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Journal articles on the topic 'Grounded theory'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

de Korte-Verhoef, Ria. "Grounded theory." TVZ - Verpleegkunde in praktijk en wetenschap 133, no. 3 (June 2023): 56–57. http://dx.doi.org/10.1007/s41184-023-1832-y.

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12

Stillman, Susan. "Grounded Theory and Grounded Action: Rooted in Systems Theory." World Futures 62, no. 7 (October 2006): 498–504. http://dx.doi.org/10.1080/02604020600912830.

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13

Kushner, Kaysi Eastlick, and Raymond Morrow. "Grounded Theory, Feminist Theory, Critical Theory." Advances in Nursing Science 26, no. 1 (January 2003): 30–43. http://dx.doi.org/10.1097/00012272-200301000-00006.

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14

Miller, Wendy. "Understanding Grounded Theory." American Society for Clinical Laboratory Science 28, no. 3 (July 2015): 197–200. http://dx.doi.org/10.29074/ascls.28.3.197.

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15

Woods, Leslie. "Grounded theory explained." Nurse Researcher 11, no. 2 (January 2004): 4–6. http://dx.doi.org/10.7748/nr2004.01.11.2.4.c5917.

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16

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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17

Roberts, Taniya. "Understanding grounded theory." British Journal of Midwifery 16, no. 10 (October 2, 2008): 679–81. http://dx.doi.org/10.12968/bjom.2008.16.10.31238.

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18

Thornberg, Robert. "Informed Grounded Theory." Scandinavian Journal of Educational Research 56, no. 3 (June 2012): 243–59. http://dx.doi.org/10.1080/00313831.2011.581686.

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19

Annells, Merilyn. "A Grounded Theory." Gastroenterology Nursing 30, no. 4 (July 2007): 269–76. http://dx.doi.org/10.1097/01.sga.0000287198.13732.46.

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20

Charmaz, Kathy. "Constructivist grounded theory." Journal of Positive Psychology 12, no. 3 (December 14, 2016): 299–300. http://dx.doi.org/10.1080/17439760.2016.1262612.

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21

Emerson, Robert Wall. "Grounded Theory Design." Journal of Visual Impairment & Blindness 110, no. 3 (May 2016): 213–14. http://dx.doi.org/10.1177/0145482x1611000311.

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22

Neill, Sarah J. "Grounded theory sampling." Journal of Research in Nursing 11, no. 3 (May 2006): 253–60. http://dx.doi.org/10.1177/1744987106051850.

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23

Gardner, Lyn. "Grounded theory sampling." Journal of Research in Nursing 11, no. 3 (May 2006): 261–62. http://dx.doi.org/10.1177/1744987106051851.

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24

Engward, Hilary. "Understanding grounded theory." Nursing Standard 28, no. 7 (October 16, 2013): 37–41. http://dx.doi.org/10.7748/ns2013.10.28.7.37.e7806.

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25

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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26

Herron, Daniel. "Grounded Theory Method." QMiP Bulletin 1, no. 16 (2013): 39–40. http://dx.doi.org/10.53841/bpsqmip.2013.1.16.39.

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27

Goldkuhl, Göran, and Stefan Cronholm. "Adding Theoretical Grounding to Grounded Theory: Toward Multi-Grounded Theory." International Journal of Qualitative Methods 9, no. 2 (June 2010): 187–205. http://dx.doi.org/10.1177/160940691000900205.

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28

Thomas, Gary, and David James. "Reinventing grounded theory: some questions about theory, ground and discovery." British Educational Research Journal 32, no. 6 (November 2006): 767–95. http://dx.doi.org/10.1080/01411920600989412.

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29

Kim, Dong-Hwan. "Grounding Causal Loop Diagrams on Grounded Theory : Toward Grounded System Theory." Korean System Dynamics Review 24, no. 2 (June 30, 2023): 5–29. http://dx.doi.org/10.32588/ksds.24.2.1.

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30

Mohajan, Haradhan Kumar, and Devajit Mohajan. "Glaserian Grounded Theory and Straussian Grounded Theory: Two Standard Qualitative Research Approaches in Social Science." Journal of Economic Development, Environment and People 12, no. 1 (April 2, 2023): 72–81. http://dx.doi.org/10.26458/jedep.v12i1.794.

