Relevant bibliographies by topics / Grounded theory

Academic literature on the topic 'Grounded theory'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Grounded theory"

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Griffin, Christine. "Grounded in Grounded Theory?" Contemporary Psychology 45, no. 4 (August 2000): 380–82. http://dx.doi.org/10.1037/002239.

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Oktaria, Kurnia, Rizki Agustina, Jannati Aliyah, Rusdy A. Siroj, and Muhammad Win Afgani. "Grounded Theory." Jurnal Pendidikan Sains dan Komputer 3, no. 01 (December 22, 2022): 40–49. http://dx.doi.org/10.47709/jpsk.v3i01.1957.

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Penelitian ini membahas tentang Grounded Theory, Grouded theory merupakan salah satu bagian dari penelitian kualitatif yang memanfaatkan seperangkat prosedur sistematis untuk mengembangan teori induktif pada fenomena tertentu. Tulisan ini bertujuan menguraikan tentang pendekatan grouded theory dari sudut definisi, sejarah grouded theory, kapan menggunakan grounded theory, ciri-ciri grounded theory, langkah-langkah yang digunakan dalam grounded theory, serta contoh penelitian grounded theory. Secara umum, grouded theory ini tidak bertolak dari suatu teori atau untuk menguji teori (seperti paradigma penelitian kuantitatif), melainkan bertolak dari data menuju suatu teori. Dari datalah suatu konsep dibangun, dari datalah suatu hipotesis dibangun, serta dari datalah suatu teori dihasilkan.
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Harris, Tina. "Grounded theory." Nursing Standard 29, no. 35 (April 29, 2015): 32–39. http://dx.doi.org/10.7748/ns.29.35.32.e9568.

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Lindgren, Sven-Åke. "Grounded Theory." Sociologisk Forskning 43, no. 1 (January 1, 2006): 51–70. http://dx.doi.org/10.37062/sf.43.19294.

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Holt, Nicholas L., Kurtis Pankow, Isabel Ormond, Helene Jørgensen, Colin J. Deal, and Shannon R. Pynn. "Grounded theory." International Review of Sport and Exercise Psychology 15, no. 1 (February 19, 2022): 199–225. http://dx.doi.org/10.1080/1750984x.2022.2028305.

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Morrow, Mary R. "Grounded Theory." Nursing Science Quarterly 30, no. 4 (September 21, 2017): 361. http://dx.doi.org/10.1177/0894318417724471.

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de la Espriella, Ricardo, and Carlos Gómez Restrepo. "Grounded theory." Revista Colombiana de Psiquiatría (English ed.) 49, no. 2 (April 2020): 126–32. http://dx.doi.org/10.1016/j.rcpeng.2018.08.001.

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Corbin, Juliet. "Grounded theory." Journal of Positive Psychology 12, no. 3 (January 31, 2017): 301–2. http://dx.doi.org/10.1080/17439760.2016.1262614.

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Martínez Pérez, Guillermo, Mwenya Mubanga, Concepción Tomás Aznar, and Brigitte Bagnol. "Grounded Theory." International Journal of Qualitative Methods 14, no. 4 (November 20, 2015): 160940691561832. http://dx.doi.org/10.1177/1609406915618324.

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O'Connor, Mary Katherine, F. Ellen Netting, and M. Lori Thomas. "Grounded Theory." Qualitative Inquiry 14, no. 1 (January 2008): 28–45. http://dx.doi.org/10.1177/1077800407308907.

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Dissertations / Theses on the topic "Grounded theory"

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Chisnall, Anne Clare. "Grounded theory for knowledge acquisition." Thesis, De Montfort University, 1998. http://hdl.handle.net/2086/4140.

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Otting, Tiffany L. "Human-Animal Relational Theory: A Constructivist-Grounded Theory Investigation." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955020/.

