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Chisnall, Anne Clare. "Grounded theory for knowledge acquisition". Thesis, De Montfort University, 1998. http://hdl.handle.net/2086/4140.
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Otting, Tiffany L. "Human-Animal Relational Theory: A Constructivist-Grounded Theory Investigation". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955020/.
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Constructs of human-animal relational theory (HART) were investigated to determine how those constructs manifested in animal-assisted therapy in counseling (AAT-C) from the perspectives of 6 participants (2 counselors, females, ages 28 and 32, both non-Hispanic and White; 2 clients, male and female, ages 55 and 23, respectively, both non-Hispanic and White; and, 2 therapy animals, canines, Labrador retriever and spaniel mix, ages 4 and 5, respectively). Using constructivist-grounded theory, a research team analyzed qualitative data from observations, interviews, and field notes. From the iterative process of multiphasic coding and constant comparison, these findings emerged: (a) consistency between Chandler's (in press) constructs and participants' experiences of AAT-C, (b) more meaningful therapeutic impacts for clients from client-initiated human-animal relational processes (HARPs) than counselor-initiated HARPs, (c) development of rich definitions and descriptions of Chandler's constructs, and (d) descriptions of interactive experiences of AAT-C and client resistance in the context of HART. Clinicians and educators in the field of AAT can apply the processes, practices, and principles from this study in their work to enhance positive therapeutic impacts for clients. As Chandler's constructs were supported in this study, AAT authors and researchers can solve a glaring problem of inconsistent terminology in the AAT literature by using those constructs in future studies and publications as operationalized nomenclature for standardized AAT interventions.
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Coleman, Donnie Steve. "Technological Immersion Learning: A Grounded Theory". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/75155.
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The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser (1978, 1992, 1998, 2001, 2007). The purpose of the study was to investigate an exemplary case of self-determined technology enthusiasts in the hopes of generating a substantive grounded theory that conceptualizes their experiences and concerns. Twelve unstructured interviews of amateur radio enthusiasts from the eastern United States provided the initial / primary data for this study. Experimenting and self-teaching in technological activities was highlighted as the main concern of the participants. The basic social process (BSP) of technological immersion learning (TIL) emerged as a theoretical construct and core variable that illuminates the experiences of individuals immersed in a community of practice, where hands-on engagement with technology is a primary activity. Adventuring, Affirmation, Doing Technology, Experimenting, Overcoming Challenge, Self-teaching, and Social Networking were properties of technological immersion learning that interact dialectically in an amplifying causal loop, with Problem solving and Designing as active sub processes in response to unmet challenges. TIL occurs cyclically in three stages, beginning with Induction, a credentialing stage wherein the neophyte is prepared with the necessary knowledge and skill to become a novice participant in an activity. The transition from Induction into the Immersion phase is a status passage whereby the novice is absorbed into the technical culture of the group and commences autonomous active participation in hands-on experimenting. Hands-on experiences with experimenting, problem solving and social interactions provide diverse learning and affirmation for the doer and multiple sources of feedback that promote sustained engagement. The transition into the Maturation phase proceeds gradually over time, with prolonged engagement and cumulative gains in knowledge, skill, and experience. Maturation is a quasi-stable state that remains responsive to new contexts as a random-walk process, wherein trigger events can initiate new cycles of technological immersion learning in a perpetually evolving process of personal development. Engagement, Empowerment, and Self-Actualization are underlying dimensions of the TIL basic social process that provide the impetus for continued persistence and personal development.Ph. D.
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Smart, Susanna Jennifer. "Grounded Theory of Rosen Method Bodywork". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524757138389208.
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Hadfield, Colin. "Towards a grounded theory of critical viewing". Faculty of Education, 2005. http://ro.uow.edu.au/theses/439.
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This thesis is a report on a study in viewing which details the construction of a grounded theory about ‘a pedagogy for critical viewing’. For this to happen a framework of visual language was developed for critical viewing and was provided to the participating teachers and students in the study. The visual framework was then applied to classes selected from the middle years of schooling. This involved an investigation into the implementation of the framework of visual language for the purposes of critical viewing. This then provided the data for constructing ‘a pedagogy for critical viewing’ that has been grounded in the viewing practices of Year 5-8 classrooms. The grounded theory focused on the conditions necessary for critical viewing to take place. These were the knowledges and experiences in critical viewing the students needed to have in order to view visual texts analytically and critically.
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Pranskūnienė, Rasa. "“Submerging interactivity” in museum education: grounded theory". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131021_095336-64968.
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Museum education as the subject of scientific research has been little analyzed, especially in Lithuania, thus, the dissertation research on museum education is significant for further development of museum education. The strategy of classic grounded theory was selected for research. It provides the possibility to researcher to “emerge” the theory, which reveals the main concern and explains how it is solved, by conceptualizing the data of research. The data collection methods (interviews, observation, informal conversations, virtual comments, essays, drawings, documents), used in research, and application of procedures of classic grounded theory helped to reveal that the main concern in museum education is boredom. The problem of boredom in museum education is solved by submerging interactivity on the basis of which the grounded theory is formed: submerging interactivity in museum education. The processes of floating and immersing, which explain a modern museum education, are revealed in this theory. Floating as process of superficial museum education is disclosed by turning the wheel of boredom (when solving the boredom problem, it is sought to avoid boredom by activation, which leads to overdosing and results in return to initial condition of boredom). Then it seems that museum visitor floats on the surface of museum education, which leads to partial and temporal solving of boredom problem and promotes museum visitors to avoid museum even more in the future. Immersing... [to full text]Muziejaus edukacinė veikla, kaip mokslinio tyrimo objektas, ypač Lietuvoje, yra dar labai mažai nagrinėta, taigi disertacinis muziejinės edukacijos tyrimas yra reikšmingas tolimesnei muziejinės edukacijos plėtrai. Tyrimui atlikti pasirinkta klasikinės grindžiamosios teorijos strategija, suteikianti tyrėjui galimybę, konceptualizuojant tyrimo duomenis, „iškelti“ teoriją, atskleidžiančią pagrindinį rūpestį ir paaiškinančią, kaip jis yra sprendžiamas. Tyrime taikyti duomenų rinkimo metodai (interviu, stebėjimas, neformalūs pokalbiai, virtualūs komentarai, rašinėliai, piešiniai, dokumentai) ir klasikinės grindžiamosios teorijos procedūrų taikymas padėjo atskleisti, kad pagrindinį rūpestį muziejinėje edukacijoje kelia nuobodulys. Nuobodulio problema muziejinėje edukacijoje yra sprendžiama nardinančiu interaktyvumu, kurio pagrindu ir suformuota grindžiamoji teorija: Nardinantis interaktyvumas muziejinėje edukacijoje. Šioje teorijoje yra atskleidžiami plūduriavimo ir pasinėrimo procesai, paaiškinantys šiuolaikinę muziejinę edukaciją. Plūduriavimą, kaip paviršinės muziejinės edukacijos procesą, atskleidžia nuobodulio rato įsukimas, kai sprendžiant nuobodulio problemą, siekiama išvengti nuobodulio aktyvinimu, kuris veda prie perdozavimo ir lemia grįžimą į pradinę nuobodulio būseną. Tuomet muziejaus lankytojas tarsi plūduriuoja muziejinės edukacijos paviršiuje, kas veda prie dalinio ir laikino nuobodulio problemos sprendimo bei skatina muziejaus lankytojus ateityje labiau vengti... [toliau žr. visą tekstą]
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Howell, K. E. "European integration reassessed : a grounded theory approach". Thesis, Bournemouth University, 1998. http://eprints.bournemouth.ac.uk/10298/.
