This concise introduction to Grounded Theory - Qualitative Research may assist.
According to the authors, Glaser and Strauss(1968), cited by Ahiazu (2010), it is a research process of theoretical sampling in which the researcher collects, codes and analyses his data and decided what data to collect next and where to find them, in order to develop his theory as it emerges. This approach sensitizes the research to particular area of study rather than providing specific hypotheses. The underlying principle of this approach is that the needed answers to the problem being investigated are grounded in the data collected.
There are now several different versions of grounded theory, which have all evolved from the original publication by Glaser & Strauss in 1968. My personal favorite is Constructing Grounded Theory by Charmaz (2nd ed., 2014), both because of its constructivist orientation and its strengths as a well-written textbook.
The following links should be helpful:
- https://www.researchgate.net/post/Which_approach_of_Grounded_Theory/3
- https://www.researchgate.net/post/Can_grounded_theory_be_used_for_teaching_cases
- https://www.researchgate.net/post/What_does_mean_by_open_axial_and_selective_coding
Hello Ashrap,
These resources might be useful for you:
1. Charmaz, K (2006). Constructing Grounded Theory
2. Glaser, B. G. (1978). Theoretical sensitivity. Mill Valley, CA:The Sociology Press.
3. Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley, CA:The Sociology Press. (Ed.)
4.Glaser, B. G. (1994). More grounded theory. Mill Valley, CA:The Sociology-Press.
5.Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA:The SociOlogy Press.
6.Glaser, B. G. (2001) The grounded theory perspedive: Cotzceptualization contrasted with descnption. Mill Valley, CA:The Sociology Press.
7.Glaser, B. G. (2002). ConstructivlSt grounded theory? Forum qualitative Sozialforschung/ Forum: Qualitative Social Research [On-line Journaij, 3. Available at: http://www. qualitatrve-research.net/fqs-texte/3-02/3-02glaser-e-htm.
8.Glaser, B. G. (2003). Conceptualization contrasted with description. Mill Valley, CA:The Socrology Press.
9.Glaser, B. G., & Strauss, A. L. (1965). Awareness of dying. Chicago:Aldine.
10. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chrcago:Aldine. --. (1968). Time for dying. Chicago:Aldine. --. (1971). Status passage. Chrcago:Aldine.
Regards,
Anastasia
The Glaser & Strauss, and Strauss & Corbin papers are the most often cited, and the ones that peer-eviewers tend to look for
The original book on Discovery of Grounded Theory was more of a manifesto aimed at changing the nature of social science research as it was practiced 50 years ago. As such, it did not contain much practical advice about how to do GT. When Strauss and Corbin (1st ed., 1990) did produce a book with a distinct "how-to" flavor, it generated a major disagreement with Glaser, who distinguished his own approach by labeling it "Classic Grounded Theory."
It is also worth noting that Strauss died following the second ed. of Strauss and Corbin, and the order of co-authorship shifted to Corbin and Strauss for the subsequent editions. I personally cannot find much connection between the recent 4th edition and the ones where Strauss was the first author.
The following papers, which specify the elaboration, procedures, flowchart, critique, guidelines, etc., should also be helpful to your topic:
- Allan, G. (2003). A critique of using grounded theory as a research method. Electronic Journal of Business Research Methods, 2, 1, pp. 1-10.
- Bitsch, V. (2005). Qualitative Research: A Grounded Theory Example and Evaluation Criteria. Journal of Agribusiness, 23, 1, pp. 75-91.
- Burden, J. and Roodt, G. (2007). Grounded theory and its application in a recent study on organizational redesign: some reflections and guidelines. Journal of Human Resource Management, 5, 3, pp. 11-18.
- Chiovitti, R. F. and Piran, N. (2003). Rigour and grounded theory research. Journal of Advanced Nursing, 44, 4, pp. 427-435.
- Corbin, J. and Strauss, A. (1990). Grounded theory research: procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 1, pp. 3-21.
- Goulding, C. (1999). Grounded Theory: some reflections on paradigm, procedures and misconceptions. Management Research Centre, Wolverhampton Business School. Available from: http://wlv.openrepository.com/wlv/bitstream/2436/11403/1/Goulding.pdf
- Hussein, M. E., Hirst, S., Salyers, V. and Osuji, J. (2014). Using grounded theory as a method of inquiry: Advantages and disadvantages. The Qualitative Report, 19, 27, pp. 1-15.