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Constructs of human-animal relational theory (HART) were investigated to determine how those constructs manifested in animal-assisted therapy in counseling (AAT-C) from the perspectives of 6 participants (2 counselors, females, ages 28 and 32, both non-Hispanic and White; 2 clients, male and female, ages 55 and 23, respectively, both non-Hispanic and White; and, 2 therapy animals, canines, Labrador retriever and spaniel mix, ages 4 and 5, respectively). Using constructivist-grounded theory, a research team analyzed qualitative data from observations, interviews, and field notes. From the iterative process of multiphasic coding and constant comparison, these findings emerged: (a) consistency between Chandler's (in press) constructs and participants' experiences of AAT-C, (b) more meaningful therapeutic impacts for clients from client-initiated human-animal relational processes (HARPs) than counselor-initiated HARPs, (c) development of rich definitions and descriptions of Chandler's constructs, and (d) descriptions of interactive experiences of AAT-C and client resistance in the context of HART. Clinicians and educators in the field of AAT can apply the processes, practices, and principles from this study in their work to enhance positive therapeutic impacts for clients. As Chandler's constructs were supported in this study, AAT authors and researchers can solve a glaring problem of inconsistent terminology in the AAT literature by using those constructs in future studies and publications as operationalized nomenclature for standardized AAT interventions.
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Coleman, Donnie Steve. "Technological Immersion Learning: A Grounded Theory." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/75155.

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The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser (1978, 1992, 1998, 2001, 2007). The purpose of the study was to investigate an exemplary case of self-determined technology enthusiasts in the hopes of generating a substantive grounded theory that conceptualizes their experiences and concerns. Twelve unstructured interviews of amateur radio enthusiasts from the eastern United States provided the initial / primary data for this study. Experimenting and self-teaching in technological activities was highlighted as the main concern of the participants. The basic social process (BSP) of technological immersion learning (TIL) emerged as a theoretical construct and core variable that illuminates the experiences of individuals immersed in a community of practice, where hands-on engagement with technology is a primary activity. Adventuring, Affirmation, Doing Technology, Experimenting, Overcoming Challenge, Self-teaching, and Social Networking were properties of technological immersion learning that interact dialectically in an amplifying causal loop, with Problem solving and Designing as active sub processes in response to unmet challenges. TIL occurs cyclically in three stages, beginning with Induction, a credentialing stage wherein the neophyte is prepared with the necessary knowledge and skill to become a novice participant in an activity. The transition from Induction into the Immersion phase is a status passage whereby the novice is absorbed into the technical culture of the group and commences autonomous active participation in hands-on experimenting. Hands-on experiences with experimenting, problem solving and social interactions provide diverse learning and affirmation for the doer and multiple sources of feedback that promote sustained engagement. The transition into the Maturation phase proceeds gradually over time, with prolonged engagement and cumulative gains in knowledge, skill, and experience. Maturation is a quasi-stable state that remains responsive to new contexts as a random-walk process, wherein trigger events can initiate new cycles of technological immersion learning in a perpetually evolving process of personal development. Engagement, Empowerment, and Self-Actualization are underlying dimensions of the TIL basic social process that provide the impetus for continued persistence and personal development.
Ph. D.
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Smart, Susanna Jennifer. "Grounded Theory of Rosen Method Bodywork." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524757138389208.

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Hadfield, Colin. "Towards a grounded theory of critical viewing." Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.

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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.
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Pranskūnienė, Rasa. "“Submerging interactivity” in museum education: grounded theory." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131021_095336-64968.

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Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text]
Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą]
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Howell, K. E. "European integration reassessed : a grounded theory approach." Thesis, Bournemouth University, 1998. http://eprints.bournemouth.ac.uk/10298/.

