due to the sensitivity of the modern equipment which are nonlinear loads and hence results in imbalance of the power system. Power quality parameters consist of harmonic distortions, dips and swells, interruptions, flickers, transients, frequency deviations etc. The aim of this paper is to review the most common power quality issues, the effect of the same on the power quality and various techniques utilizing in the present system for its improvement.

Jaydeep Bagi

Now a days the use of power electronics devices is increased and hence the power quality monitoring is essential. The PQ monitoring mainly includes the electrical disturbances like harmonics, sags, swells, etc., and the development of Power Quality indices to quantify the power supply quality. This allows to know the condition of the electric power systems. The principle aim of this paper is to know the power quality issues, the way to solve the problem and a solution for good power quality. Keywords– Power Quality monitoring, Harmonics, Flicker, Voltage Sag, Voltage Swell.

ajer research

Electricity which is generated and distributed at specified parameters for equipment and appliances to function effectively should be treated as a product which requires quality assurance. Any deviation from the specifications constitutes power quality problems. This study aims at evaluating quality assurance of electrical power by assessing the compliance with two international standards-IEEE 519-1992 and European Norm 50160. The parameters under focus are Voltage, Current, Frequency and Total Harmonic Distortion (THD). Measurements were carried out at the ICT centre of The Federal Polytechnic Ilaro for a week period with a Power & Harmonic Analyzer and the results were statistically analyzed. The results shows that the two international standards (IEEE 519-1992 and European Norm 50160) on current harmonic limit were trespassed implying that quality of power has been degraded. Measures such as derating and use of K-rated transformer to mitigate the problems were recommended.

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With the ever increasing demand for electricity, conservation of energy is given importance. Conventional method of control is being replaced with electronic methods of control. With this harmonics are introduced into the power system. This is applicable to all types of electrical loads, industrial, domestic and commercial. As on now, the presence of harmonics in domestic sector is not monitored, as the quantity of electricity used by domestic sector is not significant as compared to industrial and commercial sector. Yet with the lighting sector dominated by CFL bulbs and LED bulbs, fans being controlled electronically and increasing use of desktops, laptops, laser printers, air conditioners etc., it is a matter of concern to study the harmonics produced by these devices and its effect on distribution transformer and neighbouring utility services. Harmonic analysis is done using expensive power analysers, digital storage oscilloscope etc., In this project a simple method of analysing harmonics is discussed. Initially the voltage and current drawn is sensed, fed to the computer using data acquisition card, total harmonics, 3 rd , 5 th , 7 th and 9 th harmonics, power factor etc., is measured. The average values of these is taken and represented as source in Matlab Simulink, passive filters are designed and analysed using simulation.

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Information Security at Higher Education Institutions: A Systematic Literature Review

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• Daisy Imbaquingo-Esparza 9 , 10 , 11 ,
• Javier Díaz 10 ,
• Mario Ron Egas 9 , 10 ,
• Walter Fuertes 10 &
• David Molina 9 , 10  

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1648))

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Information is considered an essential asset in Higher Education Institutions (IES) either public or private, specifically since the pandemic there has been a rise in academic and administrative security risks at such institutions, hence an increase in cloud services . As expected, IES have proposed new risk- prevention methods instead of the traditional ones seen as obsolete, considering security programs modifications made in digital transformation demands. This study identifies issues generated by IES information security tools and security measures implemented for information protection security processes. As per the systematic literature review, 47 English written scientific articles were analyzed from the following bibliographical bases: IEEE Xplore, ScienceDirect, SpringerLink, ResearchGate, PeerJ , belonging to quartiles Q1, Q2 y Q3. In the articles, responses to research questions were found. Results obtained allowed for the recognition of security issues affecting IES institutions security measures and tools containing security threats. To conclude, the seriousness of applying security policies, technical measures, and constant critical security assessments regarding information security in IES is outlined.

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Kang, C.M., Josephng, P.S., Issa, K.: A study on integrating penetration testing into the information security framework for Malaysian higher education institutions. In: 2015 Int. Symp. Math. Sci. Comput. Res. iSMSC 2015 - Proc., pp. 156–161 (2016). https://doi.org/10.1109/ISMSC.2015.7594045

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Weishäupl, E., Yasasin, E., Schryen, G.: Information security investments: an exploratory multiple case study on decision-making, evaluation and learning. Comput. Secur. 77 , 807–823 (2018). https://doi.org/10.1016/J.COSE.2018.02.001

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Imbaquingo-Esparza, D., Díaz, J., Ron Egas, M., Fuertes, W., Molina, D. (2022). Information Security at Higher Education Institutions: A Systematic Literature Review. In: Herrera-Tapia, J., Rodriguez-Morales, G., Fonseca C., E.R., Berrezueta-Guzman, S. (eds) Information and Communication Technologies. TICEC 2022. Communications in Computer and Information Science, vol 1648. Springer, Cham. https://doi.org/10.1007/978-3-031-18272-3_20

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