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This thesis investigates the mechanics and predominant theories (neo-functionalism and intergovernmentalism) at work in the process of European integration. Indeed, it provides an illustration of the difficulties in achieving the harmonisation of Member State legislation and identifies the intricacies and practicalities of successful decision-making in the European Union (EU). In the aftermath of the Single European Act (SEA), the beginnings of the Single European Market (SEM) and the Maastricht Treaty, it has become evident that financial service sectors need to involve themselves in the creation of the EU. Through grounded theory methodology, an empirical study of the European life insurance industry in general and of the Third Life Assurance Directive in particular, this thesis investigates the extent of sector involvement in the EU's decision-making processes and in doing so, critically analyses theoretical understandings of European integration. Grounded theory methodology is illustrated by the thesis in the following ways. First, through a comparative analysis which was achieved through the open coding (conceptualisation, categorisation and dimensionalisation) of individual Member States' life insurance regulations. Open coding leads to the formulation of a regulation table and matrix. Further coding, through a survey of Member State life insurance industries, refined and verified the matrix. This investigation raised questions as to how the legislative differences (that underpin regulatory structures) between Member States may be resolved. Secondly, through an interview programme, process was verified and illustrated through a series of models. The tables, models and the matrix provide the building blocks of the substantive theory. Thirdly, axial coding is illustrated by the matrix and models fitting together around the core category of European integration. The core category was identified through selective coding and is the category around which sub-categories are integrated. Axial coding draws all parts of the analysis together: it is the pivot or the axis of theory building. Finally, substantive theory is formulated through grounded theory techniques in relation to the formal theories of neo-functionalism and intergovernmentalism; this allows a reassessment of European integration and provides a clearer understanding of the formal theories.
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Björkman, Bäckström Björn, i Martínez Luis Sánchez. "Trapped in Facebook : A grounded theory exploration". Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122242.
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Facebook is the biggest social network and therefore it is of interest to view how people get immersed into the user experience of it. Not much has been done about immersion into Facebook and how it entraps the user in a never-ending flow of impressions. Using a combination of qualitative interview studies and think-aloud walkthroughs we set out to study this phenomena. We found a varying mix of immersion, from those who couldn’t stop looking through their feeds to those who just used Facebook as a phonebook. We also found that while many wanted to reduce their usage of Facebook, none seemed able to make that plunge. From this we find design implications for both designing for immersion and avoiding entrapment. One key to the former is to have an error free environment, while the latter would be to make sure that all information is searchable.
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Morgan, Thomas V. "Supply Chain Learning: A Grounded Theory Analysis". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248435/.
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Under the unifying theme of supply chain learning, this three essay dissertation extends scholarship by investigating these multi-tier relationships. Theory is emerged, grounded in data, gathered from functioning supply chains in an effort to provide scholars and practitioners with an increased understanding of the SCL phenomena. Essay 1, entitled "Supply Chain Learning: An Exploratory Literature Review" examines the current literature in an attempt to address the shortcomings and emerge areas that have been less explored and less understood. By exposing these areas of research opportunities using a grounded theory methodology, a framework was emerged allowing identification of the limitations of extant literature and providing a springboard for future research. This framework also allowed further investigation into the SCL processes and expansion of the current understanding by providing academia with a comprehensive review of the literature and revealing the shortcomings that exist related to SCL.
Using the framework emerged in Essay 1, Essay 2 entitled "Toward Supply Chain Learning: A Focus on the Customers of Logistics Service Providers" explores the rationalization and cognitive processes of senior level executives of firms utilizing national or global supply chains. These respondents are directly engaged in creating, establishing and operating relationships with third party logistics (3PL) providers within a functioning supply chain. By examining the relationships and processes from the point of view of customers of third party logistics providers, a unique perspective provides insight into these relationships. Using semi-structured interviews with these executives, grounded theory was once again used to emerge theory explaining the phenomena of SCL. In particular, this research examines the elements studied from the perspective of customers of third party logistics providers as they seek to develop new processes and solutions in hopes of obtaining a competitive advantage by adaptive learning with the help of their providers and trading partners. In addition, this research increases our understanding of SCL by examining a relationship between customers and 3PL providers, their experiences and outcomes.
Essay 3, entitled "Practical Application of Supply Chain Learning" focuses on the implications of the learning relationship and its impact on the practitioner. By providing the findings of the research in a context relatable to practitioners, this culmination of findings allows practitioners to relate the findings directly to their existing supply chains. Realizing that many supply chains are relationship driven, this research focuses on the findings of previous research to provide a more holistic view of the learning relationship process as it exists in multiple tiers of their existing supply chain. Providing a step-by-step explanation of the SCL process as emerged from previous research, executives are provided a tool to better identify, analyze and understand these processes as relatable in their existing environment.
As a methodical analysis of the IOL process, these essays provide the foundation for understanding the relationship process that exists between learning partners in a supply chain. Essay 1 provides basis for theory development by examining current literature and exposing the shortcomings while also emerging a preliminary framework on which to build future research. Essay 2 follows up on these deficiencies and attempts to saturate understanding of the IOL process, particularly from the point of view of 3PL customers in an existing supply chain. Essay 3 delivers these findings to executives in a relatable format, providing a holistic understanding of the phenomena. In summation, this dissertation provides theory emerged from data, explaining the learning relationship from the point of view of the customers of 3PL services, the cognitive dimensions and outcomes of these decisions as they relate to learning in the supply chain.
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Masten-Cain, Kathryn. "Toward a Grounded Theory of Community Networking". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500035/.
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This dissertation presents a preliminary grounded theory of community networking based on 63 evaluations of community networking projects funded by the National Telecommunications and Information Administration’s Technology Opportunities Program (TOP) between 1994 and 2007. The substantive grounded theory developed is that TOP projects differed in their contribution to positive outcomes for intended disadvantaged community beneficiaries based on the extent and manner in which they involved the disadvantaged community during four grant process phases: partnership building, project execution, evaluation, and close-out. Positive outcomes for the community were facilitated by using existing communication channels, such as schools, to connect with intended beneficiaries; local financial institutions to provide infrastructure to support local trade; and training to connect community members to jobs. Theoretical contributions include situating outcomes for disadvantaged communities within the context of the grant process; introducing the “vulnerable community” concept; and identifying other concepts and properties that may be useful in further theoretical explorations. Methodological contributions include demonstrating grounded theory as a viable method for exploring large text-based datasets; paving the way for machine learning approaches to analyzing qualitative data; and illustrating how project evaluations can be used in a similar fashion as interview data. Practical contributions include providing information to guide community networking-related policies and initiatives from the perspectives of stakeholders at all levels, including establishing funded projects as local employment opportunities and re-conceptualizing sustainability in terms of human networks rather than technological networks.
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Serlin, Jennifer R. "Jewish American identity : a grounded theory model /". Ann Arbor , MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3127420.
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Henshaw, Sophie. "Living with unemployment: A grounded theory study". Thesis, Henshaw, Sophie (2000) Living with unemployment: A grounded theory study. Professional Doctorate thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/50451/.
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The aim of this study was to discover what the experience of long-term unemployment a was like in Perth, Western Australia during a time of relative economic growth. In particular, it sought to examine people's intimate, lived experiences. The most appropriate method for the research question was deemed to be the grounded theory method which describes process as well as producing a substantive theory. The participants were 20 unemployed people, ranging in ages from 21 to 58, with an equal number of males and females. They were drawn from two job agencies: Winston, a predominantly middle class, high socioeconomic suburb and Borough, a predominantly working class, low socioeconomic suburb. The basic social problem facing these participants was the 'temporary membership of a stigmatised group' and the basic social process they used to cope with the problem was called 'incidentally reshaping self-identity'. The process involved existing in a context whereby unemployed people are highly stigmatised by the media, the government system, social relationships and employers. Participants entered a cycle of disappointment and failure whereby they were discriminated against and rejected for every job they applied for, regardless of their education, training or experience. This in tum led to them lowering their expectations around future employment. The cycle had mental health implications: it challenged their self-esteem and brought on a high incidence of negative emotional states which positive coping strategies failed to counteract effectively. In an effort to protect their previously positive self-identity, participants engaged in impression management strategies which involved dodging the stereotypes, giving an appearance of filling in time constructively, and adhering to their previous employment as a source of positive self-image. Some participants buffered themselves against the worst effects of stigmatisation by identifying with other roles, avoiding negative experiences and having sufficient instrumental resources with which to evade absolute poverty and lifestyle deprivation. Finally, the substantive theory was situated within the broader context of unemployment and self-concept research generally.
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Richmond, Lucinda Steenbergen. "Courtship following divorce: A grounded theory approach". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289220.
