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Article
Publication date: 14 November 2016

Cherry Hense and Katrina Skewes McFerran

Research literature presents lively debate about whether research approaches traditionally belonging to distinct paradigms can be combined (Creswell, 2011). While much of…

Abstract

Purpose

Research literature presents lively debate about whether research approaches traditionally belonging to distinct paradigms can be combined (Creswell, 2011). While much of this discourse has focussed on mixed methods studies that combine quantitative and qualitative data (Morgan, 2007), there has been less discussion of the implications and benefits of combining different approaches from two “alternative” paradigms. The purpose of this paper is to discuss the confluence of constructivist grounded theory as detailed by Charmaz (2006, 2011, 2014) with participatory research.

Design/methodology/approach

The authors discuss points of tension and convergence between the constructivist and participatory paradigms that underpin these approaches, and consider how the differences might be reconciled through a notion such as critical grounded theory. The authors illustrate these points through examples from the research practice in youth mental health.

Findings

The authors propose that incorporating some of the critical aspects of participatory philosophy into constructivist grounded theory offers a useful strategy for generating local theory in mental health research informed by social action agendas.

Originality/value

This paper extends thinking in the field of participatory and grounded theory research and offers new concept for researchers engaging in critical inquiry.

Details

Qualitative Research Journal, vol. 16 no. 4
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 23 October 2008

Kathy Charmaz

Anselm is perhaps best known for creating the grounded theory method with Barney G. Glaser. The Discovery of Grounded Theory was a cutting-edge book that fueled the…

Abstract

Anselm is perhaps best known for creating the grounded theory method with Barney G. Glaser. The Discovery of Grounded Theory was a cutting-edge book that fueled the qualitative revolution. I agree – strongly – with Norm Denzin and Yvonna Lincoln (1994, p. ix) that a qualitative revolution has taken place in the United States. The Discovery book arrived on the sociological scene at just the right time. Quantitative research had become systematic and quantitative researchers saw their work as “scientific.” The worship of a narrow conception of science abounded. By the time Anselm studied at Chicago, qualitative scholars had moved from life histories to case studies and established a rich ethnographic tradition that shaped Chicago School sociology in the 1940s. Yet, by the time Barney and Anselm wrote The Discovery of Grounded Theory in 1967, quantification was becoming entrenched as “the” sociological method. The ethnographic tradition was losing ground.

Details

Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-84855-127-5

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Article
Publication date: 17 August 2020

Lettie Y. Conrad, Christine S. Bruce and Virginia M. Tucker

This paper aims to discuss what it means to consider the information experience of academic information management from a constructivist grounded theory perspective. Using…

Abstract

Purpose

This paper aims to discuss what it means to consider the information experience of academic information management from a constructivist grounded theory perspective. Using a doctoral study in progress as a case illustration, the authors demonstrate how information experience research applies a wide lens to achieve a holistic view of information management phenomena. By unifying a range of elements, and understanding information and its management to be inseparable from the totality of human experience, an information experience perspective offers a fresh approach to answering today's research questions.

Design/methodology/approach

The case illustration is a constructivist grounded theory study using interactive interviews, an original form of semi-structured qualitative interviews combined with card-sorting exercises (Conrad and Tucker, 2019), to deepen reflections by participants and externalize their information experiences. The constructivist variant of grounded theory offers an inductive, exploratory approach to address the highly contextualized information experiences of student-researchers in managing academic information.

Findings

Preliminary results are reported in the form of three interpretative categories that outline the key aspects of the information experience for student-researchers. By presenting these initial results, the study demonstrates how the constructivist grounded theory methodology can illuminate multiple truths and bring a focus on interpretive practices to the understanding of information management experiences.

Research limitations/implications

This new approach offers holistic insights into academic information management phenomena as contextual, fluid and informed by meaning-making and adaptive practices. Limitations include the small sample size customary to qualitative research, within one situated perspective on the academic information management experience.

Originality/value

The study demonstrates the theoretical and methodological contributions of the constructivist information experience research to illuminate information management in an academic setting.

Details

Aslib Journal of Information Management, vol. 72 no. 4
Type: Research Article
ISSN: 2050-3806

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Book part
Publication date: 12 November 2018

Sal Jarvis

A growing body of education research considers practices; however, there is less focus on a methodology that enables practical analysis of practices. Use of practice theory

Abstract

A growing body of education research considers practices; however, there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice-focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78769-277-0

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Article
Publication date: 8 February 2016

Tomaz Schara and Richard Common

– The purpose of this paper is to evaluate critically the constructivist-grounded theory in elite interviews, the methodology used for this research.

Abstract

Purpose

The purpose of this paper is to evaluate critically the constructivist-grounded theory in elite interviews, the methodology used for this research.

Design/methodology/approach

The research is about the challenges of the EU rail industry integration in the context of EU integration as seen and told by the involved actors. In particular, the integration process requires leadership in the multi-level governance context of the EU and in the transition from state monopolies to businesses providing services on the integrated market. This provides a potential source of theoretically and practically relevant research questions; and second rigorous grounded research methodologies will bring insight that transcends the currently accepted formal and public statements about the phenomena. The work is situated within social constructivist ontology, enacted through a rigorous grounded theory approach to understanding the current challenges of the industry and seeking more effective developments for the future.