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Grounded theory (GT) has appeared as a popular research approach in many branches of social science that acts for the well-being of the society. It is an inductive methodology, and focuses on the discovery of theory from data. Overtimes original grounded theory of Barney Galland Glaser (1930-2022) and Anselm Leonard Strauss (1916-1996) has evolved, and two grounded theory variants: Glaserian grounded theory and Straussian grounded theory have been emerged as qualitative approaches. When a novice qualitative researcher starts data collection on grounded theory; s/he cannot identify the differences between the two approaches. In this paper some of the key differences and similarities of the two methods are illustrated. So that, a confused researcher can easily selects the desired grounded theory for his/her research version. In this study an attempt has been taken to continue the grounded theory research smoothly when the novice researchers face uncertainty during the research procedure.
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31

Egan, T. Marshall. "Grounded Theory Research and Theory Building." Advances in Developing Human Resources 4, no. 3 (August 1, 2002): 277–95. http://dx.doi.org/10.1177/15222302004003004.

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32

Egan, T. Marshall. "Grounded Theory Research and Theory Building." Advances in Developing Human Resources 4, no. 3 (August 2002): 277–95. http://dx.doi.org/10.1177/1523422302043004.

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33

Davey, Bill, and Arthur Adamopoulos. "Grounded Theory and Actor-Network Theory." International Journal of Actor-Network Theory and Technological Innovation 8, no. 1 (January 2016): 27–33. http://dx.doi.org/10.4018/ijantti.2016010102.

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This paper introduces a method of analyzing large text data in the context of an Actor-Network Theory based study. A case is used to illustrate conditions under which using an analytical technique from another philosophy seems particularly apt. A tool commonly used in Grounded Theory was applied in a manner aimed at facilitating a search for potential actors and their interactions and for evidence of specific translations of the innovation in the case used.
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34

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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35

Cooney, Adeline. "Rigour and grounded theory." Nurse Researcher 18, no. 4 (July 15, 2011): 17–22. http://dx.doi.org/10.7748/nr2011.07.18.4.17.c8631.

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36

Glaser, Barney, Lotte Bailyn, Walter Fernandez, Judith A. Holton, and Natalia Levina. "What Grounded Theory Is…." Academy of Management Proceedings 2013, no. 1 (January 2013): 11290. http://dx.doi.org/10.5465/ambpp.2013.11290symposium.

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37

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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38

Ray, Shovana. "Doing Classic Grounded Theory." Journal of Constructivist Psychology 32, no. 1 (January 15, 2018): 102–4. http://dx.doi.org/10.1080/10720537.2017.1410457.

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39

Robrecht, Linda C. "Grounded Theory: Evolving Methods." Qualitative Health Research 5, no. 2 (May 1995): 169–77. http://dx.doi.org/10.1177/104973239500500203.

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40

Belcher, John R., and Steven Herr. "Development of Grounded Theory." Journal of Addictions Nursing 16, no. 3 (2005): 117–24. http://dx.doi.org/10.1080/10884600500196651.

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41

Tucker-McLaughlin, Mary, and Kenneth Campbell. "A Grounded Theory Analysis." Electronic News 6, no. 1 (March 2012): 3–19. http://dx.doi.org/10.1177/1931243112439388.

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42

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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43

Noble, Helen, and Gary Mitchell. "What is grounded theory?" Evidence Based Nursing 19, no. 2 (February 12, 2016): 34–35. http://dx.doi.org/10.1136/eb-2016-102306.

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44

Mattley, Christine, Anselm Strauss, and Juliet Corbin. "Grounded Theory in Practice." Contemporary Sociology 28, no. 4 (July 1999): 489. http://dx.doi.org/10.2307/2655359.

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45

Sigauke, Innocent, kenneth Swansi, and PETER TSVARA. "Oscillating among Different Traditions of Grounded Theory." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 1 (June 3, 2020): 72–78. http://dx.doi.org/10.46606/eajess2020v01i01.0008.