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This study used a grounded theory approach to develop a model of courtship following divorce. To be included in this study, individuals had to be: (1) divorced; (2) have a child or children; and (3) currently involved in a committed heterosexual relationship. In-depth interviews were conducted with ten individuals. Data analysis consisted of open coding, axial coding, and selective coding (Strauss & Corbin, 1990). Desire for connection is the basic social process underlying the model of courtship after divorce. Three stages which describe this process emerged in the current study: reconnecting with self, reconnecting with others, and reconnecting with a partner. The first stage, reconnecting with self, was a time when people stepped back and reflected on their divorce/separation experiences and started redefining themselves outside of the marriage relationship that had ended. The second stage, reconnection with others, was when people began going out with potential partners after divorce. For most, this stage was not marked by a conscious decision to start dating again, but it did include feelings of anxiety about dating. The experience of going out with different individuals helped people realize what they were searching for in a relationship and in a partner. This process was described in the intervening condition of realizing what you want, which facilitated movement from the stage of reconnecting with others to the final stage of reconnecting with a partner. Personal support, companionship/friendship, and similarity were the factors that emerged in realizing what you want. The final stage of the model, reconnecting with a partner, described people's involvement in committed postdivorce relationships. This stage involved a conscious effort not to repeat past mistakes and, for many, a belief that there was no need to get remarried. It included cohabitation for some couples, but not for others. Decisions regarding cohabitation were influenced by the presence or absence of children living with them. Children emerged as a contextual condition in the model. Age of the children, the relationship between the partner and children, and a belief that children come first were the key factors that comprised the contextual condition of children in the model.
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Rivers, Deborah L. "A Grounded Theory of Millennials Job-Hopping". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5936.
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Corporations are finding it challenging to attract and retain the top talented Millennials. Their frequent job-hopping is costing the U.S. economy $30.5 billion annually despite corporations' best efforts to retain them. The central research question concerns the decision-making process that Millennials use to decide whether to job-hop or stay with an organization. The purpose of this qualitative study was to develop a theory that explains the Millennials' process for deciding whether to job-hop or stay with an organization. The conceptual framework for this grounded theory research is generational theory, Herzberg's hygiene and motivational factors, and psychological contract theory. The data collection was by means of a purposive sampling strategy implemented through the semistructured interviews of 13 participants. The grounded theory data analysis method used consisted of an abridged version of Glaser's data analysis method as developed by Charmaz, which entailed a systematic comparative coding process (initial, focused, and theoretical). The study findings included 7 factors that affect Millennial job-hopping: competitive compensation, job enjoyment, opportunities for professional growth, supportive work environment, reasonable free/flex time, finding their niche, and excellent benefits. Based on these factors, the Millennials job-hopping theory explains their decision-making process and why they job-hop. Positive social change may occur when Millennials achieve job satisfaction. Job satisfaction increases loyalty and organizational commitment and reduces stress, thus decreasing turnover and creating economic stability for the Millennials and their organizations.
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Sunde, Hans Viken. "Opplevinga av eit meiningsfullt tilvære : Ei kvalitativ intervjuundersøking". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for voksnes læring og rådgivningsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14012.
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Gjennom intervju i fenomenologisk tradisjon har eg undersøkt tre unge menn si oppleving av meining i deira eigne liv. Forskingsdeltakarane vurderar sjølv kva hendingar som er relevante. På bakgrunn av intervjua har eg prøvd å finne ein essens i opplevingane. Inspirert av kodingsprosessane i Grounded Theory har eg komme fram til fem kategoriar som representerar ulike måtar forskingsdeltakarane opplever meining på. Eg prøvar vidare å seie noko om kva samanheng det ser ut til å vere mellom kategoriane. Resultata frå analysen munnar ut i ein kontekstuelt forankra lokal teori. Den lokale teorien blir i drøfta i lys av generelle teoriar og tidligare empirisk forsking. I drøftinga ser eg at forskjellige teoretiske utgangspunkt bidreg til ei rik forståing av meining som omgrep. Til slutt ser eg på kva mine funn og drøftingar betyr for forsking og praksis innanfor rådgivingspedagogikk. Eg konkluderar med at meining som omgrep er relevant for menneske generelt og rådgivarar spesielt.In this research paper I will present the results of analysis based on the interviews of three young men and their experiences with meaning in their own lives. The interviews are placed within a phenomenological tradition, and the participants themselves decide what experiences are deemed relevant. Inspired by the coding processes of Grounded Theory I have searched for an essence of the experiences the participants share. Through categorical analysis I have reached five categories, which intend to describe the different ways in which the participants experience meaning. By looking at the interaction between the categories I reach a contextual local theory. This local theory is discussed in light of general theory and previous empiric research. In the discussion I will point out how the different theoretical views contribute to a rich understanding of meaning as a concept. Based on my general discussion I look at what impact my findings may have on future counselling research and practice. I will conclude that the concept of meaning should be relevant to human beings in general and counsellors in particular.
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Tovey, Heather. "Exploring intuition in clinical psychology : a grounded theory". Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532866.
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Intuition is a concept that can provoke different reactions. It has been well researched in the field of cognitive psychology, but has been viewed with apprehension by clinical psychology. Research in the field of nursing has established a role for intuition in important aspects of clinical practice such as decision making, assessment, planning and implementing interventions. However no such investigation of intuition in clinical psychology has been made. The aims of this study were to explore how clinical psychologists construct intuition in their talk, specifically relating to clinical practice. Individual interviews were conducted with eight clinical psychologists. A grounded theory approach was used to develop three main categories from the interview data. The first category described how this group of clinical psychologists talked about 'doing' intuition. The second described participants' attempts to define intuition in context and the third category described how their views and use of intuition related to their 'being' a clinical psychologist. The findings of this study illustrate that participants constructed intuition as a valid concept with a significant role in clinical psychology practice. It was most readily discussed as a process, and participants found a notable difficulty in providing a concrete definition of intuition. Core elements of intuition and its use were located within a variety of contexts of the individual and system, the relationships to which were complex and diverse. The implications and limitations of this study are discussed along with suggestions for further research.
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Robertson, James Thomas. "Motivation and emotion regulation : a grounded theory analysis". Thesis, University of Canterbury. Department of Psychology, 2004. http://hdl.handle.net/10092/2473.
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The present research examines the field of research in Emotion Regulation (ER) - in particular, theoretical matters. Problems affecting this type of research pertain to matters such as definition, measurement, and a lack of unifying theory. A grounded theory investigation was used to attempt to generate a theory with substantive and predictive value. Thirty-five participants were interviewed and questioned about their ER patterns. Analysis of this data showed that the motivations individuals have form a broad unifying construct through which to look at ER. As such, a theory is posited which looks at ER in terms of twin motivations - one primarily present for the self, and the other primarily occurring for social reasons. Such an approach is new to the field of ER. The theory is evaluated in terms of current research and future research directions. Overall, the presented theory is found to be able to unify current research on ER, as well as having the potential to push research efforts in new, more meaningful directions.
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Wellington, Gwendolyn June. "Conceptualizing pervasive sexual abuse, a grounded theory study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/MQ35036.pdf.
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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /". View full text, 2005.
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Cunningham, David Edward. "A grounded theory study of protected learning time". Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3329/.
