Journal articles: 'Grounded theory methodology'

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Rennie, David L. "Grounded Theory Methodology." Theory & Psychology 8, no. 1 (February 1998): 101–19. http://dx.doi.org/10.1177/0959354398081006.

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Weingand, Darlene E. "Grounded Theory and Qualitative Methodology." IFLA Journal 19, no. 1 (March 1993): 17–26. http://dx.doi.org/10.1177/034003529301900108.

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Ruppel, Paul Sebastian, and Günter Mey. "Grounded Theory Methodology—Narrativity Revisited." Integrative Psychological and Behavioral Science 49, no. 2 (March 27, 2015): 174–86. http://dx.doi.org/10.1007/s12124-015-9301-y.

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O’Callaghan, Jean. "Grounded Theory: A Potential Methodology." Counselling Psychology Review 11, no. 1 (February 1996): 23–28. http://dx.doi.org/10.53841/bpscpr.1996.11.1.23.

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Licqurish, Sharon, and Carmel Seibold. "Applying a contemporary grounded theory methodology." Nurse Researcher 18, no. 4 (July 15, 2011): 11–16. http://dx.doi.org/10.7748/nr2011.07.18.4.11.c8630.

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Rennie, David L. "Grounded Theory Methodology as Methodical Hermeneutics." Theory & Psychology 10, no. 4 (August 2000): 481–502. http://dx.doi.org/10.1177/0959354300104003.

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Lianto, F. "Grounded Theory Methodology in Architectural Research." Journal of Physics: Conference Series 1179 (July 2019): 012102. http://dx.doi.org/10.1088/1742-6596/1179/1/012102.

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Smith, Patricia J., Carol L. Cox, and Helen Gibbons. "Grounded theory methodology in ophthalmic research." International Journal of Ophthalmic Practice 2, no. 1 (February 2011): 45–49. http://dx.doi.org/10.12968/ijop.2011.2.1.45.

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Keddy, Barbara, Sharon L. Sims, and Phyllis Noerager Stern. "Grounded theory as feminist research methodology." Journal of Advanced Nursing 23, no. 3 (March 1996): 448–53. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00005.x.

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Samuel, Anthony, and Ken Peattie. "Grounded Theory as a Macromarketing Methodology." Journal of Macromarketing 36, no. 1 (September 24, 2015): 11–26. http://dx.doi.org/10.1177/0276146715608920.

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Bakker, J. I. (Hans). "Grounded Theory Methodology and Grounded Theory Method: Introduction to the Special Issue." Sociological Focus 52, no. 2 (January 30, 2019): 91–106. http://dx.doi.org/10.1080/00380237.2019.1550592.

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Wiesche, Manuel, Marlen C. Jurisch, Philip W. Yetton, and Helmut Krcmar. "Grounded Theory Methodology in Information Systems Research." MIS Quarterly 41, no. 3 (March 3, 2017): 685–701. http://dx.doi.org/10.25300/misq/2017/41.3.02.

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Byrne, Michelle. "Grounded theory as a qualitative research methodology." AORN Journal 73, no. 6 (June 2001): 1155–56. http://dx.doi.org/10.1016/s0001-2092(06)61841-3.

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Bamkin, Marianne, Sally Maynard, and Anne Goulding. "Grounded theory and ethnography combined." Journal of Documentation 72, no. 2 (March 14, 2016): 214–31. http://dx.doi.org/10.1108/jd-01-2015-0007.