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This thesis investigates the mechanics and predominant theories (neo-functionalism and intergovernmentalism) at work in the process of European integration. Indeed, it provides an illustration of the difficulties in achieving the harmonisation of Member State legislation and identifies the intricacies and practicalities of successful decision-making in the European Union (EU). In the aftermath of the Single European Act (SEA), the beginnings of the Single European Market (SEM) and the Maastricht Treaty, it has become evident that financial service sectors need to involve themselves in the creation of the EU. Through grounded theory methodology, an empirical study of the European life insurance industry in general and of the Third Life Assurance Directive in particular, this thesis investigates the extent of sector involvement in the EU's decision-making processes and in doing so, critically analyses theoretical understandings of European integration. Grounded theory methodology is illustrated by the thesis in the following ways. First, through a comparative analysis which was achieved through the open coding (conceptualisation, categorisation and dimensionalisation) of individual Member States' life insurance regulations. Open coding leads to the formulation of a regulation table and matrix. Further coding, through a survey of Member State life insurance industries, refined and verified the matrix. This investigation raised questions as to how the legislative differences (that underpin regulatory structures) between Member States may be resolved. Secondly, through an interview programme, process was verified and illustrated through a series of models. The tables, models and the matrix provide the building blocks of the substantive theory. Thirdly, axial coding is illustrated by the matrix and models fitting together around the core category of European integration. The core category was identified through selective coding and is the category around which sub-categories are integrated. Axial coding draws all parts of the analysis together: it is the pivot or the axis of theory building. Finally, substantive theory is formulated through grounded theory techniques in relation to the formal theories of neo-functionalism and intergovernmentalism; this allows a reassessment of European integration and provides a clearer understanding of the formal theories.
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Björkman, Bäckström Björn, and Martínez Luis Sánchez. "Trapped in Facebook : A grounded theory exploration." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122242.

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Facebook is the biggest social network and therefore it is of interest to view how people get immersed into the user experience of it. Not much has been done about immersion into Facebook and how it entraps the user in a never-ending flow of impressions. Using a combination of qualitative interview studies and think-aloud walkthroughs we set out to study this phenomena. We found a varying mix of immersion, from those who couldn’t stop looking through their feeds to those who just used Facebook as a phonebook. We also found that while many wanted to reduce their usage of Facebook, none seemed able to make that plunge. From this we find design implications for both designing for immersion and avoiding entrapment. One key to the former is to have an error free environment, while the latter would be to make sure that all information is searchable.
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Morgan, Thomas V. "Supply Chain Learning: A Grounded Theory Analysis." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248435/.

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Under the unifying theme of supply chain learning, this three essay dissertation extends scholarship by investigating these multi-tier relationships. Theory is emerged, grounded in data, gathered from functioning supply chains in an effort to provide scholars and practitioners with an increased understanding of the SCL phenomena. Essay 1, entitled "Supply Chain Learning: An Exploratory Literature Review" examines the current literature in an attempt to address the shortcomings and emerge areas that have been less explored and less understood. By exposing these areas of research opportunities using a grounded theory methodology, a framework was emerged allowing identification of the limitations of extant literature and providing a springboard for future research. This framework also allowed further investigation into the SCL processes and expansion of the current understanding by providing academia with a comprehensive review of the literature and revealing the shortcomings that exist related to SCL. Using the framework emerged in Essay 1, Essay 2 entitled "Toward Supply Chain Learning: A Focus on the Customers of Logistics Service Providers" explores the rationalization and cognitive processes of senior level executives of firms utilizing national or global supply chains. These respondents are directly engaged in creating, establishing and operating relationships with third party logistics (3PL) providers within a functioning supply chain. By examining the relationships and processes from the point of view of customers of third party logistics providers, a unique perspective provides insight into these relationships. Using semi-structured interviews with these executives, grounded theory was once again used to emerge theory explaining the phenomena of SCL. In particular, this research examines the elements studied from the perspective of customers of third party logistics providers as they seek to develop new processes and solutions in hopes of obtaining a competitive advantage by adaptive learning with the help of their providers and trading partners. In addition, this research increases our understanding of SCL by examining a relationship between customers and 3PL providers, their experiences and outcomes. Essay 3, entitled "Practical Application of Supply Chain Learning" focuses on the implications of the learning relationship and its impact on the practitioner. By providing the findings of the research in a context relatable to practitioners, this culmination of findings allows practitioners to relate the findings directly to their existing supply chains. Realizing that many supply chains are relationship driven, this research focuses on the findings of previous research to provide a more holistic view of the learning relationship process as it exists in multiple tiers of their existing supply chain. Providing a step-by-step explanation of the SCL process as emerged from previous research, executives are provided a tool to better identify, analyze and understand these processes as relatable in their existing environment. As a methodical analysis of the IOL process, these essays provide the foundation for understanding the relationship process that exists between learning partners in a supply chain. Essay 1 provides basis for theory development by examining current literature and exposing the shortcomings while also emerging a preliminary framework on which to build future research. Essay 2 follows up on these deficiencies and attempts to saturate understanding of the IOL process, particularly from the point of view of 3PL customers in an existing supply chain. Essay 3 delivers these findings to executives in a relatable format, providing a holistic understanding of the phenomena. In summation, this dissertation provides theory emerged from data, explaining the learning relationship from the point of view of the customers of 3PL services, the cognitive dimensions and outcomes of these decisions as they relate to learning in the supply chain.
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Masten-Cain, Kathryn. "Toward a Grounded Theory of Community Networking." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500035/.

