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.

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.

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.

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.

Docencia en contextos de educación superior: la contribución de “The scholarship of teaching” para el fortalecimiento de la enseñanza llevada a cabo por profesores universitarios

2015 ◽  
pp. 37
Author(s):  
Helena Montenegro Maggio
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Teaching ◽  
Educación Superior ◽  
Field Of Study ◽  
Scholarship Of Teaching ◽  
Educacion Superior ◽  
New Challenges ◽  
Teaching In Higher Education

ResumenLa investigación de la docencia universitaria ha sido un campo ampliamente explorado en los países anglosajones pero escasamente abordado y debatido en nuestro país. El presente artículo tiene como propósito contribuir en el debate del fortalecimiento de la docencia universitaria chilena a través de la propuesta de “Scholarship of Teaching” desarrollada porBoyer (1990), lo cual implica nuevos desafíos para las instituciones de Educación Superiory los actores que forman parte de ella.Palabras clave: Docencia Universitaria - profesor universitario - scholarship of teaching- indagación reflexiva. Teaching in higher education contexts: the contribution of "the scholarship of teaching" to strengthen the teaching conducted by university professorsAbstractResearch on university teaching, an extensively explored field of study in Anglo-Saxons’countries, has been hardly examined and debated in Chile. By using Boyer’s “Scholarshipof Teaching”, the aim of this paper is to make a contribution on discussions on how to strengthen Chilean university teaching, which entails new challenges for higher education institutions as well as players that take part on it.Keywords: University teaching - university teacher - scholarship of teaching - practitionerinquiry.

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