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Gotowa bibliografia na temat „Grounded theory methodology”

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Data publikacji: 4 czerwca 2021
Data aktualizacji: 14 marca 2023

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Artykuły w czasopismach na temat "Grounded theory methodology"

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Rennie, David L. "Grounded Theory Methodology". Theory & Psychology 8, nr 1 (luty 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, nr 1 (marzec 1993): 17–26. http://dx.doi.org/10.1177/034003529301900108.

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Ruppel, Paul Sebastian, i Günter Mey. "Grounded Theory Methodology—Narrativity Revisited". Integrative Psychological and Behavioral Science 49, nr 2 (27.03.2015): 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, nr 1 (luty 1996): 23–28. http://dx.doi.org/10.53841/bpscpr.1996.11.1.23.

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Licqurish, Sharon, i Carmel Seibold. "Applying a contemporary grounded theory methodology". Nurse Researcher 18, nr 4 (15.07.2011): 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, nr 4 (sierpień 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 (lipiec 2019): 012102. http://dx.doi.org/10.1088/1742-6596/1179/1/012102.

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Smith, Patricia J., Carol L. Cox i Helen Gibbons. "Grounded theory methodology in ophthalmic research". International Journal of Ophthalmic Practice 2, nr 1 (luty 2011): 45–49. http://dx.doi.org/10.12968/ijop.2011.2.1.45.

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Keddy, Barbara, Sharon L. Sims i Phyllis Noerager Stern. "Grounded theory as feminist research methodology". Journal of Advanced Nursing 23, nr 3 (marzec 1996): 448–53. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00005.x.

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Samuel, Anthony, i Ken Peattie. "Grounded Theory as a Macromarketing Methodology". Journal of Macromarketing 36, nr 1 (24.09.2015): 11–26. http://dx.doi.org/10.1177/0276146715608920.

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Rozprawy doktorskie na temat "Grounded theory methodology"

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Hutchinson, Andrew John. "Understanding successful physical activity behaviour change using a grounded theory methodology". Thesis, Sheffield Hallam University, 2009. http://shura.shu.ac.uk/17709/.

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Research evidence highlights regular physical activity (PA) as an increasingly important factor in the prevention of a variety of chronic diseases. Consequently, encouraging people to make PA related lifestyle changes is an everyday challenge faced by health professionals in primary and secondary health care settings. Although a number of intervention strategies have been developed and implemented, research evidence presents only limited support for their efficacy. While short-term changes may be achievable using current intervention strategies, long-term change (i.e. maintenance) appears much more difficult to achieve. Although many public health interventions are developed without explicit reference to theory, evidence suggests that the explicit use of theory will significantly improve the chances of effectiveness (Nutbeam & Harris, 2004). As no existing theoretical models are specifically intended to account for PA behaviour change, a number of pre-existing theoretical frameworks have been adopted to explain PA participation. This thesis reviews the existing body of theoretical literature in exercise psychology alongside conducting a systematic review (Study 1) of interventions based on the Transtheoretical Model (TTM). As a result, the theoretical depth or explanatory quality of existing models and theories is called into question, when applied to a PA context and specific phenomena such as long-term PA behaviour change. After reflecting on the debate surrounding different epistemological viewpoints and theoretical perspectives, applications of an alternative theory generating research approach (the Grounded Theory Methodology: GTM) are explored and evaluated. As a result, in light of the considerable epistemological debate that surrounds GTM, study 2 of this thesis focuses explicitly on methodological issues within exercise psychology. A critical review of applications of GTM within exercise psychology is conducted. Results reveal that many existing studies.demonstrate a poor understanding of GTM and/or fail to present an adequate account of the research process. Ultimately the results of study 2 provide valuable implications for study 3 of this thesis, which adopts GTM to develop an ecologically valid explanatory model of long-term PA behaviour change. Twenty-one adult participants (9 male, 12 female), aged between 38 and 62 years, were recruited from a countywide PA referral scheme. All participants had made long-term, positive changes to their PA habits. Participants contributed to 25 in-depth interviews. All sampling and analytical procedures were dictated by the key tenets of GTM and a constructivist theoretical stance. To assist with the GTM process, the software package QSR-NVivo was used throughout. A grounded theory of longterm PA behaviour change is presented in the form of a multidimensional explanatory model. The model identifies a number of observed cognitive processes, which appear central to PA behaviour change and maintenance. The underlying mechanisms responsible for these are also highlighted. Results are discussed with specific emphasis on literature surrounding value theories, core beliefs and the introduction of prominent clinical psychology and psychotherapy approaches within exercise psychology. Finally, implications for theory development and applied practice are highlighted and directions for future research suggested.
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McCluskey, Annie, University of Western Sydney, College of Social and Health Sciences i of Nursing Family and Community Health School. "A grounded theory of care management after traumatic brain injury". THESIS_CSHS_NFC_McCluskey_M.xml, 2003. http://handle.uws.edu.au:8081/1959.7/488.