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This dissertation presents a preliminary grounded theory of community networking based on 63 evaluations of community networking projects funded by the National Telecommunications and Information Administration’s Technology Opportunities Program (TOP) between 1994 and 2007. The substantive grounded theory developed is that TOP projects differed in their contribution to positive outcomes for intended disadvantaged community beneficiaries based on the extent and manner in which they involved the disadvantaged community during four grant process phases: partnership building, project execution, evaluation, and close-out. Positive outcomes for the community were facilitated by using existing communication channels, such as schools, to connect with intended beneficiaries; local financial institutions to provide infrastructure to support local trade; and training to connect community members to jobs. Theoretical contributions include situating outcomes for disadvantaged communities within the context of the grant process; introducing the “vulnerable community” concept; and identifying other concepts and properties that may be useful in further theoretical explorations. Methodological contributions include demonstrating grounded theory as a viable method for exploring large text-based datasets; paving the way for machine learning approaches to analyzing qualitative data; and illustrating how project evaluations can be used in a similar fashion as interview data. Practical contributions include providing information to guide community networking-related policies and initiatives from the perspectives of stakeholders at all levels, including establishing funded projects as local employment opportunities and re-conceptualizing sustainability in terms of human networks rather than technological networks.
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Books on the topic "Grounded theory"

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Oktay, Julianne S. Grounded theory. New York, NY: Oxford University Press, 2012.

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Strübing, Jörg. Grounded Theory. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-24425-5.

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Strübing, Jörg. Grounded Theory. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004. http://dx.doi.org/10.1007/978-3-322-95015-4.

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Strübing, Jörg. Grounded Theory. Wiesbaden: VS Verlag für Sozialwissenschaften, 2014. http://dx.doi.org/10.1007/978-3-531-19897-2.

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Strübing, Jörg. Grounded Theory. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91968-3.

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Morse, Janice M., Barbara J. Bowers, Kathy Charmaz, Adele E. Clarke, Juliet Corbin, Caroline Jane Porr, and Phyllis Noerager Stern. Developing Grounded Theory. Edited by Janice M. Morse, Barbara J. Bowers, Kathy Charmaz, Adele E. Clarke, Juliet Corbin, Caroline Jane Porr, and Phyllis Noerager Stern. Second Edition. | New York : Routledge, 2021. | Series: Developing qualitative inquiry | Revised edition of Developing grounded theory, c2009.: Routledge, 2020. http://dx.doi.org/10.4324/9781315169170.

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Breuer, Franz, Petra Muckel, and Barbara Dieris. Reflexive Grounded Theory. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-15421-9.

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Pentzold, Christian, Andreas Bischof, and Nele Heise, eds. Praxis Grounded Theory. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-15999-3.

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Breuer, Franz. Reflexive Grounded Theory. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91717-7.

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Mey, Günter, and Katja Mruck, eds. Grounded Theory Reader. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93318-4.

