Resources for Grounded Theory
Age, L. (2011). Grounded Theory Methodology: Positivism, Hermeneutics, and Pragmatism. The Qualitative Report, 16(6),
1599-1615. Retrieved from http://nsuworks.nova.edu/tqr/vol16/iss6/8
Abstract
Glaserian grounded theory methodology, which has been widely adopted as a scientific methodology in recent decades, has been variously characterised as "hermeneutic" and "positivist." This commentary therefore takes a different approach to characterising grounded theory by undertaking a comprehensive analysis of: (a) the philosophical paradigms of positivism, hermeneutics, and pragmatism; and (b) the general philosophical questions of the aims of science and the issue of choosing a scientific methodology. The commentary then seeks to position grounded theory methodology in terms of these philosophical perspectives. The study
concludes that grounded theory methodology contains elements of positivism, hermeneutics, and
pragmatism. In coming to this conclusion, the study clarifies the degree to which these three perspectives are found within Glaserian grounded theory methodology
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1319&context=tqr
Grounded Theory Methodology-Narrativity Revisited
Ruppel, Paul Sebastian; Mey, Günter
Integrative Psychological and Behavioral Science 2015, Volume 49, Issue 2, pp. 174 – 186
Abstract
This article aims to illuminate the role of narrativity in Grounded Theory Methodology and to explore an approach within Grounded Theory Methodology that is sensitized towards aspects of narrativity. The suggested approach takes into account narrativity as an aspect of the underlying data. It reflects how narrativity could be conceptually integrated and systematically used for shaping the way in which coding, category development and the presentation of results in a Grounded Theory Methodology study proceed.
http://link.springer.com/article/10.1007/s12124-015-9301-y
The use of information by environmental planners: A qualitative study using Grounded Theory methodology
Mutshewa, Athulang
Information Processing and Management 2010, Volume 46, Issue 2, pp. 212 - 232
http://www.sciencedirect.com/science/journal/03064573/46/2
Discordant indigenous and provider frames explain challenges in improving access to arthritis care: a qualitative study using constructivist grounded theory
Thurston, Wilfreda E; Coupal, Stephanie; Jones, C Allyson; Crowshoe, Lynden F J; Marshall, Deborah A
International journal for equity in health 2014, Volume 13, Issue 1, pp. 46
Access to health services is a determinant of population health and is known to be reduced for a variety of specialist services for Indigenous populations in Canada. With arthritis being the most common chronic condition experienced by Indigenous populations and causing high levels of disability, it is critical to resolve access disparities through an understanding of barriers and facilitators to care. The objective of this study was to inform future health services reform by investigating health care access from the perspective of Aboriginal people with arthritis and health professionals.
Using constructivist grounded theory methodology we investigated Indigenous peoples’ experiences in accessing arthritis care through the reports of 16 patients and 15 healthcare providers in Alberta, Canada. Semi-structured interviews were conducted between July 2012 and February 2013 and transcribed verbatim. The patient and provider data were first analyzed separately by two team members then brought together to form a framework. The framework was refined through further analysis following the multidisciplinary research team's discussions. Once the framework was developed, reports on the patient and provider data were shared with each participant group independently and participants were interviewed to assess validity of the summary.
In the resulting theoretical framework Indigenous participants framed their experience with arthritis as 'toughing it out’ and spoke of racism encountered in the healthcare setting as a deterrent to pursuing care. Healthcare providers were frustrated by high disease severity and missed appointments, and framed Indigenous patients as lacking 'buy-in’. Constraints imposed by complex healthcare systems contributed to tensions between Indigenous peoples and providers.
Low specialist care utilization rates among Indigenous people cannot be attributed to cultural and social preferences. Further, the assumptions made by providers lead to stereotyping and racism and reinforce rejection of healthcare by patients. Examples of 'working around’ the system were revealed and showed potential for improved utilization of specialist services. This framework has significant implications for health policy and indicates that culturally safe services are a priority in addressing chronic disease management.
https://equityhealthj.biomedcentral.com/articles/10.1186/1475-9276-13-46
Nurse Res. 2011;18(4):6-10.
Navigating the grounded theory terrain. Part 1.
Hunter A1, Murphy K, Grealish A, Casey D, Keady J.
Abstract
AIM:
The decision to use grounded theory is not an easy one and this article aims to illustrate and explore the methodological complexity and decision-making process. It explores the decision making of one researcher in the first two years of a grounded theory PhD study looking at the psychosocial training needs of nurses and healthcare assistants working with people with dementia in residential care. It aims to map out three different approaches to grounded theory: classic, Straussian and constructivist.
BACKGROUND:
In nursing research, grounded theory is often referred to but it is not always well understood. This confusion is due in part to the history of grounded theory methodology, which is one of development and divergent approaches. Common elements across grounded theory approaches are briefly outlined, along with the key differences of the divergent approaches.
DATA SOURCES:
Methodological literature pertaining to the three chosen grounded theory approaches is considered and presented to illustrate the options and support the choice made.