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This study explores the processes and conditions surrounding long-term care decision-making and care management after traumatic brain injury. Grounded theory methodology and methods were used. Semi-structured interviews were conducted with a total of 51 participants in New South Wales, Australia. A grounded theory of care management was developed through constant comparison of data and cases and identified a social problem, a core social process, strategies, conditions and consequences. The basic social problem was the need for ongoing care, a problem which the person with brain injury and others managed collectively. Together, they determined an appropriate care location or living situation, configuration of carers and level of care. This study provides a framework for understanding preferred ways of living with care after brain injury. Increased autonomy was a desired outcome. Living alone and spending time alone were associated with increased autonomy and increased risk. A series of strategies and processes are suggested that allow professionals and family carers to gradually increase risk, and share responsibility for risk management. The findings have implications for health professional and legal practice, education, research and policy.
Doctor of Philosophy (PhD)
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Teoh, Simon. "Gross National Happiness (GNH) in Bhutan's GNH Tourism Model: An investigation using Grounded Theory Methodology". Thesis, Teoh, Simon (2015) Gross National Happiness (GNH) in Bhutan's GNH Tourism Model: An investigation using Grounded Theory Methodology. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/29708/.

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Gross National Happiness (GNH) is an aspirational development philosophy promoted by Bhutan’s 4th King. GNH attracted world attention at the United Nations (UN) when Happiness was declared the 9th Millennium Development Goal in 2012. This dissertation examines how GNH is manifest in tourism policy, planning and development in Bhutan. The study employs a constructivist grounded theory methodology (GTM). Data was collected through a number of qualitative methods, including fieldwork, participant observation, case studies, and semi-structured interviews with tourism stakeholders. The investigation follows the researcher’s journey, navigating through a romanticised notion of GNH, to experiencing the issues and challenges of the implementation of GNH policy in tourism in Bhutan. The GTM led the researcher to Foucault’s governmentality framework, which is used to examine the relationship between tourism development and GNH, in particular the changes in Bhutan’s tourism policy from high value, low volume to high value, low impact, between 2008 and 2012. The study uncovered a number of contradictions in the implementation of GNH; paradox through the change in tourism policy; tensions resulting from the Accelerate Bhutan’s Socio-economic Development (ABSD) Plan’s McKinsey Report; controversy around the Ura-Shinghkar Gold Course Development; and, the concerns of some tourism stakeholders about meeting the demands of increasing tourist numbers whilst maintaining GNH principles. The dissertation has found that the first term democratically elected Bhutanese government (2008 - 2013) prioritised economic benefits over its socio-cultural and environmental integrity through the ABSD Plan, and demonstrates the complexities involved in tourism policy, planning and development. The dissertation concludes that the ‘low impact’ tourism policy is unsustainable and proposes that reverting to ‘low volume’ is better aligned to the GNH value-led and slow-paced development philosophy. The study contributes an increased understanding of the complexities inherent in Bhutan aligning its tourism policy, planning and development with its GNH development philosophy.
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Warren, Scott Joseph. "A Multi-Methodology Study of the Historic Impact of Soft Systems Methodology and Its Associated Data Visualization Approach in the Context of Operations and Business Strategy". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404615/.

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The purpose of this three-essay dissertation was to expand knowledge and theory regarding soft systems methodologies (SSMs) and data visualization approaches in business, engineering, and other social sciences. The first essay depicts a bibliometric analysis study of the historic impacts of SSM from 1980-2018 on business, engineering, and other social sciences fields. This study found 285 articles that described or employed SSM for research and included outcomes such as top SSM authors, author citation impacts, common dissemination outlets, time-bound distribution of publications, and other relevant findings. This study provided a picture of who, what, why, when, and where SSM has had the greatest impact on academic thought and practice. The second essay presents research on the academic impact of Systemigrams, an associated data visualization approach, finding examples of conceptual or research development that employed Systemigrams to depict complex problem situations. Recommendations for improvement of designing these data visualizations to increase their field use resulted from this study. The final essay leverages a selection of the articles as use cases to produce a grounded theory study to identify phenomena that arose from the use of SSM for operations and firm strategy research. This study identified two broad themes including (i) scope, structure, and process challenges and (ii) performance and evaluation limitations. These themes were explained by six patterns that emerged from the publications. Each produced change recommendations for SSM process, practice, and reporting to support its continued viability and adoption in business and operations research.
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Goeke, Stephanie. "Frauen stärken sich : Empowermentprozesse von Frauen mit Behinderungserfahrung : eine Studie im Stil der grounded theory methodology". Marburg Lebenshilfe-Verl, 2010. http://bvbr.bib-bvb.de:8991/F?func=service&docl̲ibrary=BVB01&docn̲umber=020216873&linen̲umber=0001&funcc̲ode=DBR̲ECORDS&servicet̲ype=MEDIA.

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Straw, Eric M. "Construction of a Conceptualization of Personal Knowledge within a Knowledge Management Perspective using Grounded Theory Methodology". Thesis, Nova Southeastern University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590345.

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The current research used grounded theory methodology (GTM) to construct a conceptualization of personal knowledge within a knowledge management (KM) perspective. The need for the current research was based on the use of just two categories of knowledge, explicit and tacit, within KM literature to explain diverse characteristics of personal knowledge. The construct of tacit knowledge has often been explicated and debated in KM literature. The debate over tacit knowledge arose from the complex epistemological roots of tacit knowing and the construct of tacit knowledge popularized by organizational knowledge creation theory. The ongoing debate over tacit knowledge in KM literature has shed little light on personal knowledge within a KM perspective. The current research set aside the debate over tacit knowledge and pursued the construct of personal knowledge from the perspective of the knower using GTM. Thirty-seven interviews were conducted with fourteen participants. Interviews were audio recorded and coding was accomplished with the qualitative data analysis software MAXQDA.

A total of eight categories were identified. These were organized into two groups. The core category being overwhelmed represented the absence of personal knowledge. The categories questioning self, seeking help, and microthinking fit under being overwhelmed. Together these categories were inverse indicators because they all decreased as knowledge acquisition progressed. The core category being confident represented the presence of personal knowledge. The categories remembering, multitasking, and speed fit under being overwhelmed. Together these categories were direct indicators because they all increased as knowledge acquisition progressed.