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Purpose – Libraries are closing or reducing opening hours in the UK due to budgetary cuts. Library provision for children is consequently diminishing and libraries have to justify their existence. Therefore a reliable methodology for assessing the importance of libraries is vital to demonstrate their value to children’s literacy. Two methodologies were combined to study children visiting children’s mobile libraries (CMLs). The purpose of this paper is to consider whether the combined, qualitative methodology was the correct choice. Design/methodology/approach – Aspects of each methodology are examined for their appropriateness for researching children. The compatibility of their philosophical stance and the validity of combining ethnography and grounded theory is explored and questioned. Findings – It is found that grounded theory and ethnography were the optimum combination to form a powerful research tool that allows children to be active participants in research. The combined methodology was successful because the ethnographic elements allowed the researcher to enter to the children’s world, whereas the grounded theory elements provided a structural framework, exploration into a novel research topic and ensured that a valid conclusion was drawn. Originality/value – It is unusual for qualitative methodologies such as grounded theory and ethnography to be combined in order to study learning in a non-pedagogic, library environment. This paper is valuable reading for librarians, or educationalists wishing to examine how libraries aid literacy because it verifies the benefits of the combined methodology of grounded theory and ethnography and provides a template which can be used by other researchers.

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Mohajan, Devajit, and Haradhan Kumar Mohajan. "Memo Writing Procedures in Grounded Theory Research Methodology." Studies in Social Science & Humanities 1, no. 4 (November 2022): 10–18. http://dx.doi.org/10.56397/sssh.2022.11.02.

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This paper develops memo writing techniques within the framework of grounded theory methodology of qualitative research in social sciences. In grounded theory, memoing is one of the most important processes to develop and enrich theory. Memo is the written record of the researcher’s thinking. It is an analytical strategy that facilitates the researcher to achieve clear concept and truth from the data. It is considered as the tool of all kinds of notes taken by the researchers in grounded theory during their research. But yet there is a limited use of memo writing in other qualitative researches. Memoing increases investigation, inspection and continuity of data during the research analysis. In this study an attempt has been taken to discuss the aspects of memoing along with its benefits.

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McCann, Terence V., and Eileen Clark. "Grounded theory in nursing research: Part 1 – Methodology." Nurse Researcher 11, no. 2 (January 2004): 7–18. http://dx.doi.org/10.7748/nr2004.01.11.2.7.c5918.

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Nayar, Shoba. "Grounded Theory: A Research Methodology for Occupational Science." Journal of Occupational Science 19, no. 1 (April 2012): 76–82. http://dx.doi.org/10.1080/14427591.2011.581626.

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Levy, Deborah. "Qualitative Methodology and Grounded Theory in Property Research." Pacific Rim Property Research Journal 12, no. 4 (January 2006): 369–88. http://dx.doi.org/10.1080/14445921.2006.11104216.

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Contreras Cuentas, Margarita Maria, Dagoberto Páramo Morales, and Yolmis Nicolas Rojano Alvarado. "The grounded theory as a theoretical construction methodology." Revista científica Pensamiento y Gestión, no. 47 (March 24, 2020): 283–306. http://dx.doi.org/10.14482/pege.47.9147.

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McCreaddie, May, and Sheila Payne. "Evolving Grounded Theory Methodology: Towards a discursive approach." International Journal of Nursing Studies 47, no. 6 (June 2010): 781–93. http://dx.doi.org/10.1016/j.ijnurstu.2009.11.006.

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Niasse, Ndiaga. "Limiting Misleading ideas about the History of Grounded Theory Methodology." International Journal of Qualitative Methods 22 (January 6, 2023): 160940692211494. http://dx.doi.org/10.1177/16094069221149486.

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Since its inception in the sociological field more than fifty years, Grounded Theory Methodology (GTM) has been extended to a range of research areas but there still be confusions and misconceptions about its history and methodological principles. This paper attempts to provide a full theoretical overview of the history of GTM and allows limiting misconceptions about the methodology itself. Drawing upon social sciences perspectives, the paper begins by briefly shedding the light on two major related concepts: Grounded Theory (GT) and Grounded Theory Methodology (GTM). It continues by defining what GTM really means and outlines the reasons behind The Discovery of grounded theory and further focuses on the big split that gave birth to three schools of Grounded Theory Methodology: Glaserian, Straussian and Constructivist GTM.

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Pulla, Venkat. "Grounded Theory Approach in Social Research." Space and Culture, India 2, no. 3 (December 31, 2014): 14. http://dx.doi.org/10.20896/saci.v2i3.93.