- Ng, K. and Hase, S. (2008). Grounded Suggestions for Doing a Grounded Theory Business Research. Electronic Journal of Business Research Methods, 6, 2, pp. 155-170.
- Tan, J. (2010). Grounded theory in practice: issues and discussion for new qualitative researchers. Journal of Documentation, 66, 1, pp. 93-112.
These words are not my own. The provided information come from a Guide offer in a research methods course by Capella Univ. it is drawn from the text: Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research by John W. Creswell. I have had guide for a while and I use it from time to time. It takes more of an applied approach with matches my everyday john. I hope it helps
Descriptions of Basic Research Designs
Grounded theory design is a type of qualitative research. This type of systematic research is used to formulate theories to social variables like process and interaction among people. This design also employs the interpretivist and constructivist paradigm. A key factor in this design is data collection.
Types of Basic Research Design
The types of grounded theory designs can be systematic, emerging or constructivist. The systematic types are based in the idea that emphasizing data analysis can yield selective coding and logical paradigm theories. The emerging types are based in the idea that theory is not based simply in describing categories; rather it is the connection between categories and emerging data that is important. The constructivist designs are based in idea that meaning derived by the study participant yield theories about beliefs and attitudes on the specific topic and go even further to assert that jargon and conceptual maps pull away from grounded theory.
Key Characteristics
The key characteristics of grounded theory design are process approach; the sequence of action and interactions pertaining to the topic, theoretical sampling; applying one’s theory to guide research, constant comparative data analysis; generating and connecting categories based on comparison, a core category; making selections of categories based on factors such a relationship between or among different categories, theory generation; the ability to create and recreate theories based on the findings, and memos, a way a researcher can keep track of the thinking and generation of theories throughout the project.
Steps followed
The steps for grounded theory designs are: Determining if a grounded theory design best addresses the research problem, identifying a process of study to have a tentative idea of the process which guides the grounded theory, seeking approval and access from the institution for which your theory will be effecting or based upon, conducting a theoretical sample ensure the theory and data are completely observed/studied, coding data to determine which data is most relevant for next collection, using selective coding and developing the theory, validating the theory that accurate accounts for the events conducted during the research process, and write a grounded theory report to demonstrate the manner in which the theory was created and why.
Appropriate Usage in a Real-Life Setting
A grounded theory design would be good to use if a researcher wanted to formulate a theory about the appropriate uses for the Accelerator Reader program to raise below grade level readers’ scores.
Purpose Statement and Sample Questions
The purpose of this study is to formulate a theory as to the best way to utilize the AR program for struggling readers. The questions that this study would assess are:
do the current theories about supplemental reading programs sufficiently address the problems students are facing when they read below grade level
are the theories about supplemental reading programs and reading curriculum accurately depict what is happening now in the current realm of deficit readers.
Associated Research Paradigms
Because this design is an example of the interpretivist and constructivist paradigm, it is easy to see that grounded theory designs are based in the understanding and formulation of descriptive theory that help drive change.
As one currently engaged in the close study of GT (while also having used GT in field research) I am tending to the notion that the usefulness of GT research design, is really its use as a tool to either 'nip and tuck' or even perhaps develop, extant theory in the literature.
Like David, above, I favour Charmaz's version (but not uncritically; indeed, I have points of criticism for all versions).
Charmaz's, for me, is the most 'user-friendly version; Glaser's is fairly straightforward too, but I find him being contradictory; Strauss and Corbin / Corbin and Strauss is perhaps most favourable with researchers preferring a more structured approach.
Grounded Theory is simply the discovery of emerging patterns in data. Grounded Theory is the generation of theories from data. (Glaser in Walsh, Holton et al 2015).
During my research i found a very informative link which i am sharing here. Hopefully, it will beneficial for you too.
http://www.groundedtheoryonline.com/getting-started/
This concept of grounded theory is limited because it doesn't show how to connect prior grounded theory with subsequent grounded theory through experimentation. Also it does not identify 'history' as the principle form of 'natural experimentation' in the social sciences.
What is Grounded Theory?