Three significant conclusions were drawn from the current research. These conclusions led to the conceptualization of personal knowledge from a KM perspective. The first significant conclusion was the conceptualization of a process of knowing as Integrated Complexity: From Overwhelmed to Confident (ICOC). The second significant conclusion was personal knowing as first-person epistemology is a universally lived experience that includes commitments to internal and external requirements as well as a bias toward integration. The third significant conclusion was personal knowledge can be viewed as a complex adaptive system. Finally, the current research concluded that personal knowledge within a KM perspective is a complex adaptive system maintained through acts of first-person epistemology.

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Goeke, Stephanie. "Frauen stärken sich : Empowermentprozesse von Frauen mit Behinderungserfahrungen ; eine Studie im Stil der Grounded Theory Methodology /". Marburg : Lebenshilfe-Verl, 2009. http://d-nb.info/999696149/04.

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Nelson, James Hunter. "Common education and separate schools : a study of sharing education in Northern Ireland using a grounded theory methodology". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602695.

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This thesis is a philosophical and empirical investigation into the problems and possibilities of sharing education. Beginning with the question, 'What is it possible to share in education?' there is consideration of a number of major philosophical, political and sociological issues including: the role of religion in education, the appropriate level of state control of education, the rights of parents to choose and the rights of children to be autonomous. It is acknowledged that problems exist with common education in certain forms, but it is argued that there is a case for common education in liberal democracies that is not necessarily confined to common schools but which engenders sharing, dialogue, openness and criticality. Using the evolving situation of separate and shared education in Northern Ireland, a grounded theory approach is employed to understand the problems and possibilities for sharing in collaborative education projects involving schools of different ethos. As a result of this study a deeper understanding is achieved of the basic .social processes experienced by teachers involved in sharing education, especially in relation to how the aims of sharing are framed (through 'fitting', 'guarding', 'widening horizons' and 'avoiding') and how the activity of sharing is managed (through 'learning', 'leading', 'bridging' and 'struggling'.) This thesis concludes by arguing that, even in contexts where separate schooling is dominant, boundaries become porous when pupils and teachers participate in shared activity. Sharing education can present many obstacles but, where attention is given to the social context of sharing education, and when the transformative potential of learning is nurtured, it can enhance teachers' professional development, widen the horizons of young people and contribute to the improvement of community relations.
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Spencer, Deborah. "Exploring the impact of life science intermediaries on knowledge exchange and commercialisation : using a constructivist grounded theory methodology". Thesis, Abertay University, 2017. https://rke.abertay.ac.uk/en/studentTheses/12fcb85e-16b4-4e92-9af1-0a1e9b893fc6.

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This thesis presents a Constructivist Grounded Theory study that explores the impact that life science specific intermediaries have on knowledge exchange and commercialisation. Many of the life science intermediaries (LSIs) that operate to bridge the divide between industry and academia receive public funding, and many have come and gone. It is important for us to better understand the reasons behind this turnover and how we can develop LSIs that have staying power. The research explores what LSIs are and the different ways they can impact on knowledge exchange and commercialisation. The study engaged 22 different LSIs sites from the UK, Holland and France. These 22 different LSIs have been placed into five different Case intermediary models, moreover, 30 interviews were conducted, informal observations were collected and field notes also known as memos were taken throughout the research process. Through the use of Constructivist Grounded Theory five theoretical concepts emerged, these included the following: that a LSI needed to have commercialisation targets, those with KEC objectives embedded had more chance of gaining further funding, and they require sufficient time and that funding resources are adequate and they should employ staff from both academia and industry within the LSI. A theoretical framework model that can be used to help design and develop a high functioning LSI is presented. Discussions with policy decision makers and the expectations from a range of stakeholders feed into this framework model. The theory development adds to the knowledge on innovation intermediaries and in particular the sectoral systems of innovation (SSI) which allows for a more focused approach on innovation intermediaries from a single sector viewpoint. Furthermore, the study feeds into more recent research on the reason why intermediaries fail.
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Smith, Morgan Roberta. "Student perspectives on satisfaction with learning in Bachelor of Nursing programs in Australia: A constructivist grounded theory study". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381377.