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This paper discusses Grounded Theory, which is one of the newer methodologies becoming popular with social researchers since its evolution in the late 1960s. The paper discusses the principles and processes of the Grounded Theory and then explores the nature of codes, coding process and the concept of saturation. It then goes on to discuss the pros and cons, arguments for and against the use of Grounded Theory methodology in social research and explores the applicability of this methodology in producing sound theoretical basis for practice. Selected narratives from the author’s recent studies are used to explain the processes of Grounded Theory methodology.

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Konecki, Krzysztof T. "Teaching Visual Grounded Theory." Qualitative Sociology Review 5, no. 3 (December 31, 2009): 64–92. http://dx.doi.org/10.18778/1733-8077.5.3.05.

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The paper is based on personal 20-years experience of teaching methodology of grounded theory and qualitative methods. In the following paper I would like to show the usefulness of visual analysis in teaching methodology of grounded theory. A very important tool is to use pictures and a sequencing of pictures, which give a comparative insight into empirical data and teaches the comparative method that is so important to generate theory (Glaser 1965; Glaser, Strauss, 1967; Glaser 1978). Students can learn how to compare and find patterns in empirical instances, which have visual character. Some of the sequences show stages of action and the sequence that all together is a linear representation of activity. Sequence of pictures helps to build the pattern that is conceptual understanding of the phenomena being studied. In other case, the sequences of pictures given to students are not planned. They are almost accidentally created and force students to find patterns by means of the comparative analysis. We should always know what had happened before a picture was taken as well as afterwards, it is similar to sequences analysis in textual data (Silverman 2007). We should always be aware of the context of analyzed activity. Students are also encouraged to make a theoretical sampling and saturate categories using data from photos and other visual data. This helps them to proceed with the research from empirical incidents to conceptually elaborated properties of categories and finally to the definition of category and formulating the hypotheses. In this way they learn visual grounded theory that is using the visual images for generating categories, properties and hypotheses and also for presenting results of analysis in the final report.

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Niasse, Ndiaga. "Dealing with Literature Review and Epistemological Underpinnings in Grounded Theory Methodology." International Journal of Qualitative Research 2, no. 2 (November 21, 2022): 159–64. http://dx.doi.org/10.47540/ijqr.v2i2.683.

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The purpose of this paper is to review the crucial debate about undertaking a literature review and adopting an epistemological position in doing a grounded theory study. By relying on existing knowledge about the subject, three main Grounded Theory Approaches are discussed: Glaserian, Straussian, and Constructivist Grounded Theory Methodology. All of them differ somewhat both in adopting an epistemological stance that fits well with their research strategy and conducting a literature review at the earlier stages of the research process. The paper contributes to enhancing knowledge about Glaser’s dictum of ‘getting started’ which seems to be misunderstood by those who still misunderstand the Grounded Theory Methodology (GTM) orthodoxy version.

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Birks, Melanie, Karen Hoare, and Jane Mills. "Grounded Theory: The FAQs." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691988253. http://dx.doi.org/10.1177/1609406919882535.

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Since being developed as a research methodology in the 1960s, grounded theory (GT) has grown in popularity. In spite of its prevalence, considerable confusion surrounds GT, particularly in respect of the essential methods that characterize this approach to research. Misinformation is evident in the literature around issues such as the various approaches to GT, how long the process takes, the role of literature and preconceptions, generating and using data and strategies to produce theory. This article examines the most frequently asked questions about GT in an effort to demystify its purpose and use. Understanding the fundamental concepts of GT is critical to the correct use and application of GT methods and the ultimate production of theory that is grounded in data. More significantly, this understanding can prevent researchers encountering common pitfalls that can impede the process and impact the products of research.

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Jafar, Faies. "Applicability of Grounded Theory Methodology in International Relations Studies." Electronic Journal of Business Research Methods 20, no. 2 (June 30, 2022): pp89–99. http://dx.doi.org/10.34190/ejbrm.20.2.2246.

