scholarly journals When Novice Researchers Adopt Constructivist Grounded Theory: Navigating Less Travelled Paradigmatic and Methodological Paths in PhD Dissertation Work

10.28945/2300 ◽  
2015 ◽  
Vol 10 ◽  
pp. 365-383 ◽  
Author(s):  
Daniel A Nagel ◽  
Victoria F Burns ◽  
Carla Tilley ◽  
Diane Aubin
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
Methodological Approach ◽  
Constructivist Grounded Theory ◽  
Research Project ◽  
The Common ◽  
The Many ◽  
Constructivist Approaches ◽  
Thesis Work

Graduate students considering constructivist grounded theory as a qualitative methodological approach may benefit from recognizing the many challenges they could face when embarking in thesis work. These challenges include great diversity in approaches to grounded theory, lack of congruity in how grounded theory methodology is described and understood within the literature, and a dearth of expertise and/or support within academic committees and institutions for both grounded theory and constructivist approaches to qualitative research. In this article, we describe why we selected constructivist grounded theory for our PhD work and the common challenges we encountered. Drawing on the analogy of preparing for a journey, we offer strategies for future graduate students including locating one’s ontological and epistemological worldview, finding grounded theory mentors, and facilitating a methodological fit with academic stakeholders. Our recommendations focus on how to navigate the challenging terrain of conducting a qualitative research project within a predominantly post-positivist landscape.

The Power of Constructivist Grounded Theory for Critical Inquiry

2016 ◽  
Vol 23 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Kathy Charmaz
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Qualitative Inquiry ◽  
Methodological Individualism ◽  
Constructivist Grounded Theory ◽  
Critical Inquiry ◽  
Critical Questions

The pragmatist roots of constructivist grounded theory make it a useful method for pursuing critical qualitative inquiry. Pragmatism offers ways to think about critical qualitative inquiry; constructivist grounded theory offers strategies for doing it. Constructivist grounded theory fosters asking emergent critical questions throughout inquiry. This method also encourages (a) interrogating the taken-for-granted methodological individualism pervading much of qualitative research and (b) taking a deeply reflexive stance called methodological self-consciousness, which leads researchers to scrutinize their data, actions, and nascent analyses. The article outlines how to put constructivist grounded theory into practice and ends with where this practice could take us.

scholarly journals Foundations of Unlimited

2015 ◽  
Author(s):  
Anna Azulai
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
Qualitative Methods ◽  
Qualitative Inquiry ◽  
Practical Application ◽  
User Friendly ◽  
Traditional Approaches ◽  
Methodological Aspects

Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed.) is an informative, engaging and user-friendly book by J. W. Creswell (2012) that is focused on practical application of qualitative research methods in social inquiry. The author provided a useful comparison of the five types of qualitative inquiry (narrative, phenomenology, ethnography, grounded theory, and case study) and discussed foundational and methodological aspects of the five traditional approaches. Creswell also effectively demonstrated how the type of the approach of qualitative inquiry shaped the design or procedures of a study. This book could be particularly useful to novice researchers and graduate students who are new to qualitative research, as well as to educators teaching qualitative methods of inquiry.

scholarly journals Data Saturation: The Mysterious Step In Grounded Theory Method

2018 ◽  
Author(s):  
Khaldoun Aldiabat ◽  
Carole-Lynne Le Navenec
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
Theory Approach ◽  
Grounded Theory Method ◽  
Theoretical Sampling ◽  
Data Saturation ◽  
Definition Of ◽  
The Relationship ◽  
Grounded Theory Approach

The aim of this paper is to provide a discussion that is broad in both depth and breadth, about the concept of data saturation in Grounded Theory. It is expected that this knowledge will provide a helpful resource for (a) the novice researcher using a Grounded Theory approach, or for (b) graduate students currently enrolled in a qualitative research course, and for (c) instructors who teach or supervise qualitative research projects. The following topics are discussed in this paper: (1) definition of data saturation in Grounded Theory (GT); (2) factors pertaining to data saturation; (3) factors that hinder data saturation; (4) the relationship between theoretical sampling and data saturation; (5) the relationship between constant comparative and data saturation; and (6) illustrative examples of strategies used during data collection to maximize the components of rigor that Yonge and Stewin (1988) described as Credibility, Transferability or Fittingness, Dependability or Auditability, and Confirmability.

Graduate students' voice and conceptions on the challenges of undertaking qualitative research within higher education context: a grounded theory approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hossein Bakhshi ◽  
Hiwa Weisi ◽  
Nouroddin Yousofi
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Graduate Students ◽  
English Language ◽  
Structured Interview ◽  
English Language Teaching ◽  
Theory Approach ◽  
Content Type ◽  
Research Mentoring ◽  
Grounded Theory Approach

PurposeThis paper explores the challenges of conducting qualitative research from ELT (English Language Teaching) Ph.D. candidates' perspectives.Design/methodology/approachThe participants of the study consisted of 30 Iranian Ph.D. students majoring in ELT. The semi-structured interview was employed to investigate the heart of experiences, issues and concerns of participants with regard to conducting qualitative research (QLR) challenges. To analyze the collected data, the recorded interviews were transcribed, and then the grounded theory approach was employed (Charmaz, 2006).FindingsThe results revealed that the major challenges of the participants consist of the credibility of QLR in ELT contexts, hermeneutic and fuzzy nature of QLR, qualitative data analysis and interpretation, publishing qualitative findings and the system of measuring professors' productivity.Originality/valueThe findings may help professors, mainly EFL ones, in research mentoring and developing research syllabi for graduate students. In addition, it may motivate Ph.D. candidates to employ QLR methods in their research studies. The pedagogical and theoretical implications of the study are discussed at the end of the paper.

