Grounded+Theory


 * Grounded Theory**

Definitions: Experts in Grounded Theory: Procedures and Methods: Value of Grounded Theory:
 * A qualitative approach to generating and developing theory that is grounded in data systematically gathered and analyzed (Johnson and Christensen, 2008, p.589).
 * The discovery of a theory from data systematically obtained from social research (Glaser and Strauss, 2009). Note that Glaser does not identify this as a qualitative method only; instead Glaser indentifies Grounded Theory as a general method.
 * A qualitative research design in which the inquirer generates a general explanation (a theory) of a process, action, or interaction shaped by the views of a large number of participants (Creswell, 2007, p. 63).
 * Barney Glaser
 * Anselm Strauss
 * K. Charmaz
 * A. E. Clark
 * J. Corbin
 * Use when no theory exists to explain the process.
 * Two primary characteristics of the design are the theoretical sampling of different groups and the constant comparison of data with emerging categories in order to identify the the differences and similarities of information (Creswell, 2009)
 * Two major approaches exist within the larger Grounded Theory approach: Systematic and Constructivist. The procedures are very similar. The difference between the two is the ideology of the researcher and the choice of inclusion/exclusion of individual values, beliefs, and or feelings.
 * The population being studied is selected through Theoretical Sampling. Traditionally only one group is studied per research study. Additional groups may be used later in the study to help verify emerging theories.
 * Data collection and data analysis are intermingled. The ebb and flow between collection and analysis is continuous. This intermingled approach is known as the Constant Comparative Method.
 * Research questions are traditionally focused on how participants experience a process.
 * Data collection is traditionally handled through interviews. Twenty-thirty interviews are typical.
 * As data is gathered and analyzed, the researcher determines the “who” and “what” to be studied next; data collection cannot be planned when using the Grounded Theory approach. Data collection emerges from data previously collected.
 * As data is collected and analyzed, the researcher identifies an overarching theme which leads to an initial theory or explanation of a particular process. This initial theory is not set in stone; the theory will evolve over the course of more data collection and analysis. Theories begin as very general thoughts and then narrow as the data paints a clearer picture of the process. Additionally more data collection will lead to the identification of categories.
 * Categories are factors that impact or act on the overall process. Categories should be both Analytic (concrete) and Sensitizing (abstract). Various coding strategies are used to analyze the data to aid in category creation. The process starts with Open, moves to Axial, and ends with Selective Coding.
 * Data collection is considered done when saturation occurs.
 * The theory developed from the above process is known as Substantive. A Substantive Theory is only applicable to the particular population from which the data was derived. To arrive at a Substantive Theory is considered best practice.
 * Conceptual Theory and Grounded Formal Theory are higher levels of theory creation that are applicable to greater populations and/or processes. However, these latter two theories are regarded as very abstract. Most researchers stop at the Substantive Theory level.
 * A theory can be validated through the collection of multiple data sources such as interviews and surveys.
 * Verification of emerging and completed theories can be accomplished by comparing the new theory to a similar comparison group.
 * The written product's overall rhetorical structure utilizes conventions for a grounded theory study. The embedded rhetorical structure includes a visual diagram and narratives based on the theoretical framework.

Grounded Theory is a key tool to explain a phenomenon when no explanation exists. Theories can be used by future researchers to further a body of knowledge on a particular topic, offer understanding of causation, and extrapolate meaning from a particular population. Grounded Theory offers a researcher a method to not only describe a process but to offer an opinion of causation; this is particularly important when there is a need to prevent something from happening. This is a time-consuming process that produces a theory that is limited to the population/data being studied; yet the initial theory can spur other researchers to prove/disprove the theory or expand the theory through additional research. Grounded theory is useful for addressing questions about process; how something is changes over time (Merriam, 2009).

Videos:

Youtube Video Clips of Barney Glaser from one of his Grounded Theory troubleshooting seminars, where he discusses--the literature review, grounded theory as a jargon, high impact variables, conceptualization, and more. [|?]? [|?]? [|?]? []

Online Resources: [] General information about Grounded Theory provided by Dr. Barney Glaser "The Grounded Theory Institute" [] A website dedicated to publishing peer reviewed Grounded Theory works. The articles are not free but the website permits free abstracts. [] A very detailed abstract relating to an article published by Glaser and Strauss. The abstract details the process of a Grounded Theory study. [] A research article that critiques Grounded Theory as a research method. [] A basic step-by-step approach to using Grounded Theory as a research method. [] A critique about using Grounded Theory.

References: Creswell, J.W. (2009). Qualitative Inquiry & Research Design Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage. Creswell, J.W. (2007). Research Design: Choosing among five approaches. Thousand Oaks, CA: Sage. Glaser, B.G., & Strauss, A. L. (2009). The Discovery of Grounded Theory: Strategies for qualitative research. Piscataway, NJ: Transaction Publishers. Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications. Merriam, B.S. (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.

Five Approaches to Qualitative Research