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Introduction: Protected learning time (PLT) has been adopted by a number of NHS primary health care organizations throughout the United Kingdom as a resource for learning. Primary health care teams are protected from service delivery by Out-of-hours services for a small number of afternoons per year. Learning events are generally of two types: practice-based PLT events organised by the primary health care team and usually held in practice premises; and large centrally organised meetings held in large conference venues, and arranged by a PLT committee. PLT schemes were started by NHS Ayrshire and Arran in 2002 after a pilot study in 2001 was considered successful. A quantitative evaluation of the PLT scheme in two Community Health Partnerships within NHS Ayrshire and Arran in 2004 showed a significant difference in the views of Administrative and Clerical staff (A & C staff) and practice managers compared with clinicians in the team. Only 41% of A & C staff and 51% of practice managers wanted PLT to continue in one of the areas surveyed. An additional questionnaire study answered by practice managers in 2005 in NHS Ayrshire and Arran suggested that attendance of community nurses (health visiting and district nursing teams) at practice-based PLT events had fallen sharply, and that only a few were attending regularly. The questionnaires were unable to give the reasons for the low attendance, nor could they explain why some wanted the scheme to end. Two research questions were developed to improve the understanding of what was happening during PLT: 1. What are the perceptions and experiences of A & C staff, and of practice managers with regards to PLT? 2. What are the perceptions and experiences of the community nursing team (community nurses and nursing managers) with regards to PLT? Method: A Charmazian grounded theory approach was adopted, both as a method of data analysis, and as a research strategy. The data collection consisted of two phases: A & C staff, and practice managers (2005); and the community nursing team (2007). Focus groups were recruited, and the interviews were audio-recorded and transcribed. Transcriptions were coded, and themes and categories of themes were constructed from the codes. Mind mapping software was used to show the connections between the participants’ quotes and the themes and categories. A grounded theory was then constructed from the three categories. Findings: 12 focus group interviews were held with a total of 88 staff members participating. Details of the categories constructed are as follows: Structures in primary health care Physical structures were important. There were perceptions of the organizational schism between individual practices and the community nursing team. Community nurses valued co-location with their general practice as this improved close working. Different working patterns of district nurses meant that they could not always be protected during PLT, and they felt their managers did not provide sufficient cover. The introduction of the 2004 GMS Contract emphasized the separation of community nurses from general practices. Some nurses felt that practice-based PLT was irrelevant as it was centred on the learning needs of the practice. Some practices were strongly hierarchical resulting in separate learning events for individual staff groups during PLT. Relationships in primary health care: Relationships between community nurses and practices varied greatly. Some health visitors felt very isolated from the general practice. Community nurses wanted to work closely with practices and wanted their work to be visible and valued. Relationships between A & C staff and GPs varied considerably. Those practices with a high degree of hierarchy found collective learning difficult to do. Other practices had good relationships between different staff groups, and made good use of PLT. Learning processes: In general, participants did not feel their learning needs were identified or acted upon. As a result, learning offered to them was usually considered irrelevant, and based on the needs of others. A & C staff found some events to be dull and uninteresting, when passive learning methods were employed. Some practice managers perceived a lack of resources for learning events, and pharmaceutical representatives were keen to provide learning for clinicians. In some teams, practice-based PLT could be uncomfortable for community nurses, and some felt unwelcome by GPs. Practice managers were considered to be the natural leaders of practice-based PLT. Grounded theory: A theory with three elements was constructed from the findings. Proximity was an important factor in the ability of teams to learn from each other. Those teams who were not co-located, or did not work together in the provision of patient care, found PLT to be difficult. Perceptions of power affected the experiences of PLT. GPs usually had learning based on needs, and they could influence who attended PLT with them, and what was learnt. Some staff groups had little power, namely A & C staff and community nurses, and at times, the quality of learning for these groups was low. Authenticity was important. Participants wanted PLT to be for the whole team and to involve everyone in learning together. Many were disappointed when this was not achieved, and considered it to be contrary to the original aims and objectives of the scheme. Comparisons with other theories: The grounded theory was compared to Bourdieu’s theory of practice. This helped with the understanding of issues relating to the element of power. The element of proximity had similarities to Wenger’s theory of Communities of Practice. Those primary health care teams who displayed high levels of proximity were working as a Community of Practice. Conclusions: A deeper understanding of participants’ perceptions and experiences was gained and explored by the thesis. A number of recommendations were made to improve PLT in the future. These included improved learning needs assessment and aiding practice managers with the delivery of practice-based events. Individuals within primary health care teams need to improve team-working and need learning to help them with this endeavour. Health authorities need to value teamwork more, and require to locate teams together to facilitate the delivery of primary health care.
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Cottingham, Juliet Anne. "A grounded theory study of related party disclosures". Thesis, University of the West of England, Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364079.
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Lopes, Eurico Ribeiro. "A grounded theory of decision -making under uncertainty". Thesis, Leeds Beckett University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500462.
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Cunha, João Vieira. "Contribution for a grounded theory of organizational improvisation". Master's thesis, Instituto Superior de Psicologia Aplicada, 1999. http://hdl.handle.net/10400.12/474.
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Dissertação de mestrado em Comportamento OrganizacionalChange has been a phenomenon of growing popularity among those studying organization science because of its increasing pervasiveness in most domains of organizational reality and life itself. Authors on change and learning have been touting a phenomenon they label organizational improvisation as a competence / skill necessary to survive, let alone to thrive, in environments where change is a constant. Literature on this phenomenon is abundant in theoretical discussion and metaphorically grounded theories but scarce in cumulated knowledge and empirically grounded models. In an attempt to make a contribution to widen the empirical basis of research on organizational improvisation, this study follows a ‘weak-constructivist’ paradigm and draws on three sources to build a grounded theory of this phenomenon: the development of an organizational innovation, a public performance of a company's team and a series of interviews of academicians academicians-practicioners and consultants. The first source, which is in fact an embedded multiple-case study constitutes the core data set of this study, the second aims at establishing a distinction between organizational and jazz improvisation (the most widely used metaphor on this topic) and the third aims at building the theoretical sensitivity necessary for grounded theory. From these sources sixty-four variables emerged, which are grouped under Five constructs. These variables are presented by discussing the major conceptual issues associated with them, providing evidence of their presence in the cases and discussing how they were measured. These variables are then linked together via fifty-four propositions, resulting in a grounded model of improvisation in organizational settings. Additionally, the data show that organizational improvisation allows for a synthesis to emerge in two of the major debates on organizational change -punctuated vs. incremental change and emergent vs. deliberate change - by proposing 'punctuated incrementalism' and 'deliberate emergence' as legitimate and pervading change modes. Most importantly, the data also corroborate that improvisation constitutes is in fact a new theoretical model of change filling one of the slots Van de Ven an Poole (1995) left vacant when developing an integrating framework for studying change.
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Woodhouse, Jan. "Personal grooming (beyond hygiene) : a grounded theory study". Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620356.
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Background: We are very individualistic in how we present ourselves to the world. Whilst we are healthy and self-caring we have control over the way we undertake self-groom. Once we need care the situation may change. In the setting of health and social care the emphasis has been on hygiene; aspects of personal grooming [PG] may be overlooked. Few studies exist in the health and social care literature that explore this crucial daily activity of living. Aim: This study aims to address the imbalance on what is known of PG. It seeks to thoroughly explore the concept of PG, identifying the normative activities involved, and the age-related behaviours that occur across the lifespan. Methods: Utilising a grounded theory [GT] methodology, an eclectic data collection approach was taken. Consequently a pilot group, four focus groups (child-focused; males 18-45; females 18-45; over-46), and a visual methodology formed the first phase of the study. The second phase consisted of a formal concept analysis, drawing on literature and data from the focus groups. The final phase of the study involved one-to-one semi-structured interviews with retired persons. A total of 26 participants took part in the study and both genders were represented. Analysis was undertaken using the range of coding consistent with a GT approach and the notion of constant comparison. Findings: New knowledge on PG emerged; an academic definition of PG; PG was found to have ‘four elements’: hygiene, appearance management behaviours, body modification and enhancement. There was a ‘spectrum’ of grooming recognised, which ranged from the wild, un-groomed state to that of being over-groomed. The term ‘allo-grooming’, which means grooming of another, was used to explore the part families play in social learning about PG. A timeline of PG behaviours was created to illustrate how PG changes over the lifespan. Additionally, information on grooming activities, other than those of hygiene, was recorded. Implications: PG is complex and the ‘one-size-fits-all’ approach of concentrating on hygiene may not meet the needs of service users. Some body areas, for example, are not included in the published documents that help to guide care services. There appears to a gap in educational programmes of health and social care workers, in respect to PG. Recommendations for practice, policy, education and further research are proposed.
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Ricketts, Thomas Nicholas. "Problem gambling : from practice research to grounded theory". Thesis, Sheffield Hallam University, 2001. http://shura.shu.ac.uk/20794/.