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Abstract: Engaging the Grounded Theory Methodology (GTM) in International Relation (IR) studies can be a challenging choice for researchers and Ph.D. students. Considering that scholars in the IR field are familiar with certain traditional methodologies, the notion of importing a relatively unique approach such as the GTM can attract strong ontological and epistemological questions. In this article, I contend that pragmatist and constructivist versions of GTM can be a successful research methodology in IR qualitative research. Such choice, however, is constrained by a set of conditions. Guided by existing literature, these conditions were identified and discussed in the context of IR qualitative research norms and then applied in Foreign Policy (FP) decision-making process, a well-known approach in studying FP as a subdiscipline in IR. The article concludes that despite certain limitations, the methodology can be an outstanding option for IR qualitative research.

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Sosa-Díaz, María-José, and Jesús Valverde-Berrocoso. "Grounded Theory as a Research Methodology in Educational Technology." International Journal of Qualitative Methods 21 (January 2022): 160940692211332. http://dx.doi.org/10.1177/16094069221133228.

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One of the most widely used and controversial qualitative research methods among researchers is Grounded Theory (GT). Although the basic concepts of GT are widely known by qualitative researchers, the practical application of the method is not always clear, and sometimes we encounter contradictions and uncertainties. The objective of this article is to provide a data analysis strategy based on GT. It is hoped that this knowledge will provide an aid or resource for both novice and experienced educational technology researchers. To this end, a conceptual overview of the field and the methodological route are presented. A broad and updated theoretical base is used to describe the conceptual and structural aspects of GT, to describe steps to follow when applying it, and to highlight the use of analytical tools that help the researcher make decisions and implement GT.

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Xu, Yafu, Xiaozhang Zhao, and Weihong Wang. "Business model target map based on grounded theory methodology." Environmental and Earth Sciences Research Journal 5, no. 1 (March 30, 2018): 24–28. http://dx.doi.org/10.18280/eesrj.050104.

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Leonard, Denis, and Rodney McAdam. "Grounded theory methodology and practitioner reflexivity in TQM research." International Journal of Quality & Reliability Management 18, no. 2 (March 2001): 180–94. http://dx.doi.org/10.1108/02656710110377301.

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Mellion, Linda Resnik, and Melissa Moran Tovin. "Grounded theory: a qualitative research methodology for physical therapy." Physiotherapy Theory and Practice 18, no. 3 (January 2002): 109–20. http://dx.doi.org/10.1080/09593980290058490.

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Milani, Mojtaba Khaghani, and Mahmoud Reza Hashemi. "Extended grounded theory: a methodology to combine multiple disciplines." Information Systems and e-Business Management 18, no. 1 (January 29, 2020): 89–120. http://dx.doi.org/10.1007/s10257-020-00464-6.

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Schreiber, Rita, and Laura Tomm-Bonde. "Ubuntu and constructivist grounded theory: an African methodology package." Journal of Research in Nursing 20, no. 8 (December 2015): 655–64. http://dx.doi.org/10.1177/1744987115619207.

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Goulding, Christina. "Grounded theory: the missing methodology on the interpretivist agenda." Qualitative Market Research: An International Journal 1, no. 1 (April 1998): 50–57. http://dx.doi.org/10.1108/13522759810197587.

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Lassig, Carly. "Attributes of Rigorous Grounded Theory Research and Reporting: Illustrations From a Grounded Theory of Adolescent Creativity." Educational Researcher 51, no. 2 (January 20, 2022): 98–108. http://dx.doi.org/10.3102/0013189x211069571.

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There is concern within education research about the rigor of research conducted and published. Grounded theory is a qualitative research methodology about which there appears to be many misconceptions. To respond to these concerns, this article proposes six methodological attributes that rigorous grounded theory research shares: developing theory, generating concepts from data not existing theory, using the constant comparative method, collecting and analyzing data concurrently, conducting theoretical sampling and saturation, and composing memos. These attributes are presented with illustrative examples from a grounded theory study of adolescent creativity. The attributes are used to analyze “grounded theory” education research. This article emphasizes the importance of explicit discussion of research methodology in presenting rigorous research.