DISCUSSION:
The process of deciding on classical grounded theory as the version best suited to this research is presented. The methodological and personal factors that directed the decision are outlined. The relative strengths of Straussian and constructivist grounded theories are reviewed.
CONCLUSION:
All three grounded theory approaches considered offer the researcher a structured, rigorous methodology, but researchers need to understand their choices and make those choices based on a range of methodological and personal factors. In the second article, the final methodological decision will be outlined and its research application described.
https://www.ncbi.nlm.nih.gov/pubmed/21853886
Nurse Res. 2011;19(1):6-11.
Navigating the grounded theory terrain. Part 2.
Hunter A1, Murphy K, Grealish A, Casey D, Keady J.
Abstract
AIM:
In this paper, the choice of classic grounded theory will be discussed and justified in the context of the first author's PhD research.
BACKGROUND:
The methodological discussion takes place within the context of PhD research entitled: Development of a stakeholder-led framework for a structured education programme that will prepare nurses and healthcare assistants to deliver a psychosocial intervention for people with dementia. There is a lack of research and limited understanding of the effect of psychosocial interventions on people with dementia. The first author thought classic grounded theory a suitable research methodology to investigate as it is held to be ideal for areas of research where there is little understanding of the social processes at work.
DATA SOURCES:
The literature relating to the practical application of classic grounded theory is illustrated using examples relating to four key grounded theory components: Theory development: using constant comparison and memoing, Methodological rigour, Emergence of a core category, Inclusion of self and engagement with participants.
DISCUSSION:
Following discussion of the choice and application of classic grounded theory, this paper explores the need for researchers to visit and understand the various grounded theory options.
CONCLUSION:
This paper argues that researchers new to grounded theory must be familiar with and understand the various options. The researchers will then be able to apply the methodologies they choose consistently and critically. Doing so will allow them to develop theory rigorously and they will ultimately be able to better defend their final methodological destinations.
https://www.ncbi.nlm.nih.gov/pubmed/22128581
BAMKIN, M., MAYNARD, S. and GOULDING, A., 2016. Grounded theory and ethnography combined: a methodology to study children’s interactions on children’s mobile libraries. Journal of Documentation, 72 (2), pp.214-231.
https://dspace.lboro.ac.uk/2134/20748 -
Abstract
PURPOSE. Libraries are closing or reducing opening hours in the UK due to budgetary cuts. Library provision for children is consequently diminishing and libraries have to justify their existence. Therefore, a reliable methodology for assessing the importance of libraries is vital to demonstrate their value to children’s literacy. Two methodologies were combined to study children visiting children’s mobile libraries (CMLs). The purpose of this paper is to consider whether the combined, qualitative methodology was the correct choice. DESIGN/METHODOLOGY/APPROACH. Aspects of each methodology are examined for their appropriateness for researching children. The compatibility of their philosophical stance and the validity of combining ethnography and grounded theory is explored and questioned. FINDINGS. It is found that grounded theory and ethnography were the optimum combination to form a powerful research tool that allows children to be active participants in research. The combined methodology was successful because the ethnographic elements allowed the researcher to enter to the children’s world, whereas the grounded theory elements provided a structural framework, exploration into a novel research topic and ensured that a valid conclusion was drawn. ORIGINALITY/VALUE. It is unusual for qualitative methodologies such as grounded theory and ethnography to be combined in order to study learning in a non-pedagogic, library environment. This paper is valuable reading for librarians, or educationalists wishing to examine how libraries aid literacy because it verifies the benefits of the combined methodology of grounded theory and ethnography and provides a template which can be used by other researchers.
https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/20748?mode=full
Qualitative Research Method: Grounded Theory
by Shahid N. Khan
International Journal of Business and Management, 10/2014, Volume 9, Issue 11
Abstract
In this literature review paper, the researcher has done some efforts to identify and further to elaborate the basiccomponents of a research methods chapter that are integral part of any research paper while conductinggrounded theory approach. Grounded theory is one of the data collection approach in qualitative researchmethods which is totally based on data rather thantry to emerge theory from data. There are bulk of books andresearch papers written by world renowned researchers and authors but the aim of this paper is to help the earlystage researchers in conducting their projects in grounded theory approach. In this paper, the researcher has shedlight on history of grounded theory, how this theory rather approach works, target population, samplingtechnique, data collection methods and the role of a researcher in this whole research process, and anotheressential part of a qualitative research, ethics which play a crucial role while conducting and gathering aqualitative data, have also been discussed in this paper.
http://www.ccsenet.org/journal/index.php/ijbm/article/view/39643
Literature Review and Constructivist Grounded Theory Methodology
by Rodrigo Ramalho; Peter Adams; Peter Huggard; Karen Hoare
Forum : Qualitative Social Research, 09/2015, Volume 16, Issue 3
Abstract
In grounded theory research it is commonly discouraged to conduct a literature review before data collection and analysis. Engaging with the literature about the researched area in that stage of the research is described as a constraining exercise rather than a guiding one. This can be a puzzling notion for the researcher engaging with grounded theory methodology (GTM), particularly when she/he is expected to produce a literature review in early stages of the research process, e.g., by ethics committees and/or funding bodies. The current article examines this controversial issue by exploring the different stances taken on the subject by the founders of the methodology, as well as the one introduced by constructivist GTM. The different approaches towards the potential impact of a literature review conducted before data collection and analysis are introduced not only as a methodological issue, but also, and more importantly, as an epistemological one. Reflexivity is described as a key element in ensuring the groundedness of a theory in constructivist GTM and various reflexive strategies are presented. It is suggested that the researcher's epistemological framework should be explicitly explored and acknowledged in early stages of the research.
URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1503199
The Process of Conducting Qualitative Grounded Theory Research for a Doctoral Thesis: Experiences and Reflections
by Sophie Soklaridis
The Qualitative Report, 12/2009, Volume 14, Issue 4
Abstract
In this article, the author offers her experiences as an example of the application of a grounded theory approach in qualitative research. She describes, in detail, her experiences of the process of collecting, analyzing, and storing data for her doctoral thesis. She focuses on the special challenges of employing a qualitative methodology to developing a conceptual framework. The substantive area in which the study took place was at a hospital-based occupational health clinic for professional artists. Various stakeholders involved in the clinic participated in in-depth individual interviews and focus groups to explore how the concept of integrative health care (IHC) is understood both in theory and in practice at the clinic.
http://nsuworks.nova.edu/tqr/vol14/iss4/6/
Exploring the Willingness of Scholars to Accept Open Access: A Grounded Theory Approach.
Ji-Hong Park
Jian Qin
Journal of Scholarly Publishing. Jan2007, Vol. 38 Issue 2, p55-84. 30p. 1 Diagram, 4 Charts.
Abstract
This article aims to explore what factors increase or decrease scholars' willingness to publish and use articles in open-access journals and discusses how these factors are related to one another. Research-oriented publications on the topic of open-access journals have been few, and there is widespread concern about whether scholars will adopt this new form of similarly communication. The growing number of open-access journals leads scholars to encounter decision-making situations in which they must choose one journal among multiple alternatives, including open access and non-open access. We conducted open-ended and semi-structured in-depth interviews with eight faculty members and six doctoral students at Syracuse University. Bused on the interview transcripts, willingness factors and their relationships were identified and refitted using the iterative steps of grounded theory approach proposed by Strauss and Corbin in the 1998 edition of their Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. The findings show seven factors (perceived journal reputation, perceived topical relevance, perceived availability, perceived career benefit, perceived cost, perceived content quality, and perceived ease of use) and eight relationships. There were six positive and two negative relationships. The factors and relationships were then compared to the relevant literature to increase internal validity and generalizability of the study. Both theoretical and practical implications of the research are discussed. Theoretically, this study broadens the scope of relevance criteria studies, first identifies the relationship between two important scholarly communication activities, conceptually contributes to the concept of open access, and applies literature comparison methodology in a pure qualitative study to increase internal validity and generalizability. Practically, the findings of this study may be helpful for promoting open-access publishing by encouraging facilitators and discouraging hinderers. The research may also provide an ongoing working framework for evaluating open-access journal systems.
https://muse.jhu.edu/article/209992/figure/tab04
Using Computer-Assisted Qualitative Data Analysis Software to Develop a Grounded Theory Project
by Bringer, Joy D; Johnston, Lynne Halley; Brackenridge, Celia H
Field Methods, 08/2006, Volume 18, Issue 3
The promise of theory and model development makes grounded theory an attractive methodology to follow. However, it has been argued that many researchers fall short and provide a detailed description of only the research area or simply a quantitative content analysis rather than an explanatory model. This article illustrates how the researchers used a computer-assisted qualitative data analysis software program (CAQDAS) as a tool for moving beyond a thick description of swimming coaches' perceptions of sexual relationships in sport to an explanatory model grounded in the data. Grounded theory is an iterative process whereby the researchers move between data collection and analysis, writing memos, coding, and creating models. The nonlinear design of the selected CAQDAS program, NVIVO, facilitates such iterative approaches. Although the examples provided in this project focus on NVIVO, the concepts presented here could be applied to the use of other CAQDAS programs. Examples are provided of how the grounded theory techniques of open coding, writing memos, axial coding, and creating models were conducted within the program.
http://fmx.sagepub.com/content/18/3/245.abstract
Iman, M. T., & Boostani, D. (2012). A qualitative investigation of the intersection of leisure and identity among high school students: Application of grounded theory. Quality and Quantity, 46(2), 483-499. doi:http://dx.doi.org/10.1007/s11135-010-9382-0
Abstract
The purpose of this qualitative study was to examine leisure as a context for identity formation among the high school students in Shiraz, Iran. Twenty male students (3rd grade of secondary school) from different high schools participated in this study. Data analysis using qualitative grounded theory methodology yielded eight categories and a core category. The categories led to the conclusion that post-traditional context and resource of leisure time culminated in reflexivity in the participants’ identity.
http://link.springer.com/article/10.1007/s11135-010-9382-0