A Set of Principles for Doing and Evaluating Classic Grounded Theory Research in Information Systems

2017 ◽  
pp. 102-124
Author(s):  
Andy Lowe ◽  
Titus Tossy
Keyword(s):  
Grounded Theory ◽  
Information Systems ◽  
Research Method ◽  
Qualitative Data ◽  
Academic Disciplines ◽  
Research Papers ◽  
Grounded Theory Research ◽  
Classic Grounded Theory ◽  
False Assumption ◽  
Theory Research

Grounded Theory (GT) is a latent pattern recognition research method discovered by Glaser and Strauss (1967). Due to GTs power and transcendence many research papers across several academic disciplines including Information Systems claimed to have used GT when in fact they have used pseudo GT methods. It is argued in this paper that any other research method which adopts the GT label without following orthodoxy of the authentic GT research method should not be called GT. All of the pseudo GT methods make the false assumption that GT is a sub set of Qualitative Data Analysis. This is a false assumption because authentic GT can use either quantitative or qualitative data and it is a general research methodology and produces empirically grounded but modifiable propositions. Within the Information Systems (IS) research community it is therefore not surprising that many, who claim to use GT, have used different types of pseudo GT. They have adopted vocabulary of the GT without following its original tenets. This paper explains how authentic GT can be carried out in an information systems context by trusting in emergence rather than forcing the data.

Doing Classic Grounded Theory Research in Information Systems

2017 ◽  
pp. 284-305
Author(s):  
Titus Tossy ◽  
Irwin T.J. Brown ◽  
Andy Lowe
Keyword(s):  
Grounded Theory ◽  
Information Systems ◽  
Research Methodology ◽  
Research Method ◽  
Qualitative Data ◽  
Is Research ◽  
Grounded Theory Research ◽  
Classic Grounded Theory ◽  
Continued Use ◽  
Theory Research

Grounded Theory (GT) is a latent pattern recognition research method that was developed by Barney Glaser and Anselm Strauss (1967). GT, which can use either quantitative or qualitative data, is a general research methodology and it produces empirically grounded but modifiable theory. Since the development of GT in 1967, some researchers have attempted to modify the original GT method, and remodelled GT approaches have been widely used in Information Systems (IS) research, often with unfortunate results due to disregard of the basic rules of the original GT. The continued use of remodelled GT methods has caused confusion and has prevented those in the IS research community from stimulating the development of new theory, which is the main benefit of using GT as it was originally outlined. Following publication of the original grounded theory by Glaser and Strauss (1967), Glaser (1978) went on to explain in detail how to operationalize the GT method. Despite this, some researchers mistakenly continued to classify GT as a subset of the qualitative data analysis research methodology. In doing so, they reveal that they have misunderstood both the purpose of GT and how to use it correctly. In this paper the author will concentrate on the authentic approach to GT, which is termed “Classic Ground Theory” (CGT), so as to differentiate it from any misconceived remodelled version of the theory. This paper explains how CGT can be carried out in an IS context by trusting in the emergence from the data of the required information, rather than forcing it.

Researching Teaching in Higher Education

2021 ◽  
pp. 57-78
Author(s):  
Bahareh Ghodoosi ◽  
Geraldine Torrisi-Steele ◽  
Sharmistha Dey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Research Method ◽  
University Teaching ◽  
Grounded Theory Research ◽  
Teacher Researchers ◽  
Research In Education ◽  
Theory Research ◽  
Teaching In Higher Education

Grounded theory, since Glaser and Strauss conceived of it, has been applied to myriad research situations. Variation characterises the use of grounded theory, and the landscape of grounded theory is ‘messy' and difficult to navigate, especially for novice researchers, and subsequently, many existing studies lack transparency and detail, employing only loosely grounded theory methodologies. The authors argue for the value of grounded theory research in education, especially for teacher researchers, but this value can only be realised if researchers attend in-depth to articulating clearly their methodologies and justifying how the methodology can be considered grounded theory. In the chapter, the authors aim to provide a primer on grounded theory, and to stimulate discussion around grounded theory as a research method in teaching, especially in higher education, for the purpose of generating knowledge as a basis for improving the quality of university teaching.

scholarly journals Using Grounded Theory Method in Information Systems: The Researcher as Blank Slate and Other Myths