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Neelam, Saleem. "Grounded theory approach in nursing practice." i-manager’s Journal on Nursing 11, no. 4 (2022): 1. http://dx.doi.org/10.26634/jnur.11.4.18364.

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Grounded theory is a methodological approach that aims to generate a theory that is grounded in systematically gathered data and its analysis through an inductive process. Annells (1997) defined grounded theory methodology as a qualitative approach to an inquiry that is embedded in relativist ontology and subjectivist epistemology. The purpose of grounded theory is to generate a theory that is rooted in the participant's perspective involved in the study. This paper aims to explicate the ontological and epistemological points of view of the constructivist paradigm. The constructivist paradigm has a relativist ontology and a subjective epistemology (Guba & Lincoln, 1994). A critique of grounded theory methodology is discussed inconsideration of diverse factors such as health and power-related inequalities, environment, social context, culture, gender, and social status. In nursing research, grounded theory is increasingly used by researchers. This paper will highlight the importance of grounded theory research for nursing practice and the generation of theories that are rooted in real clinical practices (Lazenbatt & Elliott, 2005).

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Corrêa, Stela Cristina Hott, and Marlusa de Sevilha Gosling. "Grounded Theory: A Methodological Approach Congruent with Tourism Research." Revista Rosa dos Ventos - Turismo e Hospitalidade 12, no. 4 (October 22, 2020): 839–59. http://dx.doi.org/10.18226/21789061.v12i4p839.

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Grounded Theory emerged as an appropriate research method for extracting from data concepts organized around basic categories that once integrated establish a substantive theory about the phenomenon. Internationally, Tourism researchers have been using Grounded Theory in their research, but in Brazil it has been scarcely used. Thus, this paper aims to present the foundations of Grounded Theory showing the similarities and differences between its three versions, and to point out how this methodology is used in Tourism research. This work is bibliographic making an integrative review of the theory. Grounded Theory has been shown to be appropriate for studying tourist experience, but its use may be expanded as it may be associated with other research methodologies such as ethnography, favoring the creation of substantive tourist theories or simply the appropriation of a theme in the early stages of the research.

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James, Fiona. "Where are the grounds for grounded theory? A troubled empirical methodology meets Wittgenstein." Educational Philosophy and Theory 50, no. 4 (August 17, 2017): 369–79. http://dx.doi.org/10.1080/00131857.2017.1365704.

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Chun Tie, Ylona, Melanie Birks, and Karen Francis. "Grounded theory research: A design framework for novice researchers." SAGE Open Medicine 7 (January 2019): 205031211882292. http://dx.doi.org/10.1177/2050312118822927.

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Background: Grounded theory is a well-known methodology employed in many research studies. Qualitative and quantitative data generation techniques can be used in a grounded theory study. Grounded theory sets out to discover or construct theory from data, systematically obtained and analysed using comparative analysis. While grounded theory is inherently flexible, it is a complex methodology. Thus, novice researchers strive to understand the discourse and the practical application of grounded theory concepts and processes. Objective: The aim of this article is to provide a contemporary research framework suitable to inform a grounded theory study. Result: This article provides an overview of grounded theory illustrated through a graphic representation of the processes and methods employed in conducting research using this methodology. The framework is presented as a diagrammatic representation of a research design and acts as a visual guide for the novice grounded theory researcher. Discussion: As grounded theory is not a linear process, the framework illustrates the interplay between the essential grounded theory methods and iterative and comparative actions involved. Each of the essential methods and processes that underpin grounded theory are defined in this article. Conclusion: Rather than an engagement in philosophical discussion or a debate of the different genres that can be used in grounded theory, this article illustrates how a framework for a research study design can be used to guide and inform the novice nurse researcher undertaking a study using grounded theory. Research findings and recommendations can contribute to policy or knowledge development, service provision and can reform thinking to initiate change in the substantive area of inquiry.