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This study combined the use of a single case experimental design with replications with the use of a grounded theory approach in a study of treatment-seeking problem gamblers. The sample for the single case experimental design was a case series of nine men meeting DSM IV criteria (APA 1994) for pathological gambling. They primarily gambled in off-course bookmakers and on slot machines, and had self-reported histories of problem gambling of between four and eighteen years duration. A cognitive behavioural approach to treatment based on that of Sharpe and Tarrier (1993) was utilised. This treatment incorporated motivational interviewing, self-monitoring, stimulus control, cognitive restructuring, cue exposure and relapse prevention. The approach was ineffective for a majority of the clients, with drop-out prior to completion of treatment the outcome for six of the clients. The three clients who completed treatment all achieved clinically significant changes in gambling behaviour. Proposed links between depressed mood and gambling behaviour, and anxiety and gambling behaviour were not supported. The grounded theory approach was in two parts. The first study investigated the reported gambling experiences of treatment-seeking men who met DSM IV criteria (APA 1994) for pathological gambling. Clinical materials and session transcripts from the treatment study formed the initial material. A further four interviews with informants selected for theoretical sampling reasons provided provisional verification of the grounded theory. The grounded theory identified gambling as emotion management as the core category. The use of gambling for this purpose interacted with the costs of gambling and the individual's experience and perception of control of gambling to determine behaviour in the context of gambling related triggers. The second grounded theory study involved an analysis of the reported experiences of seven regular but non-problematic gamblers for confirmatory purposes. Similarities and differences between the problem and non-problem gamblers were identified. Three aspects of the reported experiences of the gamblers appeared to differentiate problematic and nonproblematic experiences. These were the extensive use of gambling to manage negative emotions, beliefs regarding winning money back and perception of control. The study addressed both theoretical and treatment issues in problem gambling. The proposal that arousal is a major motivating variable in gambling was supported (Anderson and Brown 1984). The proposal that the use of gambling to moderate negative emotional states is a feature of problem gambling (Jacobs 1985; McConaghy 1988) was supported. The view that misperception of randomness is a feature of problem gambling was supported (Ladouceur and Walker 1996). The importance of self-efficacy in efforts at moderating gambling (Bandura 1977) was supported. Clear benefits were identified of combining a single case experimental design with a grounded theory approach. The use of a grounded theory approach with a deviant sample for confirmatory purposes was also beneficial.
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Urick, Michael Joseph. "Intergenerational Interactions in Organizations: A Grounded Theory Examination". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378109531.
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Shadik, Jennifer. "Fathering and Child Maltreatment: A Grounded Theory Study". VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3494.
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Literature related to fathers and child physical abuse and neglect is lacking (Guterman & Lee, 2005; Lee, Bellamy, & Guterman, 2009). The purpose of this study was to better understand several pertinent aspects of fathering related to maltreatment. Three research questions were examined: 1.What are the attitudes, behaviors and contexts of fathers who have abused or neglected a child that relate to maltreatment? 2. What are the resources and capacities of these fathers which could be capitalized on? 3. How does goodness-of-fit or a poor fit between the father and child impact the parenting relationships of these fathers? Fifteen fathers in a parenting program for parents who are at high risk or who have abused or neglected a child participated in the study. In order to answer these questions, a traditional grounded theory methodology was used. Data analysis consisted of thematic analysis and constant comparative analysis. Based on data collected, a substantive theory entitled Fathering in a Context of Challenge and Complexity was developed. Results suggest that these fathers experience many challenges, but also have important strengths. Becoming a father was an important turning point for many of the fathers in this study. Fathers’ relationships with his children’s mothers, the need for social support, and the theme of change were all relevant. Implications for practice, policy, and research are discussed.
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Larson, Bruce E. "Teachers' conceptions of discussion : a grounded theory study /". Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7682.
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Neamsakul, Wanwadee. "Unintended Thai adolescent pregnancy: A grounded theory study". Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324613.
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Piggott, David James Stirling. "Young people's experience of football : a grounded theory". Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8147.
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The aim of this study was to generate a substantive grounded theory to explain a variety of young people's experiences of football within and external to FA Charter Standard Clubs and Schools. A modified grounded theory methodology (Strauss and Corbin, 1998; Charmaz, 2000) was selected following an ethical commitment to 'listen to young people's voices'. This methodology was underpinned by critical realist ontological assumptions (Sayer, 2000) and reformulated according to Popperian epistemology (Popper, 1972; 1981). Ten mini-ethnographies were conducted in football clubs and schools in England over a period of 12 months. Data were generated through focussed group interviews with young people (aged 8-18), and participant observation captured in field notes. Over three increasingly deductive iterations (or 'vintages') of data collection and analysis, a substantive theory of socialisation processes in youth football was created. This abstract theory hypothesised that young people's experiences may be conceptualised as partially individualised responses to external influences, expressed as desires and concerns that may act reciprocally on the social context. More specific hypotheses (or models) were formulated and 'mapped over' the abstract theory. The relationship between stress, enjoyment and learning in youth football is explored in the first of these models, focussing specifically on the role of significant adults. Coach behaviour and its impact on the youth football environment is the subject of the second model, which describes an 'ideal type' football programme. Female experiences are the subject of the third section of the discussion which focuses on 'first contact' with football (particularly male domination in mixed football) and subsequent socialisation experiences. Here it is conjectured that the development of friendships and identity specific to football may increase the propensity to participate. The final model conceptualises socialisation processes for young players from black and minority ethnic communities. The problems of 'culture barriers' and institutional racism are explored before considering the role youth football might play in the wider 'integration debate'. Finally, some recommendations for policy change and for future research are offered. Here it is suggested that policy changes are monitored and evaluated with critical sociological studies focussing on young people's experiences of coaching and parenting and hegemonic power relations in female and multicultural football respectively.
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Davies, Mark. "Developing 'a personal knowing' : a grounded theory study". Thesis, University of South Wales, 2017. https://pure.southwales.ac.uk/en/studentthesis/developing-a-personal-knowing(4de7f0a1-2628-4c15-b4aa-1dcba18625f6).html.
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The past 30 years have seen rapid expansion in nursing roles, and the provision of education that supports them. However, the nature of the knowledge that characterises advanced practice, and the pedagogical strategies that are utilised in catalysing its development have yet to be extensively evaluated. Whilst a number of frameworks which purport to conceptualise this knowledge do exist, such structures remain somewhat provisional. Likewise, the pedagogical approaches employed in the development of knowledge for advanced practice are derived as much from teacher preference, organisational expedience, and external policy drivers as educational efficacy. The study presented within this thesis addresses these challenges by examining the knowledge conceptualisation process in relation to two student cohorts undertaking ‘Advanced Practice’ study at Masters level within the author’s employing university. A programme utilising a conventional pedagogical approach has been contrasted with one employing a more collaborative modality; this facilitates an evaluation of the impact of the respective learning and teaching approaches upon the dynamic creation and modification of the practitioners’ knowledge base. A Constructivist Grounded Theory methodology was selected in order to explore these processes. A purposive sample of 24 participants was recruited from across both programmes; a series of interviews was undertaken, and data analysis resulted in both the induction of a substantive theory of Developing A Personal Knowing, and the identification of a range of pedagogical strategies that catalyse its growth. The findings are of particular utility for those involved in the development of advanced practice curricula, and have been used illustratively to underpin a nascent curriculum framework presented in the latter part of the thesis. A number of significant findings emerge; a need to maintain the primacy of clinical practice, the importance of a collaborative approach to learning and teaching in which individual learner agency is maintained, and the key role of group reflection in assimilating the plurality of knowledge forms that ultimately constitute an individual’s personal theory of practice.
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Andersson, Kent-Inge. "Developing a theory of open access : a grounded theory based literature review". Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10864.
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The thesis presents a conceptual literature review of the subject of open access as it is reflected in literature relevant to digital library research. An approach to the grounded theory method specifically created for the purpose of performing a literature review is applied to 70 articles and conference proceedings found in the databases LISA and LISTA. Through the coding of the literature five categories that conceptually order the subject of open access emerged; Open Access, Authors, Scholarly Communication, Libraries and Librarians, and Developing and Transitional Countries. The conceptual relations of the categories are discussed in the presentation of the categories. The emerged theory is then validated through a review of earlier literature, which focused on literature reviews on open access. A model of the emerged theory with explanatory narratives are then presented in the concluding chapter.
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Macera, Jessica L. "A theory of thriving for small business owners| A grounded theory study". Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196316.
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A grounded theory study explored the elements of thriving among small business owners. Fifteen interviews were conducted and analyzed, resulting in the identification of personal investment as the core concept which explains thriving for small business owners. Personal investment is defined in terms of time, effort and money. This core concept is supported by the four subcategories of mastery, motivators, personal characteristics, and the role of others. These four categories are further explained through seventeen practical elements which drive thriving for small business owners. A model of thriving for small business owners is proposed, showing alternating periods of personal investment and capitalization on opportunities, leading to brief periods of intense thriving and subsequently higher levels of sustained thriving.
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Åge, Lars-Johan. "Business manoeuvring : a grounded theory of complex selling processes". Doctoral thesis, Handelshögskolan i Stockholm, Marknadsföring, Distributionsekonomi och Industriell Dynamik (D), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-926.