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Student satisfaction is becoming increasing important as a quality measure in undergraduate programs, including nursing programs, globally. To date theories of student satisfaction have focused primarily on students’ perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary if schools of nursing are to better understand measures of overall satisfaction and balance the requirements of multiple stakeholders. The aim of this study was to explore and better understand students’ satisfaction with learning in undergraduate nursing programs. Constructivist grounded theory methodology, underpinned by symbolic interactionism, was used to identify how students determine satisfaction with learning. The setting for the study was two large, multi-campus nursing schools located within Australian universities. The campuses were city based, metropolitan, semi-rural and rural. One school of nursing offered a program that was designated as online. Seventeen demographically diverse undergraduate nursing students, studying different stages of a three-year program, participated in twenty-nine semi-structured interviews. Participants were asked to describe situations where they had been satisfied or dissatisfied with their learning. Analysis was conducted according to guidelines for constructivist grounded theory. The substantive theory developed suggests that students are satisfied with learning when they shape a valued learning journey that accommodates the social contexts of the self, the university and the nursing workplace. The basic psycho-social problem, therefore, is negotiating a valued learning journey that accommodates the self, the university and the nursing workplace. Students are diverse. They have diverse lifestyles, commitments, abilities and attitudes to their study. The university and the nursing workplace are experienced differently. Workplaces where nurses work are complex and unique. Students must create meaning across contexts if they are to experience learning of perceived value and be satisfied with their learning. The basic psycho-social process, ‘shaping a valued learning journey across the Bachelor of Nursing program’, has three phases. In phase 1 students orient themselves to valued learning in the pedagogical landscape. They identify knowledge requirements and expected standards, making judgments about the relative worth of what they are learning. When they identify they are studying knowledge of high perceived worth and can adjust their lives so that learning of perceived worth is possible they are positioned to become satisfied with their learning. In phase 2 students seek valued learning experiences across diverse pedagogical terrain. They seek learning experiences of value online, on campus and in the nursing workplace. Those students who are able to experience learning of their choosing are more satisfied with their learning than those who are less able to do so. In phase 3 students evaluate their learning as they progress through the program and judge the value of their knowledge acquisition. Where students acknowledge their learning achievements as worthwhile and timely they are satisfied with their learning. When their knowledge acquisition is valued less, or their understanding takes longer to acquire than they anticipate, they are less satisfied with their learning. Similarly, where students recognise a developing, valued, professional identity in the present and for the future, and the grades they receive meet their self-expectations, they are satisfied with their learning. Strategies for enhancing satisfaction with learning ensure all students have the necessary personal, social and economic resources to succeed and a realistic understanding of what the Bachelor of Nursing program entails both on enrolment and as they progress through the program. Programs that are sufficiently flexible to accommodate students’ individual situations, plans, hopes and dreams are required. In conclusion, when students experience a valued learning journey they are satisfied with their learning. When they struggle to do so they are less satisfied. A valued learning journey is an experience that is unique to the individual, changes over time, and may be transient or sustained, mild or intense. Findings from the research indicate how students, nurse academics and nurse clinicians can facilitate satisfaction with learning in undergraduate nursing programs while still being mindful of the learning requirements for professional nursing practice.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing & Midwifery
Griffith Health
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Książki na temat "Grounded theory methodology"

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

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More grounded theory methodology: A reader. Mill Valley, CA: Sociology Press, 1994.

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Caroline, Porr, red. Essentials of accessible grounded theory. Walnut Creek, CA: Left Coast Press, 2010.

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Elizabeth), Mills Jane (Jane, red. Grounded theory: A practical guide. Los Angeles, Calif: Sage, 2011.

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Grounding grounded theory: Guidelines for qualitative inquiry. San Diego: Academic Press, 1999.

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Nielson, Alan. Towards a methodology for integrating explanations of organisational change processes. Manchester: Manchester Business School, 1992.

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Margiotta, Umberto. The grounded theory of teaching: Vilnius 2010, Venice 2011. Lecce: Pensa multimedia, 2011.

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Grounded theory: A practical guide for management, business and market researchers. London: SAGE, 2002.

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Brown, Andrew D. Grounding soft systems research. Manchester: Manchester Business School, 1991.

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Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks, CA: Sage Publications, 2004.

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Części książek na temat "Grounded theory methodology"

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Rennie, David. "Grounded Theory Methodology". W Encyclopedia of Critical Psychology, 823–28. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_630.

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Hayhoe, Simon. "From grounded theory to grounded methodology". W An Introduction to Grounded Methodology for Emerging Educational Researchers, 5–17. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Qualitative and visual methodologies in educational research: Routledge, 2020. http://dx.doi.org/10.4324/9780367854393-2.

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Eppich, Walter J., Francisco M. Olmos-Vega i Christopher J. Watling. "Grounded Theory Methodology: Key Principles". W Healthcare Simulation Research, 127–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26837-4_18.

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Belgrave, Linda Liska, i Kapriskie Seide. "Grounded Theory Methodology: Principles and Practices". W Handbook of Research Methods in Health Social Sciences, 299–316. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_84.

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Konecki, Krzysztof T. "Visual Images and Grounded Theory Methodology". W The SAGE Handbook of Current Developments in Grounded Theory, 352–73. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526436061.n19.

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Belgrave, Linda Liska, i Kapriskie Seide. "Grounded Theory Methodology: Principles and Practices". W Handbook of Research Methods in Health Social Sciences, 1–18. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_84-1.

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Belgrave, Linda Liska, i Kapriskie Seide. "Grounded Theory Methodology: Principles and Practices". W Handbook of Research Methods in Health Social Sciences, 1–18. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-2779-6_84-2.

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Reinwand-Weiss, Vanessa-Isabelle, i Claudia Roßkopf. "3 Anwendung der Grounded Theory Methodology". W Rezensiv - Online-Rezensionen und Kulturelle Bildung, 43–54. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839454435-004.

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Konecki, Krzysztof T. "Visual Images and Grounded Theory Methodology". W The SAGE Handbook of Current Developments in Grounded Theory, 352–73. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526485656.n19.

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Henwood, Karen, i Nick Pidgeon. "Grounded theory in psychological research." W Qualitative research in psychology: Expanding perspectives in methodology and design., 131–55. Washington: American Psychological Association, 2003. http://dx.doi.org/10.1037/10595-008.

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Streszczenia konferencji na temat "Grounded theory methodology"

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de Egaña Muñoz-Cobo, Blanca Herrero. "The Grounded Theory in 2.0 web Environment: Problems, Challenges and Needed Adjustments". W 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.017.

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Gold-Veerkamp, Carolin. "Using grounded theory methodology to discover undergraduates' preconceptions of software engineering". W 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363300.