scholarly journals Grounded Theory Approaches Used in Educational Research Journals

2021 ◽  
Vol 20 ◽  
pp. 160940692110522
Author(s):  
Laura M. Stough ◽  
Sungyoon Lee
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Data Analysis ◽  
Educational Research ◽  
Small Proportion ◽  
Methodological Approach ◽  
Constructivist Approach ◽  
Grounded Theory Methodology ◽  
Coding Scheme ◽  
Analysis Technique

Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of publication. A coding scheme was developed and used to categorize studies by type of methodological approach and inclusion of common grounded theory elements. Increasing variability in the types of grounded theory approaches was found in educational research over the last two decades. While educational researchers appear to prefer Straussian approaches to the design and analysis of grounded theory studies, Charmaz’s constructivist approach has increased in popularity over the last decade. In addition, most educational researchers used grounded theory as a data analysis technique rather than as a complete methodological approach. Only a small proportion of the 210 studies (29.5%) delineated a “grounded theory.” Finally, despite their publication in highly-ranked educational journals, methodological inconsistencies and descriptive cloudiness were evidenced across many of these grounded theory studies.

scholarly journals A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

2015 ◽  
Author(s):  
Robin Cooper ◽  
Ronald Chenail ◽  
Stephanie Fleming
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Learning Experience ◽  
Meta Analysis ◽  
Learning Experiences ◽  
Constructivist Grounded Theory ◽  
Primary Research ◽  
Research Education ◽  
Key Dimensions ◽  
Research Students

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students’ experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students’ learning experiences—affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students’ learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research.

scholarly journals Critiquing a Grounded Theory Research Paper: Αn Educational Guide for Nurses

2021 ◽  
Vol 13 (5) ◽  
pp. 92
Author(s):  
Kaba Evridiki ◽  
Stavropoulou Areti ◽  
Kelesi Martha ◽  
Toylia Georgia ◽  
Fasoi Georgia
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Clinical Practice ◽  
Critical Analysis ◽  
Research Evidence ◽  
Methodological Approach ◽  
Research Paper ◽  
Grounded Theory Research ◽  
Nurse Students ◽  
Theory Research

Critical analysis of research has become a necessary task for nurses who intend to improve the quality of the care they provide by applying robust research evidence to clinical practice. The aims of the present paper are a) to discuss the various stage of critiquing research and b) to illustrate a case example of research critique by discussing a qualitative research paper. A systematic critique of a grounded theory research article, entitled “How Greek nurses perceive and overcome the barriers in implementing treatment for pressure ulcers: ‘Against the odds’”, was performed, using a framework that involves all stages needed in critiquing qualitative research. This framework was chosen because it provides specific guidelines and involves a detailed analysis of how each stage of the research must be accomplished. This critique process led to the development of an educational guide for students and novice researchers, illustrating the methodological approach and the skills needed for conducting a critical analysis of a published qualitative research study. This paper provides the necessary knowledge to nurse students about how to critique a published research paper and appraise research evidence that guides clinical practice and decision-making for the nursing care delivered.

scholarly journals "It's Just a Prank, Bro!": Examining College Hazing with Constructivist Grounded Theory and Qualitative Research Methods

2020 ◽  
Author(s):  
Kellie Alexander
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Group Behavior ◽  
College Campus ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Sport Club ◽  
Structured Interviews ◽  
Grounded Theory Approach ◽  
University Officials

There is a lack of in-depth, qualitative research into college hazing, particularly into groups such as sport club teams, creating gaps in understanding why hazing persists despite its risks. This project seeks to answer the questions: How do students in fraternities, sororities, and sport club teams experience hazing and how do these experiences shape how they perceive hazing? To answer these questions, I conducted semi-structured interviews with members of these groups on a college campus, and analyzed these interviews using a grounded theory approach, as per Charmaz (2006, 2017). I find that a slight majority of hazing occurs in recruitment settings, is prevalent among fraternity men’s experiences, and tends to involve alcohol consumption. Importantly, students believe hazing achieves group goals, and they minimize and normalize their experiences, creating much work for policymakers and university officials to change the conversation around prosocial group behavior and the potential harms that can emerge from hazing activities.

scholarly journals A Hockey Night in Canada: An Imagined Conversation between Theorists

2014 ◽  
Author(s):  
Curtis Fogel
Keyword(s):  
Grounded Theory ◽  
Graduate Students ◽  
Network Theory ◽  
Social Science Research ◽  
Actor Network Theory ◽  
Science Research ◽  
Constructivist Grounded Theory ◽  
Methodological Issues ◽  
Sociological Study ◽  
Hockey Game

In this paper, various methodological issues surrounding the sociological study of sport are explored. Through an imagined dialogue between two graduate students at a hockey game, this work brings together three divergent approaches to social enquiry: Positivist Grounded Theory, Constructivist Grounded Theory, and Actor-Network Theory. This paper challenges conventional writing on method in two ways: (a) assembling three divergent approaches within a single work, and (b) employing a scripted narrative as a means of exploring methodological issues. Through this innovative approach, many of the overlaps and tensions between these theories/methods are captured. In so doing, numerous methodological questions about the sociological study of sport, as well social science research more generally are raised.

Sign in / Sign up

Export Citation Format

Share Document