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Book chapters on the topic "Grounded theory"

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Lepper, Georgia, and Nick Riding. "Grounded theory." In Researching the Psychotherapy Process, 118–36. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-03872-2_6.

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Szabo, Erna. "Grounded Theory." In Empirische Mastertechniken, 107–29. Wiesbaden: Gabler Verlag, 2009. http://dx.doi.org/10.1007/978-3-8349-8278-0_4.

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Parahoo, Kader. "Grounded Theory." In Nursing Research, 229–43. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28127-2_14.

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Tweed, Alison, and Helena Priest. "Grounded Theory." In Qualitative Research in Clinical and Health Psychology, 114–32. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-29105-9_8.

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Corbin, Juliet. "Grounded Theory." In Hauptbegriffe Qualitative Sozialforschung, 70–75. Wiesbaden: VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-99183-6_25.

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Lueger, Manfred. "Grounded Theory." In Qualitative Marktforschung, 189–205. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-9441-7_12.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Grounded theory." In Research Methods in Education, 714–24. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-37.

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White, Robert E., and Karyn Cooper. "Grounded Theory." In Qualitative Research in the Post-Modern Era, 339–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85124-8_9.

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Gupta, Shaphali, and Suresh Malodia. "Grounded theory." In Researching and Analysing Business, 77–87. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003107774-7.

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Hensel, Przemysław, and Beata Glinka. "Grounded Theory." In Qualitative Methodologies in Organization Studies, 27–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65217-7_3.

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Conference papers on the topic "Grounded theory"

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Hoda, Rashina, James Noble, and Stuart Marshall. "Grounded theory for geeks." In the 18th Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2578903.2579162.

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Dal Forno, Arianna, and Ugo Merlone. "Grounded Theory based agents." In 2012 Winter Simulation Conference - (WSC 2012). IEEE, 2012. http://dx.doi.org/10.1109/wsc.2012.6465064.

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Treude, Christoph. "Session details: Grounded theory." In SPLASH '10: Systems Programming Languages and Applications: Software for Humanity. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/3251235.

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Treude, Christoph. "Session details: Grounded theory." In SPLASH '10: Systems Programming Languages and Applications: Software for Humanity. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/3251232.

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van Niekerk, Johanna C., and J. D. Roode. "Glaserian and Straussian grounded theory." In the 2009 Annual Research Conference of the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1632149.1632163.

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McCarthy, Arya D., and Giovanna Maria Dora Dore. "Theory-Grounded Computational Text Analysis." In Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.acl-short.136.

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R. B. de Souza, Cleidson, Igor Steinmacher, and Rafael Prikladnicki. "Pesquisas Qualitativas usando Grounded Theory." In XVII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação (SBC), 2018. http://dx.doi.org/10.5753/ihc.2018.4176.

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Azmi, Zul, Abdillah Nasution, Wardayani Wardayani, Iskandar Muda, Supriyanto Supriyanto, Syamsul Rizal, and Rahmat Hidayat. "Grounded Theory in Accounting Research." In Proceedings of The 2nd International Conference On Advance And Scientific Innovation, ICASI 2019, 18 July, Banda Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-7-2019.2288566.

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Sharma, Richa, and K. K. Biswas. "Functional Requirements Categorization - Grounded Theory Approach." In 10th International Conference on Evaluation of Novel Software Approaches to Software Engineering. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005472103010307.

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Martin, Angela, Robert Biddle, and James Noble. "XP Customer Practices: A Grounded Theory." In 2009 Agile Conference (AGILE). IEEE, 2009. http://dx.doi.org/10.1109/agile.2009.68.

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Reports on the topic "Grounded theory"

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Gauz, Maurice. 'This Would Be Much Funner in Person': A Qualitative Grounded Theory Analysis of Cybergrooming. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1802.

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Rothrock, Elaine. The behavior of coalitions as interorganizational structures: an exploratory study using a grounded theory approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1615.

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Tibbetts, Dorothy. Women who Select Naturopathic Health Care During the Menopausal Transition: A Study in Grounded Theory. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6755.