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Industrial selling processes are complex phenomena. The involvement of diverse persons and the prevalence of service elements in integrated sales offerings have meant that collaboration and dialogue are now essential aspects of any successful selling process. The present study is based on the premise that these essential aspects of contemporary industrial selling processes have not been sufficiently conceptualised in the extant literature and that new concepts are therefore required. In particular, relevant new concepts that are based on the personal experiences of the actors involved in the selling process are urgently needed. Grounded-theory methodology was chosen for this inductive study because this approach is especially suitable for the development of empirically based concepts derived from the real-life experiences of involved actors who are addressing their issues of concern. The substantive theory that is subsequently produced by this grounded-theory approach posits a core category of ‘business manoeuvring’ as the basic social process whereby the involved actors resolve their main concern—which is the conduct of effective business. This resolution is achieved within the core category of ‘business manoeuvring’ by the judicious management of mutually dependent and complementary activities, which are reflected in the other categories of the substantive theory—(i) ‘business standardisation’; (ii) ‘business fraternisation’; (iii) ‘personalisation’; and (iv) ‘probationary business rationalisation’. A comparison of the present study’s substantive theory with alternative models in the literature reveals that the broader scope and integration of the proposed substantive theory provides it with greater explanatory power than extant models; however, it is acknowledged that the proposed theory lacks the detailed depth of other models. The successful development of a substantive theory that grasps the main concern of the involved actors and adequately describes its continuous resolution means that this study has achieved its primary purpose of developing empirically based, actor-related concepts that provide an enhanced understanding of the theory and practice of complex selling processes in contemporary industrial markets.
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Stiver, Dustin Cory. "Catalyzing Collective Action| A Grounded Theory of Network Leadership". Thesis, Eastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603631.
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Networks are the connective tissue tying together individuals and organizations working toward shared aims. Increasingly, communities are adopting network-based strategies to collaboratively contend with society’s most vexing challenges and create lasting community change. This often occurs when addressing problems that are more complex and entangled than any one individual or organization can tackle on their own, such as education reform, affordable housing, or income inequality.
Individuals who assume leadership roles within networks—the researcher refers to these people as network leaders—must identify effective strategies to activate network members and unlock agency within stakeholders to empower them to contribute to a shared mission. This study specifically focused on research subjects who were professionally engaged as network leaders, and sought to uncover characteristics that network leaders exhibit and strategies that network leaders employ when performing their unique role.
The findings of this Constructivist Grounded Theory study center around the primary research question: How do network leaders catalyze collective action? The theory of network leadership proposed herein is derived from data collected from 27 network leaders. The model creates a framework for understanding the phenomenon of network leadership. The Phases and Critical Tasks of network leadership are moderated by the Network Leadership Core Engagement Process and the Network Culture, which is in turn influenced by the Characteristics of the Network Leader Profile and collaboratively developed Network Agreements . The theoretical model is grounded in the data and designed to be an accessible framework for understanding how network leaders catalyze collective action.
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Aloudat, Areej Shabib. "The worldview of tour guides : a grounded theory study". Thesis, University of Bedfordshire, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525969.
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This research study explores the worldview of tour guides and develops a framework on the lived world of knowledge, sensations and perceptions that constitute the professional and subjective realities of the guiding role. The research enquiry uses a qualitative approach, incorporting a grounded theory strategy, to explore this world and model its main dimensions. The data has been collected from tour guides in Jordan, using semi-structred individual/group interviews. Theoretical sampling has been a principle in collecting the data and a constant comparative methodology has been used to analyse the data and theorise the results. The research findings encompass three key domains in the life world of tour guides. Firstly the study focuses on tour guides as important observers of tourism performance at a destination arising from their day to day involvement with the tourism process and the implementation of itineraries that allow them valuable 'ground level' insights, not always available to managers more remote from the operational levels of tourism.
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Pratt, Jonathan Gordon MacLeod. "'Falling behind': a grounded theory of uncritical decision making". Electronic version, 2007. http://hdl.handle.net/2100/619.
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University of Technology, Sydney. School of Management, Faculty of Business.This study investigated how selected Australian universities evaluated and adopted various learning management systems in their teaching and learning programs, given claims of uncritical evaluation, problems and cautions in the Australian (1998: 13; Brabazon, 2002; Yetton, Forster, Hewson, Hughes, Johnston, Nightingale, Page-Hanify, Vitale and Wills, 1997) and North American (Berg, 2002; Noble, 1998b) higher education literatures. Ironically, universities charge large amounts of money teaching their students to develop competence in critical analysis, yet some studies have claimed that they were deficient in critically analysing their own decisions (Brabazon, 2002; Yetton et al., 1997). This important question has received little attention in the higher education literature, despite the high visibility and costs of these decisions. Although limited theoretical explanations have been proposed by various researchers, such as Yetton et al. (1997) and Brabazon (2002), these matters have not been the subject of published empirical research to date. A grounded theory methodological framework, validated by the insights of institutional theory, was employed throughout to promote broader sociological explanations than other studies constrained by functionalist theoretical frameworks (Yetton et al., 1997). Qualitative case studies utilising semi-structured interviews and document analysis were conducted at three Australian universities. The findings of this analysis were written up in three case study narratives and an analytic cross-case analysis. Semi-structured interviews and document analysis at the field level were undertaken as an additional source of data to verify emergent grounded theory. A grounded theory of uncritical decision making (Figure 57) was ultimately developed in response to this study’s research problem. The core category around which this model was developed (‘falling behind’) appeared in all three cases, in interviews with experts from the Australian higher education sector, and was also found in both the Australian and overseas higher education literatures. This grounded theory also represents a minor contribution to the institutional theory literature as a new institutional change process model which links the activities of key individuals with broader field developments, and integrates the constructive and reproductive assumptions of old and new institutional theory.
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Pryor, Julie Anne, i mikewood@deakin edu au. "A grounded theory of nursing's contribution to inpatient rehabilitation". Deakin University. School of Nursing, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.112022.
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There is growing awareness of the benefits of rehabilitation both in Australia and overseas. While the provision of rehabilitation services is not new, recognition of this type of health service as an integral part of health care has been linked to changes in the provision of acute care services, advances in medical technology, improvements in the management of trauma and an ageing population. Despite this, little attention has been paid to nursing's contribution to patient rehabilitation in Australia. The aim of this grounded theory study, therefore, was to collect and analyse nurses' reports of their contributions to patient rehabilitation and to describe and analyse contextual factors influencing that contribution.
Data were collected during interviews with registered and enrolled nurses working in five inpatient rehabilitation units in New South Wales and during observation of the nurses' everyday practice. A total of 53 nurses participated in the study, 35 registered nurses and 18 enrolled nurses. Grounded theory, informed by the theoretical perspective of symbolic interactionism, was used to guide data analysis, the ongoing collection of data and the generation of a substantive theory.
The findings revealed six major categories. One was an everyday problem labelled incongruence between nurses' and patients' understandings and expectations of rehabilitation. Another category, labelled coaching patients to self-care, described how nurses independently negotiated the everyday problem of incongruence. The remaining four categories captured conditions in the inpatient context which influenced how nurses could contribute to patient rehabilitation. Two categories, labelled segregation: divided and dividing work practices between nursing and allied health and role ambiguity, were powerful in shaping nursing's contribution as they acted individually and synergistically to constrain nursing's contribution to patient rehabilitation. The other two categories, labelled distancing to manage systemic constraints and grasping the nettle to realise nursing's potential, represent the mutually exclusive strategies nurses used in response to segregation and role ambiguity.
From exploration of the relationship between the six categories, the core category and an interactive grounded theory called opting in and opting out emerged. In turn, this grounded theory reveals nursing's contribution to inpatient rehabilitation as well as contextual conditions constraining that contribution. The significance of these findings is made manifest through their contribution to the advancement of nursing knowledge and through implications for nursing practice and education, rehabilitation service delivery and research.
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Williamson, Joan. "Women and intracoronary stent insertion, a grounded theory study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/MQ54658.pdf.
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Cramer, Daniel P. "Factors that facilitate practitioner publication a grounded theory analysis /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278461.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 7010. Adviser: Jeff Daniels. Title from dissertation home page (viewed May 20, 2008).
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Brunnström, Linus, i Tommy Olofsson. "Projekthantering : En Grounded Theory-undersökning av tre innovativa företag". Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-76241.