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Rasuki, Muhlisin. "Grounded Theory in Second/Foreign Language Education Research." ELLITE: Journal of English Language, Literature, and Teaching 6, no. 2 (December 21, 2021): 78–84. http://dx.doi.org/10.32528/ellite.v6i2.6099.

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Grounded theory constitutes research methodology commonly used in the field of social sciences to investigate social phenomena. This research methodology, however, has rarely been used in the field of second/foreign language education. Given that second/foreign language education may be viewed as a social activity and that certain issues in second/foreign language education may be studied from social science perspectives, the present article surveys key literature on grounded theory. The goal is to help second/foreign language researchers assess the potential of this research methodology for studying relevant issues in the field of second/foreign language education.

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Allen, Natalie, and Mark Davey. "The Value of Constructivist Grounded Theory for Built Environment Researchers." Journal of Planning Education and Research 38, no. 2 (March 15, 2017): 222–32. http://dx.doi.org/10.1177/0739456x17695195.

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Grounded theory is a rigorous methodology that supports the study of complex urban phenomena. This article provides an overview of a constructivist approach to grounded theory and its associated research methods and argues for its wider adoption in urban research. This article asserts that grounded theory is a tool that can provide researchers across the built environment research fields a way in which to develop theory that is inductively based. The methodological considerations that underpin a constructivist approach to grounded theory are explained. Two examples of the application of constructivist grounded theory are presented to illustrate the broad-ranging applicability of this methodology in urban research.

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Barbara, Skoczyńska-Prokopowicz. "Selected Aspects Of Grounded Theory Methodology. A Qualitative Research Strategy." Seminare. Poszukiwania naukowe 2016(37), no. 4 (December 1, 2016): 139–49. http://dx.doi.org/10.21852/sem.2016.4.11.

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le May, Andrée. "Review: Ubuntu and constructivist grounded theory: An African methodology package." Journal of Research in Nursing 20, no. 8 (December 2015): 665–66. http://dx.doi.org/10.1177/1744987115619563.

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Foley, Simon N., and Vivien Rooney. "A grounded theory approach to security policy elicitation." Information & Computer Security 26, no. 4 (October 8, 2018): 454–71. http://dx.doi.org/10.1108/ics-12-2017-0086.

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Purpose In this paper, the authors consider how qualitative research techniques that are used in applied psychology to understand a person’s feelings and needs provides a means to elicit their security needs. Design/methodology/approach Recognizing that the codes uncovered during a grounded theory analysis of semi-structured interview data can be interpreted as policy attributes, the paper develops a grounded theory-based methodology that can be extended to elicit attribute-based access control style policies. In this methodology, user-participants are interviewed and machine learning is used to build a Bayesian network-based policy from the subsequent (grounded theory) analysis of the interview data. Findings Using a running example – based on a social psychology research study centered around photograph sharing – the paper demonstrates that in principle, qualitative research techniques can be used in a systematic manner to elicit security policy requirements. Originality/value While in principle qualitative research techniques can be used to elicit user requirements, the originality of this paper is a systematic methodology and its mapping into what is actionable, that is, providing a means to generate a machine-interpretable security policy at the end of the elicitation process.

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Mishra, Pavitra, Rajen Gupta, and Jyotsna Bhatnagar. "Grounded theory research." Qualitative Research Journal 14, no. 3 (November 4, 2014): 289–306. http://dx.doi.org/10.1108/qrj-01-2013-0001.