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Schreck, Vincent. Successful Online Course Retention at Marylhurst University Constructing a Model for Online Course Retention Using Grounded Theory. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2173.

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.245.

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Baglien, Ronald. The Role and Perception of Risk in High-risk Sports Participants: A Grounded Theory Study of Rock Climbers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6792.

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Alach, Zhivan. Grounding Practice in Theory: The Development of a Literature-based Performance Framework in New Zealand Local Government. Unitec ePress, May 2016. http://dx.doi.org/10.34074/ocds.058.

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Performance measurement is a subject of some importance within the public sector. This study examines the design and development of a performance measurement framework within a local government department. It used a narrative case study approach to follow the process used by the design team involved. The design team began by examining the performance literature at a number of levels, and from this distilled eight design principles, from which they built a performance measurement framework. The design team encountered a number of challenges during this process; challenges they expected based on the literature. From the experiences of the design team, a number of hypotheses suitable for further testing have been derived. This study provides useful advice for performance measurement professionals within the public sector in developing frameworks grounded in theory, whether at the central or local government level.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Fife, Dustin. Simplistics: An Intuitive Graphical Approach to Statistics. Instats Inc., 2023. http://dx.doi.org/10.61700/d47gzlztthikk469.

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This hands-on course explores statistics from a fresh, intuitive perspective and supports R, JASP, and Jamovi, with an easy to use and understand graphical approach to statistical analysis. Rather than focusing on decisions about the appropriate 'test' or using p-values and arbitrary 'significance' cutoffs, this seminar will teach you to build models and use them to interpret data directly. With these models, you will learn how to generate and interpret model visualizations and effect sizes in an intuitive manner, as well as building, evaluating, and testing competing models. The net result will be a much better understanding of your data and the relationships among variables through the process of modeling, and an improved ability to test your hypotheses and theory in a more inductive 'bottom-up' fashion that is grounded in your data. An official Instats certificate of completion is provided and the seminar offers 2 ECTS Equivalent points.
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Fernandez, Jasmine, Michaela Bonnett, Teri Garstka, and Meaghan Kennedy. Exploring Social Care Network Structures. Orange Sparkle Ball, June 2024. http://dx.doi.org/10.61152/hdnz4028https://www.orangesparkleball.com/innovation-library-blog/2024/5/30/sunbelt2024-exploring-social-care-network-structures.

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This research is grounded in the theory that scale-free networks form between many organizations in a community when coordinating social care services and influential hubs in the network emerge (Barabási & Réka, 1999).We explore the variability in the structures of social care networks, focusing on how the diverse needs of community members and the array of providers influence these structures. We posit that the architecture of these networks may hold the key to discerning patterns in community health and social outcomes. Our study examines the resilience of social care networks, defining them as systems designed to enhance interactions among all nodes to meet diverse community needs. We discuss community as a network and community resilience as a process, introducing three key properties—scale-free, small world, and hubness/information spreading scores, for understanding network resilience. We analyzed 20 social care networks, which have been active over an 18-month period using the referral technology tool to send and receive service referrals, providing raw interaction data among organizational nodes. We focused on two primary objectives: 1) Social care networks are more likely to exhibit scale-free properties and contain influential hubs; and 2) There is significant variability among social care networks in terms of scale-free properties and centrality measures. Using the three properties—small world, scale-free, and hubness/information spreading scores—we classified the 20 social care networks into different structural profiles. We analyzed node,edge radius, diameter, to understand the network structure characteristics. Our findings highlighted four distinct network structures, which we ranked from most to least resilient. We discussed the implications of these structures on community-level outcomes, including the potential centralized vulnerability when hubs and information spreaders overlap, creating efficiency during normal operations but also increasing vulnerability to disruptions. Our findings offer insights into the emergent properties of complex systems, particularly in networks intentionally designed to enhance resilience and meet diverse community needs. We conclude by discussing the variability in centrality and structural metrics within the identified groups and propose future research directions to explore the long-term impact of these network structures.
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