2013 ◽  
Vol 28 (3) ◽  
pp. 224-236 ◽  
Author(s):  
Cathy Urquhart ◽  
Walter Fernández
Keyword(s):  
Grounded Theory ◽  
Information Systems ◽  
General Level ◽  
Full Potential ◽  
Theory Method ◽  
Grounded Theory Research ◽  
Grounded Theory Method ◽  
Novice Users ◽  
Blank Slate ◽  
Theory Research

The use of grounded theory method (GTM) as a research method in information systems (IS) has gradually increased over the years as qualitative research in general has become more prevalent. The method offers a systematic way to generate theory from data, but is rarely used to its full potential in IS as a number of myths and misunderstandings about GTM prevent researchers from getting the full potential out of the method. To address this problem, we advance the general level of knowledge of GTM. We clarify aspects of the method that are often misunderstood by novice users or casual observers and provide guidance to address common problems. Exemplars from the IS literature are used to illustrate the concepts and to promote the informed use of the methodology. By doing so, this paper will contribute to improving the use of the method and to the quality and dissemination of grounded theory research outcomes.

Cultivating Recognition

2017 ◽  
pp. 193-259
Author(s):  
Titus Tossy ◽  
Irwin T.J. Brown
Keyword(s):  
Grounded Theory ◽  
Research Methodology ◽  
Main Concern ◽  
The Core ◽  
Grounded Theory Research ◽  
Classic Grounded Theory ◽  
Learning Programs ◽  
E Learning ◽  
Theory Research ◽  
Core Variable

The E-learning provision in East Africa including Tanzania, Kenya and Uganda is rapid gaining its way. E-learning providers are all groups tasked with e-learning activities including design, delivery, implementation and others. The e-learning providers are surrounded by issues and challenges (main concerns). The purposed of this study was to identify and examine the main concern amongst e-learning providers in East Africa (Tanzania, Kenya and Uganda). In this study the Classic Grounded Theory Research Methodology was used in order to identify the main concern of e-learning providers. In the course of repeated encounters with e-learning providers, this study found the concept of Cultivating Recognition to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research methodology is the main entity that accounts for most of the variation in the data. The core variable of the theory, the basic social psychological process of Cultivating Recognition is characterized by Legitimizing and Credentializing. The process of legitimizing involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. Legitimizing process is achieved through Collaborating (reciprocal and asymmetric), Referral Networking and Strategic alliancing. Credentializing aims to enhance the stakeholders' belief in the e-learning providers' competence prior to the provision of the e-learning programs and projects. While Credentializing is achieved through Endorsementizing, Result Orienting and Prioritizing Duties, Result Orienting itself is achieved through Visualizing, Professionalizing, Focalizing and Role Delineating. This study will help e-learning providers and other groups to cultivate recognition and pave a way for their success in implementation of e-learning.

Grounded theory in management research: through the lens of gender-based pay disparity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pulin Goyal ◽  
Sanjay Bhattacharya ◽  
Aradhana Gandhi
Keyword(s):  
Grounded Theory ◽  
Research Method ◽  
Career Advancement ◽  
Management Research ◽  
Content Type ◽  
Grounded Theory Research ◽  
Pay Disparity ◽  
Gender Based ◽  
Theory Research ◽  
Employment Sectors

PurposeThe purpose of this study is to apply grounded theory in management research in the context of gender-based pay disparity and showcase the applicability of the method in deriving a new theory toward describing the factors responsible for the slow career advancement of women compared to men across various employment sectors. This study is focused mainly in the northern part of India.Design/methodology/approachA cross-sectional qualitative study was conducted across participants chosen by purposive sampling. Data were collected through in-depth interviews after taking informed consent with an inclusion criterion of some years of work experience. Grounded theory method was used to analyze the data found through qualitative research.FindingsThrough the grounded theory research method, an in-depth understanding of factors responsible for pay disparity as faced by women at work has emerged. Also, factors responsible for the slow career advancement of women employees viz. social construct of gender, workplace representation of gender, perceptions/perspectives of managers regarding genders, lack of multi-step affirmative actions have also emerged from the data.Research limitations/implicationsGreater understanding has been gained toward the applicability of grounded theory as a method for expounding various aspects of management and theorizing them.Practical implicationsGreater understanding has been gained toward the applicability of grounded theory as a method for expounding various aspects of management and theorizing them.Originality/valueThis particular work showcases the intent and applicability of the grounded theory research method in management research by studying gender-based pay disparity. Through this method, barriers faced by women in pay parity across various employment sectors in the northern part of India were ascertained, leading to the emergence of various probable solutions as well.

Sign in / Sign up

Export Citation Format

Share Document