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Gehtmane-Hofmane, Ilona. "Grounded Theory Methodology for Understanding How Equine Assisted Learning Contributes to Adult Learning". W ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.33.

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PRANSKŪNIENĖ, Rasa. "GROUNDED THEORY METHODOLOGY IN THE CONTEXT OF SOCIAL INNOVATIONS FOR RURAL DEVELOPMENT RESEARCH". W RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.251.

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Although the Grounded Theory (GT) methodology has been developed for over 50 years and is one of the most popular methodologies in the world, it is not often used in rural development research. In order to update the possibilities of applying GT in rural development research, this article is based on the analysis of scientific literature and presents the evolution of the development of GT methodology and the possibilities of its application in rural development research. The classic GT strategy is discussed in more detail, as methodology which provides the possibility to researcher to look at the phenomenon from inside without formulating the hypothesis, i.e., to “emerge” the theory, which reveals the main concern and explains how it is resolved, by conceptualizing the authentic experiences of research participants. The article aims to explain that classic GT is a “full package” approach, discusses its coding process; reveales the principles of the emerging classic GT. The GT methodology is discussed as the paradigm that can help researchers discover new insights and develop new theories, explaining the processes of social innovations for rural development.
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Qian, Chao. "Towards Theoretically Grounded Evolutionary Learning". W Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/819.

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Machine learning tasks are often formulated as complex optimization problems, where the objective function can be non-differentiable, non-continuous, non-unique, inaccurate, dynamic, and have many local optima, making conventional optimization algorithms fail. Evolutionary Algorithms (EAs), inspired by Darwin's theory of evolution, are general-purpose randomized heuristic optimization algorithms, mimicking variational reproduction and natural selection. EAs have yielded encouraging outcomes for solving complex optimization problems (e.g., neural architecture search) in machine learning. However, due to the heuristic nature of EAs, most outcomes to date have been empirical and lack theoretical support, encumbering their acceptance to the general machine learning community. In this paper, I will review the progress towards theoretically grounded evolutionary learning, from the aspects of analysis methodology, theoretical perspectives and learning algorithms. Due to space limit, I will include a few representative examples and highlight our contributions. I will also discuss some future challenges.
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"Eric" Hu, Tao, Hua Dai i Ping Zhang. "Developing a Big Data Success Model in Organizations: A Grounded Theory Method [Abstract]". W InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4772.

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Aim/Purpose: In spite of the insights in paving solid grounds and avenues for meaningful studies, the predicament of the literature in lacking fruitful understanding of the critical success factors and models of Big Data remain elusive and unexplored. A systematic literature review of research topics, perspectives, and substantial findings of Big Data is needed, so an overarching framework of Big Data success can be developed to integrate findings and systematically guide future research for advancing IS theoretical and practical progressing. Background: This study (1) uses the grounded theory as a literature review method to search and collect Big Data studies in the AIS “Senior Scholars’ Basket of Journals” over the period of twenty years from 2000 to 2020, (2) employs data coding and content analysis of the grounded theory to conduct a systematic literature review of research concepts, categories, topics, methodologies, and models and paradigms of Big Data in IS discipline, and (3) up-on synthesis of theoretical perspectives and empirical findings, develops a Big Data success theory with a research agenda to enrich the cumulative knowledge of critical success factors and interrelationships of Big Data in the organizational contexts. Methodology: A grounded theory-based review of Big Data literature helps investigate the emerging and evolving theoretical foundations of the subject, and create a roadmap for advancing IS theory and business relevance. Contribution The research in critical success factors and models of Big Data presents a novel opportunity for advancing IS theory across different IS traditions and paradigms. Findings: While this study is still in progress, currently we report preliminary findings in research methodologies, topics, and abstractions of open coding. Re-search of next steps toward a Big Data success theory is also reported in the submitted abstract. As the study proceeds, we expect more in-depth findings to be reported in the conference presentation in July, 2021. Recommendations for Practitioners: The findings of this study shall enrich our understanding of how organizations transform Big Data potentials into organizational performance and economic value. Recommendations for Researchers: The research in critical success factors and models of Big Data presents a novel opportunity for advancing IS theory across different IS traditions and paradigms. Impact on Society: The findings of this study shall enrich the cumulative knowledge of critical success factors and interrelationships of Big Data in the organizational contexts. Future Research: Future research may consider collecting the literature data from a wider variety of journal outlets and capture more relevant critical success factors and interrelationships of Big Data for the theory development.
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Căpraru, Mădălina. "THE RESEARCH OF THE EVOLUTION OF TRADITIONAL ARTS USING GROUNDED THEORY DURING COVID-19". W NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b2/v3/07.

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Studying the evolution of traditional arts in the XXI century brings with it the need to take into account a series of other concepts that are somewhat new in the study of traditional cultures, namely: pseudo-traditions and traditional kitsch, and also of already existing concepts such as the process of traditionalization and the adapting process of traditional arts. To better define these new concepts and to understand the reason behind the change in the traditional arts, I have chosen to use a grounded theory approach to the research to highlight and point out the reason and process behind the adaption and evolution of traditional arts. The method I intend to use to collected data is in-depth interviewing combined with the observation of the interviewee in his environment or surrounded by his creations. But the Covid-19 pandemic has overthrown the data collection plans. In this article I want to emphasize the impact of the Covid-19 pandemic has on data collection and analysis, impacting the result of the research overall. The Covid-19 pandemic has forced me to reassess the data collection method approach. The in-depth interviews have transformed into semi-structured or even structured interviews, with the interviewee being able to easily avoid sensitive or disliked questions. It also takes the possibility of the researcher to analyze the behavior or reactions of the interviewee, limiting the data analyzed. The difference between the quality of data collected from face-to-face interviews compared to telephone or on-line interviewing is emphasized by the degree of the interviewee’s openness when discussing sensitive subjects, the predominance of non-opinion answers or evasive ones. In this article I want to emphasize the effect of the pandemic on the research of traditional arts using a qualitative methodology. Although on-line video interviews offer a closer to face-to-face interview experience, the interviewee is more prone to avoiding sensitive subjects or ending the interview altogether.
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Perry, Jo, i Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum". W Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.
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Soernes, Jan-Oddvar, Keri Stephens, Alf Steinar Saetre i Larry Browning. "Leveling Differences and Reinforcing Similarities: The Interaction between Information and Communication Technologies and National Culture". W 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2696.