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Purpose – The purpose of this paper is to explore the phenomenon of work-to-family enrichment in totality. Using grounded theory, the study aims to understand antecedents, moderators, and consequences of work-to-family enrichment. This study also investigates strategies adopted by individuals to enhance their work-family enrichment experience. Design/methodology/approach – The paper opted for an exploratory study using the open-ended approach of grounded theory. This paper builds a model to understand the phenomenon by applying Strauss and Corbin's (1990) “paradigm model” approach of grounded theory. The paper throws light on the key tenets of grounded theory research and explains use of grounded theory as a rigorous method for business research. Data were collected by taking 24 in-depth interviews with employees representing middle management segment of consulting, IT and FMCG firms in India. Findings – This study reports “perceived work-family culture” of an organization as an antecedent of “work-to-family enrichment.” It also finds “community resources” and “family role salience” as significant contributors in enriching the experience of professionals. Work-to-family enrichment experience has positive influence on “employer brand attraction” and “organizational citizenship behavior” and has negative influence on “intention to quit.” The study has also added to the literature by identifying Psychological Capital as one of the consequences. The study has highlighted segmentation, i.e. by maintaining work and family boundaries, support from extended family members or close friends, engaging in activities that provides happiness and personal peace like being a part of NGO, time management and scheduling, engaging in shopping and availing community facilities like good day cares as major strategies used by Indian professionals to enhance their work-to-family enrichment. Research limitations/implications – The study demonstrates application of grounded theory for understanding a phenomenon holistically. It is one of its kinds of study conducted to understand work-to-family enrichment. Practical implications – This is a unique study, where attempts have been made to understand and integrate work-to-family enrichment phenomenon in totality. The paper provides insights to the managers about the importance of suitable work-family culture and other factors to ensure successful implementation of work-family policies. The paper also identifies strategies adopted by individuals to attain work-family enrichment. Social implications – Demographic shifts, changing market and economic trends, technological advances and competitive forces have made work-family interface an important issue for both academicians and practitioners. In India, these changes can be experienced in terms of demographic profile of work force. Changes in the definitions of work and family, shifting family structure, changing profile of work (due to technological advancement, women empowerment, etc.) are transforming the work-family interactions in emerging economies. According to Hewitt's Attrition and Retention Asia Pacific Study, the need for a balance between work and personal life has become an integral element of employee's expectations from their work organization. Originality/value – This paper fulfils an identified need to study and explore positive side of work-family interface especially in emerging economies like India. This is the first attempt to study the relationships in the work-family domain from a grounded theory approach in Indian context and probably one of the first few in the literature.

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Halaweh, Mohanad. "Integrating social media and grounded theory in a research methodology: A possible road map." Business Information Review 35, no. 4 (November 5, 2018): 157–64. http://dx.doi.org/10.1177/0266382118809168.

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The aim of this article is to demonstrate how social media and grounded theory methods can be integrated to constitute a sound research methodology for qualitative researchers. This article conceptualizes three models for using social media for research. Using the observational model, the social media grounded theory (SMGT) methodology was developed. This article provides practical methodological guidance, in a step-by-step approach, to what is referred to as SMGT methodology, which can be applied by researchers. This article provides a unique contribution to qualitative research because no previous research has provided similar conceptual integration and development using social media and grounded theory.

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Rakhmawati, Windy. "UNDERSTANDING CLASSIC, STRAUSSIAN, AND CONSTRUCTIVIST GROUNDED THEORY APPROACHES." Belitung Nursing Journal 5, no. 3 (June 13, 2019): 111–15. http://dx.doi.org/10.33546/bnj.754.

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Grounded theory has been utilized in nursing research in order to develop theory from data. Since there are three approaches in the grounded theory methodology that consist of Classic grounded theory, Straussian grounded theory, and Constructivist grounded theory, thus understanding about perspective of each approach is needed. Those approaches have different points of views regarding the philosophical position, role of literature review, and coding process in data analysis. This review provides an understanding about the grounded theory approaches for researchers particularly the novice researchers, and selects an appropriate approach in their study.

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Silverio, Sergio A., Catherine Wilkinson, and Samantha Wilkinson. "Further uses for grounded theory: A methodology for psychological studies of the performing arts, literature and visual media." QMiP Bulletin 1, no. 29 (2020): 8–21. http://dx.doi.org/10.53841/bpsqmip.2020.1.29.8.