All research is "grounded" in data, but few studies produce a "grounded theory." Grounded Theory is an inductive methodology. Although many call Grounded Theory a qualitative method, it is not. It is a general method. It is the systematic generation of theory from systematic research. It is a set of rigorous research procedures leading to the emergence of conceptual categories. These concepts/categories are related to each other as a theoretical explanation of the action(s) that continually resolves the main concern of the participants in a substantive area. Grounded Theory can be used with either qualitative or quantitative data.
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Here is an exerpt from one of our GTI Fellows, Olavur Christiansen , explaining the main differences between "classic" or "glaserian" GT, and other methods which call themselves GT.
I have tried to explain this difference by referring to the three "hallmarks" of Glaserian GT. These "hallmarks" are unique for "glaserian GT" and sums up how Glaserian GT is different from the other versions of GT:
(1) Many equally justifiable interpretations of the same data?
Answer: find the core variable (the main concern and its recurrent solution)
as the first stage of the study, and delimit to the core variable
(2) To "get through to exactly what is going on in the participant's recurrent solution of their
main concern", the researcher suspends his/her preconceptions, remains open, and trusts in "emergence of concepts from the data"
(3) Avoiding descriptive interpretations in favor of abstract conceptualizations by the method
of constant comparison, which facilitates the discovery of stable patterns in the data (i.e., "emergence of concepts")
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Here is an excellent outline of the GT process by Odis Simmons:
Proprietary – not for use or distribution without permission of author Composed by Odis E. Simmons, Ph.D. Stages of a Classic (Glaserian) Grounded Theory Study: Stages are generally sequential, but once research process begins they are often conducted simultaneously, as the particular research requires.
1. Preparation: Minimizing preconceptions. No preliminary literature review. General research topic, but no predetermined research “problem.”
2. Data Collection: Most common form: intensive interviews, often combined with participant observation. But, any type of data can be used, including quantitative.
Theoretical Sampling
The initial analysis determines where to go and what to look for next in data collection. Analysis and data collection continually inform one another.
3. Analysis: Constant Comparative Analysis Relating data to ideas, then ideas to other ideas.
Substantive Coding
Substantive codes summarize empirical substance. Have grab, relevance, and fit.
Sensitizing concepts: Are “accessible” through imagery, humor, irony.
In vivo concepts: concepts inherent to action scene (e.g. milkman’s “coffee stop”).
Open Coding
Coding for anything and everything. The analyst asks three general questions of the data:
A. "What is this data a study of?" Leads to discovery of the “core variable.” The core variable becomes the focus of the research and theory. The core variable is the variable which accounts for the most variation (e.g. Milkman’s “cultivating relationships”)
B. "What category does this incident indicate?"
C. "What is actually happening in the data?"
Selective Coding
Usually, occurs when core variable and major dimensions and properties have been discovered.
Closed coding involves limiting the coding to things related to the core variable.
Theoretical Coding
Theoretical codes conceptualize how the substantive codes may relate to each other as hypotheses to be integrated into the theory (see Glaser’s “theoretical coding families”).
4. Memoing: Memos are the theorizing write-up of ideas about codes and their relationships.
Data collection, analysis and memoing are ongoing and overlap.
Memoing should take precedence because it is the actual write-up of what is emerging from the data and the analysis. Data is always available and can be analyzed at any time. Ideas are fragile. They should be written down at the earliest possible time.
While writing memos, think and write theoretically, in a "stream of consciousness" fashion, with no concerns about grammar, spelling, and such.
This minimizes writer's block.
Memos are always modifiable as you discover more about your topic.
Integrating the Literature
Once you are confident in your theory, you can begin to analyze and integrate relevant existing literature into it. Theoretical material from the literature must earn its way into your theory, just like any other theoretical construct.
5. Sorting & Theoretical Outline: Sorting refers not to data sorting, but t the conceptual sorting of memos into an outline of the emergent theory, showing relationships between concepts. This process often stimulates more memos, and sometimes, even more, data collection.
6. Writing:
The completed sort constitutes the first draft of your write-up. From here it is merely a matter of refining and polishing your product into a final draft.
SOURCE: http://www.groundedtheory.com/what-is-gt.aspx
"All research is "grounded" in data, but few studies produce a "grounded theory." Grounded Theory is an inductive methodology. Although many call Grounded Theory a qualitative method, it is not."
Thanks, Dickson Adom, Any reference book?
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