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This study compares how workers in Norway and the United States use Information and Communication Technologies (ICTs). Our data—72 in-depth interviews of advanced ICT users - was coded and analyzed using a grounded-theory methodology. As our organizing structure of comparing the two countries, we use Hofstede’s four-dimensional framework of national culture. Our results show that ICTs have a homogenizing effect on cultural differences—but also a reinforcing effect on existing similarities. We hypothesize possible explanations for these findings, including tracing them to our focus on an expert-user subculture and external triggering events.
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Pereira, Adalberto Bosco Castro, Igor Nascimento Guanais Santos, Luan Felipe Cruz Alves i Anne Eberhard. "Augmented Reality and Transversal System of Teaching-Learning to teach anatomy". W Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/cbie.wie.2020.41.

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This paper deals with initial results by using Augmented Reality and Transversal System of Teaching-Learning (TSTL) to teach anatomy in an undergraduate course of Physical Education. The ongoing project aims to use existing and low-cost resources in lessons to promote accessibility and school inclusion. The resources needed for this research are smartphones in the perspective of BYOD (Bring Your Own Device) and VR cardboards as an optional feature to increase immersion. This research is qualitative, and its methodology is grounded in action-research. Analysis of data collected were based in the theory of Structural Cognitive Modifiability (SCM) of Reuven Feuerstein.
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Raporty organizacyjne na temat "Grounded theory methodology"

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Berney, Ernest, Naveen Ganesh, Andrew Ward, J. Newman i John Rushing. Methodology for remote assessment of pavement distresses from point cloud analysis. Engineer Research and Development Center (U.S.), kwiecień 2021. http://dx.doi.org/10.21079/11681/40401.

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The ability to remotely assess road and airfield pavement condition is critical to dynamic basing, contingency deployment, convoy entry and sustainment, and post-attack reconnaissance. Current Army processes to evaluate surface condition are time-consuming and require Soldier presence. Recent developments in the area of photogrammetry and light detection and ranging (LiDAR) enable rapid generation of three-dimensional point cloud models of the pavement surface. Point clouds were generated from data collected on a series of asphalt, concrete, and unsurfaced pavements using ground- and aerial-based sensors. ERDC-developed algorithms automatically discretize the pavement surface into cross- and grid-based sections to identify physical surface distresses such as depressions, ruts, and cracks. Depressions can be sized from the point-to-point distances bounding each depression, and surface roughness is determined based on the point heights along a given cross section. Noted distresses are exported to a distress map file containing only the distress points and their locations for later visualization and quality control along with classification and quantification. Further research and automation into point cloud analysis is ongoing with the goal of enabling Soldiers with limited training the capability to rapidly assess pavement surface condition from a remote platform.
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Wong, Melanie, Tania Beekmans, Fuatino Taliaoa i Liam M. Oades. Effectiveness of the Breaking Ground Programme in Transforming Parenting Skills and Practice. Unitec ePress, listopad 2021. http://dx.doi.org/10.34074/rsrp.093.

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The Breaking Ground programme was an 18-month pilot programme to support families and parents in a mana-enhancing process while developing parenting skills and practices, focused on intensive family intervention. Practitioners worked alongside families who were on a trajectory towards having their children placed in state care, with the goal of preventing entry to such care. This research uses a case-study methodology with data collected through interviews with social workers and families involved in the programme. The aims of this research were: 1) to examine the effectiveness of social workers working with families on the Breaking Ground programme; and 2) to examine the effectiveness of social workers providing cultural support for the families on the programme.
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Cowell, Chandler, Michael P. Gallaher, Justin Larson i Aaron Schwartz. The Potential for SolarPowered Groundwater Irrigation in Sub-Saharan Africa: An Exploratory Analysis. RTI Press, listopad 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0079.2211.

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This study considers existing off-grid initiatives that are being implemented in support of more rapid electrification in sub-Saharan Africa. After first reviewing the successes and obstacles of commonly implemented off-grid solutions, we suggest groundwater irrigation powered via off-grid solar (OGS) systems as a productivity-focused electrification solution that could be valuable to off-grid development initiatives moving forward. This solution encourages the establishment of OGS pumping infrastructure in unelectrified areas in proximity to nonirrigated agriculture that have promising and sustainable groundwater abstraction potential. Using open-access spatial data to estimate the alignment of these resources is an important first step in determining potential study sites for on-the-ground research and pilot projects. This study focuses on applying the above approach to Ethiopia to produce a spatial layer representing areas that are recommended for further assessment of their OGS groundwater irrigation viability. We follow the spatial analysis with a projection of potential gains from investment in OGS groundwater pumping systems under different scenarios to highlight the solution’s viability with regional context. This assessment provides an initial methodology for identifying, examining, and expanding upon potential markets where OGS irrigation can become an economically viable solution.
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Al-Qadi, Imad, Qingqing Cao, Lama Abufares, Siqi Wang, Uthman Mohamed Ali i Greg Renshaw. Moisture Content and In-place Density of Cold-Recycling Treatments. Illinois Center for Transportation, maj 2022. http://dx.doi.org/10.36501/0197-9191/22-007.