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Grounded theory is one of the major research designs used in qualitative studies. However, there is more than one genre of grounded theory. Some authors highlight the basic dichotomy between Strauss and Glaser’s approaches to grounded theory while still others go further to highlight that the grounded theory method is in fact more than a dichotomy, but a ‘contested concept.’ Though others seem to downplay such a contest, there are others who suggest that one does not have to choose between the two approaches, adding that a balanced approach is ideal as there is a lot to learn from all grounded theory forbearers. This paper provides an outline of the uncontested concepts of grounded theory while highlighting the options among the various grounded theory approaches.
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46

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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47

Glaser, Barney G. "Conceptualization: On Theory and Theorizing Using Grounded Theory." International Journal of Qualitative Methods 1, no. 2 (June 2002): 23–38. http://dx.doi.org/10.1177/160940690200100203.

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This article explores the use of grounded theory to generate conceptualizations of emergent social patterns in research data. The naming of patterns and their abstraction across time, place and people, are discussed. The constant comparative method employed in grounded data analysis is offered as a developmental tool for enhancing researchers' abilities to conceptualize and form emergent theories. Conceptual levels, descriptions, power and flawed approaches to analysis are explored at length.
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48

Asbui, Risnita, M. Syahran Jailani, M. Husnullail, and Asrul. "METODE GROUNDED THEORY DALAM PENDEKATAN PRAKTIS." Jurnal Cahaya Mandalika ISSN 2721-4796 (online) 5, no. 1 (January 10, 2024): 47–58. http://dx.doi.org/10.36312/jcm.v5i1.2298.

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Artikel ini membahas tentang bagaimana metode grounded theory diterapkan dalam sebuah riset kualitatif. Riset kualitatif dengan menggunakan metode grounded theory dimulai dari data untuk mencapai suatu teori dan bukan dimulai dari teori atau untuk menguji suatu teori, sehingga dalam riset grounded theory diperlukan adanya berbagai prosedur atau langkah-langkah yang sistematis dan terencana dengan baik. Prosedur riset kualitatif dengan menggunakan metode grounded theory terdiri dari beberapa tahap yaitu: 1) tahap perumusan masalah, 2) tahap penggunaan kajian teoritis (bila perlu), 3) tahap pengumpulan data dan penyampelan, 4) tahap analisis data, dan 5) tahap penyimpulan atau penulisan laporan. Namun demikian, kelima tahapan riset grounded theory tersebut terjadi secara simultan. Peneliti mengamati, mengumpulkan dan mengorganisasi data serta membentuk teori dari data pada waktu bersamaan. Salah satu teknik penting dalam riset grounded theory adalah proses komparasi konstan (tetap) di mana setiap data dibandingkan dengan semua data lainnya satu persatu. Data dapat dikumpulkan melalui wawancara, observasi, pencatatan, atau kombinasi dari cara-cara tersebut. Kualitas riset grounded theory sangat ditentukan oleh langkah-langkah tersebut yang dilakukan secara baik, benar, dan disiplin
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49

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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50

Conlon, Catherine, Virpi Timonen, Catherine Elliott-O’Dare, Sorcha O’Keeffe, and Geraldine Foley. "Confused About Theoretical Sampling? Engaging Theoretical Sampling in Diverse Grounded Theory Studies." Qualitative Health Research 30, no. 6 (January 20, 2020): 947–59. http://dx.doi.org/10.1177/1049732319899139.

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Theoretical sampling is a key procedure for theory building in the grounded theory method. Confusion about how to employ theoretical sampling in grounded theory can exist among researchers who use or who want to use the grounded theory method. We illustrate how we employed theoretical sampling in diverse grounded theory studies and answer key questions about theoretical sampling in grounded theory. We show how theoretical sampling functions in grounded theory and how it differs from sampling for data generation alone. We demonstrate how induction, retroduction, and abduction operate in grounded theory and how memoing drives theoretical sampling in the pursuit of theory. We explicate how theoretical sampling can contextualize data to build concepts and theory. Finally, we show how theoretical sampling in grounded theory operates in secondary analysis to derive theory that goes beyond the original purpose of data collection.
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