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Vi har alltsedan våra praktikperioder haft en grundläggande förståelse för hur mankan arbeta inom organisationer där innovation är ett centralt begrepp. Vi har dockaldrig kommit i kontakt med beslutsprocesserna runt dessa projekt. Efter praktikenhar vi ifrågasatt de värderingsmetoder som vi tidigare sett som relativt heltäckande.Vi är båda aktiva på börsen vilket är ytterligare en faktor som ökat vårt intresse förämnet då börsens värdering av bolag med hög risk och hög innovationshöjd ärosäker. Där saknas analyser som belyser problemet. Detta har lett till att vi söktvärderingar på dessa bolag med hjälp av olika metoder och ökat förståelsen för hurextern värdering går till.Författarnas studier har naturligtvis inspirerat valet av uppsatsämne. Studierna harockså påverkat hur vi ser på värdering och vilka resultat vi förväntar oss av studien.Vi har läst finansiering där värdering är väldigt centralt eftersom det är viktigt att sättamöjligheter i relation till varandra. Här har vi under hösten berört flera metoder där deflesta är baserade på diskonterade kassaflöden. Den andra parametern förutomkassaflöden är risken. Eftersom risk och avkastning alltid ska följa varandra så måsteavkastningen vara hög nog för risknivån. Risken har vi beräknat med hjälp av CAPMeller WACC. Dessa metoder använder sig av antingen marknadsförhållanden ellermer specifika förhållanden inom bolaget för att mäta risken. Vi har också kommit ikontakt med BASEL-fördragen och därmed Value-at-Riskmåtten som beräknar hurmycket man riskerar att förlora under en viss tid med en specificerad säkerhet. Medhjälp av dessa metoder och genom att jämföra nyckeltal har vi värderat allt frånprojekt till portföljer. Vi har alltid haft kassaflöden som grund för beräkningarna dockmed osäkerhet kring omfattningen av dessa.Under våra praktikperioder så arbetade vi båda två i väldigt innovativa miljöer. Ingenav oss kom i direktkontakt med beslutsprocessen då man valde mellan projekt, menett intresse för hur det gick till föddes. Bristen på förklaringar hur man hanteradeprojekt utan säkra kassaflöden under vår utbildning och även i de rapporter vi läst harbara ökat vårt intresse kring företag och deras projektval.Eftersom vi vill sätta oss in i hur beslutsprocessen ser ut på innovativa företag har vivalt en abduktiv metod, dvs. att utgå från vår data och teori för att utforska ettforskningsgap. Vår förhoppning är att den här studien kan vara en inspirationskälla tillandra abduktiva eller induktiva studier liksom vara en grund för vidare deduktivforskning i ämnet.Vi vill också passa på att tacka de medverkande företagen och personerna viintervjuat. Vi vill också rikta ett tack till vår handledare Anders Isaksson för all hjälpgenom denna snåriga process.
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Black, Iain Russell. "Trading off : a grounded theory of pharmaceutical decision-making". Thesis, University of Strathclyde, 1999. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21256.
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This thesis contains the findings of a study undertaken in the field of medical decision-making. The Glaserian approach to grounded theory (Glaser and Strauss, 1967; Glaser, 1978) was used in order to build a theoretical representation of this area. Four phases of data collection were used, the first to develop initial theoretical sampling points and obtaining permission to approach medical practitioners. Following this, 12 personal in-depth interviews were performed to collect the primary data. A period of secondary data collection was then performed and finally an appraisal of the draft theory. Trading Off emerged from the constant comparative method as the core category explaining how pharmaceutical decision-making (as a form of medical decisionmaking) is performed. Sub core categories that were integrated within the Trading Off process included Focusing as the initial period of analysis, Self-Referencing and Surrogating reflecting sources and use of information and the Shiftin g that occurs as physicians develop expertise. In order to develop and frame the contribution of this theory within relevant literature, an number of areas of decision-making and medical decision-making research were reviewed. Expertise and its development were also examined. The main conclusions and recommendations of this research are that physicians Trade Off levels of confidence held in behaviours and aspects of the behaviour in order to decide on a course of action. Trading Off can used to direct the efforts of pharmaceutical companies and healthcare providers in order to modify pharmaceutical decision-making and reduce the large volume of prescribing errors. These efforts should be based on an accurate analysis of the individual decision environment and involve a wide view of possible influencing factors. It is recommended that actual patient case studies supplied from clinical trials are used in these efforts and that an opinion leader should perform the delivery where possible.
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Andriopoulos, Constantine A. "Mind stretching : a grounded theory for enhancing organisational creativity". Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21175.
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This doctoral thesis establishes an initial understanding, by providing an insight, on the way employees' creativity can be enhanced. Specifically, the primary focus of this study is to explain the different ways through which creative organisations mobilise creativity within the workplace environment. The findings of this research revealed the emergent substantive process of mind stretching. The process of mind stretching is about developing the conditions where creative individuals can extend their creative potential within project based environments. This substantive theory has emerged through the study of organisational behaviour of creative professionals within three organisations, namely a corporate identity consultancy, a multidisciplinary design consultancy and an architectural firm. Mind stretching has two sub-core variables, "perpetual challenging" and "confidence building". Perpetual challenging encompasses the processes that creative organisations use in order to enhance employees' internal drive to perceive every project as a new creative challenge. Confidence building refers to the ways through which creative organisations assist their employees to build a belief in themselves. Each of the aforementioned sub-core variables has categories which explain the way the theory works within its context. The emergence of the theory of "Mind Stretching" was made possible by using the orthodox grounded theory method. The researcher followed specific stages of analysis and synthesis of data. After having identified the basic social process of mind stretching, it was then compared with the existing bodies of literature. The mind stretching theory provides an original perspective into the behaviour of the people under investigation. It provides an integrated conceptual explanation of the different ways adopted by creative organisations to mobilise creativity within their workplace environment. Furthermore, as with all grounded theory studies conducted in organisational settings,the mind stretching theory can be considered as methodologically original since it provides a holistic and in-depth insight into current business practices. Keywords: Creativity, Innovation, Grounded theory, Employees, Organisational culture.
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Silverstrone, David Michael. "A grounded theory of university leadership in community engagement". Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22971/.
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Increasingly, universities are being called upon to reach out beyond their walls and engage with potential collaborators on a myriad of activities. These expectations arise from a range of factors, many associated with the increasing prevalence of multi-party trans-disciplinary approaches for creating and activating knowledge to address challenges faced around the globe. To succeed in this emerging milieu, universities require a more refined capacity to engage in such collaborations. Vital to this development is a deeper and more nuanced understanding of what leadership means for such activity, and how it can be encouraged and strengthened. However, to date investigation related to universities' involvement in community engagement has been primarily descriptive, rather than theoretical in focus (Hart, et al., 2009). The present study seeks to advance theoretical understanding in this field by examining the university leadership associated with the development and implementation of community engagement initiatives. The inquiry builds upon Heifetz' (1994) broad view ofleadership as those actions taken within an organization to achieve desired outcomes, and Huxham and Vangen's (2005) concept of "leadership media", which encompasses the structures, processes and people that enable desired outcomes to be achieved within collaborative endeavours. The study adopts Strauss and Corbin's (1990) model of Grounded Theory as a primary methodology to develop this theoretical understanding. This approach was buttressed by multiple complementary methods for data collection and analysis to strengthen the robustness of the thesis. The principle data collection strategy was "convergent interviewing" (Dick, 2008). These findings were systematically compared and contrasted with data derived from secondary sources, survey research and a Delphi (i.e. expert) Panel. Data analysis combined grounded coding with quantitative analysis, visual mapping, narrative development and pattern matching. Findings revealed a multi-level model of leadership, comprised of key factors, both at an institutional (i.e. meso) and individual (micro) level, which appeared to activate and sustain members' involvement in community engagement. The model was conceptualized as the 'Capacity to Engage'. Aligning with Huxham and Vangen's leadership media and other contemporary leadership theory, this capacity provides the impetus and critical resources that facilitates members' initiation of and participation in such activities. Study implications are considered for further theory development and research, as well as policy and practice.
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Kuznesof, Sharron A. B. "Consumer acceptance of novel foods : a grounded theory study". Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601689.