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Cold-recycling treatments are gaining popularity in the United States because of their economic and environmental benefits. Curing is the most critical phase for these treatments. Curing is the process where emulsion breaks and water evaporates, leaving residual binder in the treated material. In this process, the cold-recycled mix gains strength. Sufficient strength is required before opening the cold-treated layer to traffic or placing an overlay. Otherwise, premature failure, related to insufficient strength and trapped moisture, would be expected. However, some challenges arise from the lack of relevant information and specifications to monitor treatment curing. This report presents the outcomes of a research project funded by the Illinois Department for Transportation to investigate the feasibility of using the nondestructive ground-penetrating radar (GPR) for density and moisture content estimation of cold-recycled treatments. Monitoring moisture content is an indicator of curing level; treated layers must meet a threshold of maximum allowable moisture content (2% in Illinois) to be considered sufficiently cured. The methodology followed in this report included GPR numerical simulations and GPR indoor and field tests for data sources. The data were used to correlate moisture content to dielectric properties calculated from GPR measurements. Two models were developed for moisture content estimation: the first is based on numerical simulations and the second is based on electromagnetic mixing theory and called the Al-Qadi-Cao-Abufares (ACA) model. The simulation model had an average error of 0.33% for moisture prediction for five different field projects. The ACA model had an average error of 2% for density prediction and an average root-mean-square error of less than 0.5% for moisture content prediction for both indoor and field tests. The ACA model is presented as part of a developed user-friendly tool that could be used in the future to continuously monitor curing of cold-recycled treatments.
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Wilson, A. M., i M. C. Kelman. Assessing the relative threats from Canadian volcanoes. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/328950.

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This report presents an analysis of the threat posed by active volcanoes in Canada and outlines directives to bring Canadian volcano monitoring and research into alignment with global best practices. We analyse 28 Canadian volcanoes in terms of their relative threat to people, aviation and infrastructure. The methodology we apply to assess volcanic threat was developed by the United States Geological Survey (USGS) as part of the 2005 National Volcano Early Warning System (NVEWS). Each volcano is scored on a number of hazard and exposure factors, producing an overall threat score. The overall threat scores are then assigned to five threat categories ranging from Very Low to Very High. We adjusted the methodology slightly to better suit Canadian volcano conditions by adding an additional knowledge uncertainty score; this does not affect the threat scoring or ranking. Our threat assessment places two volcanoes into the Very High threat category (Mt. Meager and Mt. Garibaldi). Three Canadian volcanoes score in the High threat category (Mt. Cayley, Mt. Price and Mt. Edziza) and two volcanoes score in the Moderate threat category (the Nass River group and Mt. Silverthrone). We compare the ranked Canadian volcanoes to similarly scored volcanoes in the USA and assess the current levels of volcano monitoring against internationally recognised monitoring strategies. We find that even the most thoroughly-studied volcano in Canada (Mt. Meager) falls significantly short of the recommended monitoring level (Mt. Meager is currently monitored at a level commensurate with a Very Low threat edifice, according to NVEWS recommendations). All other Canadian volcanoes are unmonitored (other than falling within a regional seismic network emplaced to monitor tectonic earthquakes). Based on the relative threat and scientific uncertainty surrounding some Canadian volcanoes, we outline five strategies to improve volcano monitoring in Canada and lower the uncertainty about eruption style and frequency: installation of real-time seismic stations at all Very High and High threat volcanoes, comprehensive lithofacies studies at Mt. Garibaldi in order to reduce uncertainty surrounding the frequency and style of volcanism, hazard mapping at Mt. Garibaldi and Mt. Cayley and publication of existing hazard analyses and mapping for Mt. Meager as a comprehensive hazard map, regular satellite-based ground deformation monitoring at all Very High to Moderate threat edifices, and, finally, installation of a landslide detection and alerting system at Mt. Meager.
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Wilson, A. M., i M. C. Kelman. Assessing the relative threats from Canadian volcanoes. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/328950.