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Grounded theory remains a popular qualitative methodology even after haf-a-century of existence. Recent years have seen a renaissance in the use of the methodology and it is increasingly being utilised in innovative ways. These have included the application of ‘grounded theory to ‘nontraditional’ data such as those derived from the performing arts, literature and visual media. Most published grounded theory analyses using these data appear experimental and/or tentative when drawing their conclusions, and little guidance is published on how to conduct grounded theory on visual and textual media. With this article, we go some way towards redressing this issue and further explore the adaptability and utility of grounded theory as a qualitative methodology. Further, we offer a methodological approach derived from the ‘classical’ school, to be used by psychologists and other social science researchers who wish to explore psychological phenomena in the context of the performing arts, literature and visual media.

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Hense, Cherry, and Katrina Skewes McFerran. "Toward a critical grounded theory." Qualitative Research Journal 16, no. 4 (November 14, 2016): 402–16. http://dx.doi.org/10.1108/qrj-08-2015-0073.

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Purpose Research literature presents lively debate about whether research approaches traditionally belonging to distinct paradigms can be combined (Creswell, 2011). While much of this discourse has focussed on mixed methods studies that combine quantitative and qualitative data (Morgan, 2007), there has been less discussion of the implications and benefits of combining different approaches from two “alternative” paradigms. The purpose of this paper is to discuss the confluence of constructivist grounded theory as detailed by Charmaz (2006, 2011, 2014) with participatory research. Design/methodology/approach The authors discuss points of tension and convergence between the constructivist and participatory paradigms that underpin these approaches, and consider how the differences might be reconciled through a notion such as critical grounded theory. The authors illustrate these points through examples from the research practice in youth mental health. Findings The authors propose that incorporating some of the critical aspects of participatory philosophy into constructivist grounded theory offers a useful strategy for generating local theory in mental health research informed by social action agendas. Originality/value This paper extends thinking in the field of participatory and grounded theory research and offers new concept for researchers engaging in critical inquiry.

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Behl, Natasha. "Grounded Normative Theory and Intersectional Differences." Comparative Political Theory 1, no. 2 (December 30, 2021): 268–72. http://dx.doi.org/10.1163/26669773-bja10023.

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Abstract This article focuses on the promise of grounded normative theory in Luis Cabrera’s The Humble Cosmopolitan. The article celebrates Cabrera’s use of grounded normative theory as a way to center the lived experience of politically marginalized groups while also being attentive to the politics of knowledge production. My concern is not with the methodology itself; rather, it is with Cabrera’s partial use of it. I ask, how might the analysis of the book change if the author considered different intellectual histories of citizenship rooted in feminist and critical approaches? How might the theoretical assumptions and justifications of the book change if the author challenged his own assumptions, especially as they relate to the epistemic authority of Dalit women?

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Gibson, Barry, Jane Gregory, and Peter G. Robinson. "The intersection between systems theory and grounded theory: the emergence of the grounded systems observer." Qualitative Sociology Review 1, no. 2 (December 30, 2005): 3–21. http://dx.doi.org/10.18778/1733-8077.1.2.02.

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The aim of this paper is to outline how a theoretical intersection between systems theory and grounded theory could be articulated. The paper proceeds by marking that the important difference between systems theory and grounded theory is primarily reflected in the distinction between a revision of social theory on the one hand and the generation of theory for the social world on the other. It then explores figures of thought in philosophy that relate closely to aspects of Luhmann’s theory of social systems. An effectual intersection, an operational intersection, an intersection based on the concept of primary redundancy and a global/transcendental intersection between systems theory and grounded theory are proposed. The paper then goes on to briefly outline several methodological consequences of the intersection for a grounded systems methodology. It concludes by discussing the sort of knowledge for the social world that is likely to emerge from this mode of observation.

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Journal articles on the topic 'Grounded theory methodology'

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