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The aim of this thesis was to develop a conceptual understanding of consumer acceptance of novel foods, grounded in the attitudes, perceptions and behaviours of individuals to foods that were "novel" by virtue of an innovative method of production or newness within the diet. Novel food acceptance is dominated by psycho-sensory research and thus this thesis' behavioural approach provides an alternative perspective that contributes to the food choice and acceptance literature. The grounded theory method (GTM) was selected as the guiding methodology because of its theory building mandate. The GTM procedures were applied to a secondary data set of 45 transcripts drawn from 6 separate research projects. These projects were linked by the common use of the focus group technique to gene rate data together with a complementary subject matter, namely data relating to the attitudes perceptions and experiences of i11dividuals to cOnve11lional foods, novel foods and novel food technologies. The analysis showed novel food acceptance is a cyclical process of acceptance or rejection containing five 'acceptance states', rather than a single decision point. The five acceptance states derived from the analysis 'and related to the consideration, trial and sustained incorporation of a novel food into dietary practices that arc shaped by personal, product and situational factors are: i) conceptual acceptance, or the degree of engagement with and approval of a novel food; ii) connective acceptance, ,or the personal connections that an individual makes with a novel food by visualising its potential benefits and its role in satisfying a perceived personal need; iii) evaluative acceptance, or the trade-offs made when evaluating novel foods with available alternatives; iv) tri al acceptance, or the practices associated with the preparation of the novel food, the taste: of the novel food and its perceived impact on well-being; and v) dietary acceptance, or the complementarity of a novel food with the structure of existing meal patterns and the substitutability of the novel food with existing foods within the diet. An outcome of this behavioural model of consumer acceptance is the incorporation of the novel food into established dietary practices, which is referred to as the "acceptability of dietary change". These findings provide a framework for novel food acceptance research and have implications for food consumer research.
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Lennox, Thompson Bronwyn Fay. "Living well with chronic pain : a classical grounded theory". Thesis, University of Canterbury. Health Sciences, 2015. http://hdl.handle.net/10092/10282.
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Chronic pain is a public health problem that is likely to increase as the population ages, and has few effective treatments. Although viewed by many as profoundly distressing and disabling, there are a surprising number of people (approximately 30%) who cope well with their chronic pain and do not continue to seek treatment. There is little theory to explain how and why these individuals manage their pain well. This means there is limited knowledge about the approaches used by people who cope well and whether these strategies could help those who have more difficulty.
This thesis presents a substantive grounded theory of living well with chronic pain, the theory of re-occupying self. Seventeen individual interviews were recorded, with data collection, analysis and theory generation following classical grounded theory methodological approach. Constant comparison, theoretical sampling, theoretical coding, and theoretical sensitivity were used to identify the main concern of people who cope well with pain. This concern is achieving self-coherence, and is resolved by re-occupying self. Resolution involves making sense to develop an idiographic model of their pain; deciding to turn from patient to person, facilitated or hindered by interactions with clinicians and occupational drive; and flexibly persisting where occupational engaging and coping allow individuals to develop future plans. By completing this process, individuals form a coherent self-concept in which they re-occupy the important or valued aspects of themselves.
This study supports using Acceptance and Commitment Therapy because of its functional contextual view of people and their actions. This study illustrates that coping strategies are used in different ways depending on the primary goal within that context. Occupations, or active; purposeful; meaningful; contextualised and human activities, are used by people to make sense of their situation, and as a key motivation for developing coping strategies. These findings lead to new research questions about values-aligned activity, coping with identity change, and acceptance.
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Rosen-Webb, Jemma. "ADHD : a grounded theory of Bangladeshi family workers' perspectives". Thesis, University of East London, 2005. http://roar.uel.ac.uk/1253/.
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Attention Deficit Hyperactivity Disorder (ADHD) is a psychiatric diagnosis which is characterised by hyperactive and impulsive behaviour and difficulties paying attention. The diagnosis has raised much discussion and debate over recent years. The dominant discourse is that ADHD is the result of 'faulty brain chemistry' and that the first line of treatment should be with psycho-stimulantm edication. Concerns about this perspective have been raised by clinical psychologists, social workers, psychiatrists and other mental health professionals. They highlight other factors which they feel are more likely to contribute to such behaviour e.g. relationships, society, parenting style. Furthermore ADHD has been criticised for being a cultural construct, based on Western values, and used to medicalise children. Most research into ADHD has been carried out on White populations in the United Kingdom and the United States. The rate of diagnosis has been rising in these and other Westernised countries e.g. Australia in recent years. The current research used a grounded theory methodology to explore views of a different cultural group, namely Bangladeshi family workers. The research aims were to gain an understanding of how such childhood behaviours were viewed by Bangladeshi workers and to explore ways of seeking and offering help. The results supported much of the current literature on ADHD, taken at its broadest level. Workers views are considered and their role as an interface between families and statutory services is discussed. Workers also discussed ways in which they engage parents and factors they felt acted as barriers to accessing statutory services.
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Higginson, Ray John. "Cardiac rehabilitation attendance and women : a Straussian grounded theory". Thesis, University of South Wales, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441218.
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Brown, Andrew D. "Information, communication and organizational culture : a grounded theory approach". Thesis, University of Sheffield, 1990. http://etheses.whiterose.ac.uk/1833/.
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This research is focused on information and communication phenomena within one industrial organisation. From its intellectual situation within the interpretive epistemological tradition the thesis seeks to demonstrate the utility of the case study approach combined with the style of qualitative analysis known as 'grounded theory' for scholars interested in furthering their understanding of the information dimension of complex organisations. More specifically, a preliminary examination of the data set in conjunction with a theoretical position which posited the socially and cognitive constructed nature of organisations quite naturally led to the case study material being interpreted through the prism of the cultural metaphor. Chapter 1 provides an account of the methodological and research design principles, issues and assumptions on which this research has been predicated. Chapter 2 gives an overview of the data collected in the form of brief summaries of the central themes which have been used to analyse the case study organisation. The cultural perspective on organisations is then presented in Chapter 3. Acquaintance with the content of the cultural approach to Complex organisations is required in order to facilitate the reader's understanding of Chapters 4-10 in which the data are examined and analysed. Chapter 4 gives a short introduction to the case study organisation at which the research was conducted. Chapters 5-8 are detailed case study analyses of four of the organisation's principal subsidiaries. These are followed by a macro-organisational analysis which examines the cultural and information/communication profiles that have been developed for the subsidiaries within the total socio-organisational context. Chapter 9's emphasis on the core categories omits some important aspects of the organisation's culture (its strengths, weaknesses, the issue of control and its relative stability) which are dealt with in Chapter 10. Chapter 11 provides a description and analysis of a new product launch conducted by the organisation: the chapter seeks to evaluate the merits of using an approach which emphasises information/communication and cultural variables for the understanding and analysis of organisational behaviour. Finally, Chapter 12 sets out some of the conclusions that can be drawn from this research project. It takes a critical look at the research design and methodology employed and introduces Kuhn's (1962) concept of a paradigm which is used as a descriptive and analytical tool for evaluating the cultural perspective. Some further conceptualisation of the cases and the new product launch is attempted and process models of complex organisations in general and organisational culture in particular are derived and explained. The inter-relation of information and communication phenomena and organisational culture is further elaborated first normatively in the form of typologies and second prescriptively in terms of the use value of culture for information and communication studies. The conclusions are then summarised and recommendations for further research are made.
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Caregnato, Sonia Elisa. "Modelling the user education domain : a grounded theory approach". Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/3060/.
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This thesis reports a research work whose objective was to derive a grounded model of the user education domain, which was identified as pertaining to subject librarians' expertise, using a knowledge elicitation approach in the field of agricultural sciences. The knowledge elicitation framework adopted was that which sees knowledge acquisition as a process of modelling expertise, and the models derived as qualitative in nature. Accordingly, the main methodological approach involved was based on qualitative research and use of grounded theory methods. The research design was divided into three studies, all based on interview data. The research started by studying the role of subject librarians in academic libraries in the UK (Study One), which identified the area of user education for further study. Study Two proceeded to elicit information seeking practices and user education processes from academics and librarians. Finally, Study Three elicited information seeking practices of students who were engaged in library research. A model of the user education domain in the field of agricultural sciences in a Brazilian university was derived from the combination of the analysis of Study Two and Three. The model describes the library research process of individuals as happening in discipline specific contexts, influenced by the world at large. The process takes place through a series of information-seeking tasks and task-related strategies, which are employed to search external knowledge sources and satisfy an information need. During this interaction, internal knowledge sources are used and modified according to the tasks and strategies being carried out. If these internal knowledge sources are deficient for effective use of external knowledge sources, mediation strategies by an expert can help readjust the information-seeking process and alter the state of related internal knowledge sources The model proposed is used to derive recommendations for the design of user education programmes, subject librarians' work, and domain modelling using grounded theory.