Findings

Findings place the concepts of leadership and debt into a relationship that could offer profound understanding of certain social relations and contribute to the growth of theory and practice. These findings are also elaborated in this paper as reflections on the methodological process.

Research limitations/implications

Contribution to theory and practice supports the relevance and rigor of “constructivist-grounded theory in elite interviews” as a methodological approach.

Practical implications

In particular, it supports qualitative research in complex political environments, such as the multi-level governance structures of the EU.

Social implications

A clearer understanding of leadership within such dynamic contexts can make a substantial contribution to better policy-making in the EU and better outcomes for its citizens.

Originality/value

Further analysis and research of the concepts of leadership and debt and their relationship could offer profound understanding of certain social relations and contribute to the growth of theory and practice.

Details

International Journal of Public Leadership, vol. 12 no. 1
Type: Research Article
ISSN: 2056-4929

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Book part
Publication date: 30 April 2021

Krzysztof T. Konecki

The paper will concentrate on the Grounded Theory Methodology (GTM) from the point of view of the contemplative social sciences (CSS). It will analyze how the mind is…

Abstract

The paper will concentrate on the Grounded Theory Methodology (GTM) from the point of view of the contemplative social sciences (CSS). It will analyze how the mind is engaged in the construction of concept and what the role is of the consciousness of the mind's work in creating a theory that is based on the analysis of empirical data. We will review the research and analytical methods that could be inspirations for Contemplative Grounded Theory (CGT): constructivist grounded theory, classic grounded theory, transformational grounded theory, sociological introspection, holistic ethnography, mindful inquiry and transformational phenomenology, and contemplative qualitative inquiry.

We can find in many classical books from grounded theory (GT) some seeds of contemplative thinking, and we can reconstruct them (Glaser and Strauss, 1967; Glaser, 1978; Strauss, 1987). We would like to develop the inspirations more and perhaps change the sense of GT after the contemplative turn. We would like to show the possibilities of using CGT in research and also its limitations. Some empirical examples from research and analysis will be given to show how contemplation could be used in GT.

Details

Radical Interactionism and Critiques of Contemporary Culture
Type: Book
ISBN: 978-1-83982-029-8

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Book part
Publication date: 22 October 2016

Virginia M. Tucker, Christine Bruce and Sylvia L. Edwards

This chapter explores the potential of grounded theory research methods for eliciting threshold concepts. It begins with an overview of threshold concept theory, then…

Abstract

This chapter explores the potential of grounded theory research methods for eliciting threshold concepts. It begins with an overview of threshold concept theory, then reviews current methodological approaches, as well as challenges encountered, when researching threshold concepts. The discussion argues for the suitability of grounded theory for this purpose, using a specific case for illustration. Specific elements of the research design that strengthened the use of grounded theory in the exploration of threshold concepts are described. The case example used is of graduate students and practicing professionals’ learning experiences when acquiring expertise in the online environment. The case is used to demonstrate the grounded theory method’s efficacy for eliciting evidence of transformative learning experiences, leading to implications for improving curriculum design.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78635-895-0

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Article
Publication date: 8 October 2019

Alison Hicks

Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the…

Abstract

Purpose

Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice.

Design/methodology/approach

The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas.

Findings

This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts.

Research limitations/implications

The paper’s constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable.

Practical implications

The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices.

Originality/value

This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

Details

Journal of Documentation, vol. 76 no. 1
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 14 March 2016

Marianne Bamkin, Sally Maynard and Anne Goulding

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…

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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.

Details

Journal of Documentation, vol. 72 no. 2
Type: Research Article
ISSN: 0022-0418

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Book part
Publication date: 11 November 2019

Sunil Kumar Sharma, Atri Sengupta and Subhash Chandra Panja

Grounded theory (GT) is a very crucial qualitative tool in research inquiry. It embraces systematic, inductive, and comparative inquiry method to construct a theory. GT is…

Abstract

Grounded theory (GT) is a very crucial qualitative tool in research inquiry. It embraces systematic, inductive, and comparative inquiry method to construct a theory. GT is mostly appropriate to investigate organizational phenomena, which involves a change process. In this chapter, the authors focus on the emergence of GT as a research inquiry tool with the focus how GT evolves from classis grounded theory to constructivist ground theory. In the detailed method of GT, a focus is given on coding method along with theoretical sampling and theoretical saturation points. Despite being a powerful technique, GT has drawn a number of criticisms. Majority GT researchers consider the technique as an inductive method with a few exceptions, where it has been deliberated as a deductive method. However, in the line of Corley (2015), it can be argued that GT should be considered as a methodological approach to study inductive phenomena having less understanding of theoretical perspective. Chapter concludes with identifying future scope of study in the field of GT.

Details

Methodological Issues in Management Research: Advances, Challenges, and the Way Ahead
Type: Book
ISBN: 978-1-78973-973-2

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