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.

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.

scholarly journals Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond

2013 ◽  
Vol 10 (1) ◽  
pp. 107-113 ◽  
Author(s):  
Sherri Melrose ◽  
Paul M. Wishart
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
University Students ◽  
Research Program ◽  
Vocational Training ◽  
Main Concern ◽  
Institutions Of Higher Education ◽  
Nursing Role ◽  
The Core ◽  
Core Variable

AbstractLittle is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students’ main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.

scholarly journals The Theory Of Opportunizing And The Sub-Process Of Conditional Befriending

2011 ◽  
Vol 3 (4) ◽  
Author(s):  
Olavur Christiansen
Keyword(s):  
Grounded Theory ◽  
Management Practices ◽  
Business Management ◽  
Hard Core ◽  
Building Blocks ◽  
Research Community ◽  
Main Concern ◽  
The Core ◽  
Emergent Theory ◽  
Core Variable

By applying the orthodox grounded theory methodology, the article offers a new conceptual theory of the Business Company, as well as new and grounded concepts as building blocks of the theory. The core variable of the emergent theory is the discovered latent pattern of “opportunizing”. Opportunizing explains practically all the variation in the data. It is found to be the main concern and the recurrent solving of it in business. One of the five sub-dimensions of opportunizing is “conditional befriending”. It consists of three sub-processes: “confidence building”, “weighing up for influence/match” and “modifying behavior”. The theory suggests new insights into business management practices. The data indicate relationships between performance of companies and the “weighing up” of elements in the sub-process of “confidence building”. Opportunizing is compared to the “hard core” of different theories of business, and opportunizing as well as conditional befriending are compared to the sub-disciplines of business economy. This comparison reveals some fundamental differences. One explanation for these differences might be the grounding of the discovered theory in the agenda of those being studied rather than in the compulsory, preconceiving agenda of the mainstream research community.

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.

Library services and early literacy approaches in public libraries for deaf and hard of hearing children

2017 ◽  
Author(s):  
◽  
Bobbie Bushman
Keyword(s):  
Grounded Theory ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Public Libraries ◽  
Library Services ◽  
Grounded Theory Research ◽  
Hearing Children ◽  
Theory Research

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Children's librarians are challenged to provide inclusive programming in today's public libraries. There is a current trend in public libraries to provide special needs programming for children. This dissertation focuses on library programming for deaf and hard of hearing (D/HoH) children who visit U.S. public libraries. The American Library Association (ALA) states that hearing children need to know six pre-reading skills to be ready to read; however, some of these pre-reading skills focus on singing or rhyming which is difficult for D/HoH children. Grounded theory is "a systematic, inductive, and comparative approach for conducting inquire for the purpose of constructing theory" (Bryant and Charmaz 2007). This grounded theory research studies the programs, services, and story times that are implemented and modified for D/HoH children in U.S. public libraries. This study began with sending out a recruitment script and questionnaire found in Appendix A and B, respectively, which reached nearly 500 medium to large sized U.S. public libraries. Fifteen participants volunteered to be interviewed, and eleven were interviewed. Interviews were analyzed using open and axial coding, which is typical in grounded theory. Preliminary data and a review of literature on literacy acquisition for D/HoH children suggested that D/HoH children do not progress in four of the pre-reading skills outlined in the ALA's early literacy program, Every Child Ready to Read (ECRR), in the same way that hearing children do. Phonological awareness is largely not utilized by D/HoH children in learning to read. D/HoH children are also likely to build vocabulary, develop print motivation, and approach narrative skills differently than hearing children. This grounded theory research developed the model of successful library services and modifications to D/HoH children to explain which services, early literacy instruction, staff training and programs public libraries provide to children who are D/HoH. This research project also inquires about what kinds of modifications are made to serve D/HoH children, and what the impetus was for providing library services to deaf children. The first stage of the model highlights staff attitude as being warm and welcoming, taking initiative, and not seeing D/HoH as a disability. The second stage described the impetus for providing services as encountering a D/HoH patron in the library, knowing a disabled person in a librarian's personal life, or by encountering a nearby agency that serves D/HoH. In the third stage, librarians made accommodations by being inclusive in programming, providing ASL programming, or facilitating visual phonics instruction in place of phonological awareness instruction. In the fourth and final stage, this model reported outcomes such as educating both hearing and D/HoH individuals and building a sense of community.

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