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This report presents an analysis of the threat posed by active volcanoes in Canada and outlines directives to bring Canadian volcano monitoring and research into alignment with global best practices. We analyse 28 Canadian volcanoes in terms of their relative threat to people, aviation and infrastructure. The methodology we apply to assess volcanic threat was developed by the United States Geological Survey (USGS) as part of the 2005 National Volcano Early Warning System (NVEWS). Each volcano is scored on a number of hazard and exposure factors, producing an overall threat score. The overall threat scores are then assigned to five threat categories ranging from Very Low to Very High. We adjusted the methodology slightly to better suit Canadian volcano conditions by adding an additional knowledge uncertainty score; this does not affect the threat scoring or ranking. Our threat assessment places two volcanoes into the Very High threat category (Mt. Meager and Mt. Garibaldi). Three Canadian volcanoes score in the High threat category (Mt. Cayley, Mt. Price and Mt. Edziza) and two volcanoes score in the Moderate threat category (the Nass River group and Mt. Silverthrone). We compare the ranked Canadian volcanoes to similarly scored volcanoes in the USA and assess the current levels of volcano monitoring against internationally recognised monitoring strategies. We find that even the most thoroughly-studied volcano in Canada (Mt. Meager) falls significantly short of the recommended monitoring level (Mt. Meager is currently monitored at a level commensurate with a Very Low threat edifice, according to NVEWS recommendations). All other Canadian volcanoes are unmonitored (other than falling within a regional seismic network emplaced to monitor tectonic earthquakes). Based on the relative threat and scientific uncertainty surrounding some Canadian volcanoes, we outline five strategies to improve volcano monitoring in Canada and lower the uncertainty about eruption style and frequency: installation of real-time seismic stations at all Very High and High threat volcanoes, comprehensive lithofacies studies at Mt. Garibaldi in order to reduce uncertainty surrounding the frequency and style of volcanism, hazard mapping at Mt. Garibaldi and Mt. Cayley and publication of existing hazard analyses and mapping for Mt. Meager as a comprehensive hazard map, regular satellite-based ground deformation monitoring at all Very High to Moderate threat edifices, and, finally, installation of a landslide detection and alerting system at Mt. Meager.
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Bano, Masooda, i Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko i Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Eneroth, Hanna, Hanna Karlsson Potter i Elin Röös. Environmental impact of coffee, tea and cocoa – data collection for a consumer guide for plant-based foods. Department of Energy and Technology, Swedish University of Agricultural Sciences, 2022. http://dx.doi.org/10.54612/a.2n3m2d2pjl.

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In 2020, WWF launched a consumer guide on plant-based products targeting Swedish consumers. The development of the guide is described in a journal paper (Karlsson Potter & Röös, 2021) and the environmental impact of different plant based foods was published in a report (Karlsson Potter, Lundmark, & Röös, 2020). This report was prepared for WWF Sweden to provide scientific background information for complementing the consumer guide with information on coffee, tea and cocoa. This report includes quantitative estimations for several environmental categories (climate, land use, biodiversity and water use) of coffee (per L), tea (per L) and cocoa powder (per kg), building on the previously established methodology for the consumer guide. In addition, scenarios of consumption of coffee, tea and cocoa drink with milk/plant-based drinks and waste at household level, are presented. Tea, coffee and cacao beans have a lot in common. They are tropical perennial crops traditionally grown in the shade among other species, i.e. in agroforestry systems. Today, the production in intensive monocultures has negative impact on biodiversity. Re-introducing agroforestry practices may be part of the solution to improve biodiversity in these landscapes. Climate change will likely, due to changes in temperature, extreme weather events and increases in pests and disease, alter the areas where these crops can be grown in the future. A relatively high ratio of the global land used for coffee, tea and cocoa is certified according to sustainability standards, compared to other crops. Although research on the implications of voluntary standards on different outcomes is inconclusive, the literature supports that certifications have a role in incentivizing more sustainable farming. Coffee, tea and cocoa all contain caffeine and have a high content of bioactive compounds such as antioxidants, and they have all been associated with positive health outcomes. While there is a strong coffee culture in Sweden and coffee contributes substantially to the environmental impact of our diet, tea is a less consumed beverage. Cocoa powder is consumed as a beverage, but substantial amounts of our cocoa consumption is in the form of chocolate. Roasted ground coffee on the Swedish market had a climate impact of 4.0 kg CO2e per kg powder, while the climate impact of instant coffee powder was 11.5 kg CO2e per kg. Per litre, including the energy use for making the coffee, the total climate impact was estimated to 0.25 kg CO2e per L brewed coffee and 0.16 kg CO2e per L for instant coffee. Less green coffee beans are needed to produce the same amount of ready to drink coffee from instant coffee than from brewed coffee. Tea had a climate impact of approximately 6.3 kg CO2 e per kg dry leaves corresponding to an impact of 0.064 CO2e per L ready to drink tea. In the assessment of climate impact per cup, tea had the lowest impact with 0.013 kg CO2e, followed by black instant coffee (0.024 kg CO2e), black coffee (0.038 kg CO2e), and cocoa drink made with milk (0.33 kg CO2e). The climate impact of 1kg cocoa powder on the Swedish market was estimated to 2.8 kg CO2e. Adding milk to coffee or tea increases the climate impact substantially. The literature describes a high proportion of the total climate impact of coffee from the consumer stage due to the electricity used by the coffee machine. However, with the Nordic low-carbon energy mix, the brewing and heating of water and milk contributes to only a minor part of the climate impact of coffee. As in previous research, coffee also had a higher land use, water use and biodiversity impact than tea per L beverage. Another factor of interest at the consumer stage is the waste of prepared coffee. Waste of prepared coffee contributes to climate impact through the additional production costs and electricity for preparation, even though the latter was small in our calculations. The waste of coffee and tea at Summary household level is extensive and measures to reduce the amount of wasted coffee and tea could reduce the environmental impact of Swedish hot drink consumption. For the final evaluation of coffee and tea for the consumer guide, the boundary for the fruit and vegetable group was used. The functional unit for coffee and tea was 1 L prepared beverage without any added milk or sweetener. In the guide, the final evaluation of conventionally grown coffee is that it is ‘yellow’ (‘Consume sometimes’), and for organic produce, ‘light green’ (‘Please consume). The evaluation of conventionally grown tea is that it is ‘light green’, and for organic produce, ‘dark green’ (‘Preferably consume this’). For cocoa, the functional unit is 1 kg of cocoa powder and the boundary was taken from the protein group. The final evaluation of conventionally grown cocoa is that it is ‘orange’ (‘Be careful’), and for organically produced cocoa, ‘light green’.
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