Presentation made at research workshop of the Da Vinci Institute hosted at Eskom Research Conference. A unique integration of grounded theory and systems thinking are presented.
What is grounded_theory.ppt.4-24-08.ssDenise Fezzi
Grounded theory is a systematic qualitative research method that involves collecting and analyzing data simultaneously to develop theories grounded in the data. It is an inductive process that uses flexible guidelines. The researcher engages in constant comparison between data to develop categories and analyze their properties. Constructivist grounded theory acknowledges multiple realities and takes a reflexive approach to recognize how the researcher and participants construct meanings. It fosters building questions into data collection and examining how experiences and structures emerge through language and action.
The document provides an overview of grounded theory methods, noting the diversity of approaches that have developed since its introduction and highlighting key components of the methodology such as simultaneous data collection and analysis, coding practices, and grounding emerging theories in qualitative data to develop conceptual categories.
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
This document provides an introduction to grounded theory. It discusses the origins of grounded theory, which was developed in the 1960s as a conceptual methodology where theory is derived from data through a systematic process of data collection and analysis. The key aspects of grounded theory covered include:
- Theory is generated from data rather than testing a pre-existing hypothesis.
- Data collection, analysis, and theory development are interlinked in an iterative process where interpretation informs further data gathering.
- Analysis involves open, axial, and selective coding to fracture, conceptualize, and integrate the data to form a theory.
- Memos and diagrams are used to develop concepts and theoretical relationships during analysis.
- Criteria
The document discusses grounded theory method and provides details on its key aspects:
- It defines grounded theory as a research method that generates or discovers a theory from data systematically obtained from social research.
- The main building blocks of grounded theory are discussed including coding, categories, concepts, theoretical sampling, constant comparison and memo writing.
- Strengths are that it effectively builds new theories and explains new phenomena, while weaknesses include the huge amount of time and data required for analysis.
Grounded theory is a qualitative research method that uses a systematic process of data collection and inductive analysis to develop a theory about a phenomenon. The key aspects of grounded theory are that data collection and analysis occur simultaneously to allow codes, concepts, and categories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and focuses on uncovering social processes through exploring relationships and behaviors. It has since evolved, with differing approaches emerging between Glaser and Strauss.
Ethnography, Grounded Theory and Systems Analysislinlinlin
The document discusses ethnography, grounded theory, and systems analysis methods used in information systems development. It provides definitions and examples of ethnography, grounded theory, and how they can benefit systems analysis. Grounded theory is defined as developing a theory from qualitative data rather than testing a pre-existing hypothesis. The document also presents examples of how grounded theory was used in case studies of image search and RV design to understand user needs and improve systems.
What is grounded_theory.ppt.4-24-08.ssDenise Fezzi
Grounded theory is a systematic qualitative research method that involves collecting and analyzing data simultaneously to develop theories grounded in the data. It is an inductive process that uses flexible guidelines. The researcher engages in constant comparison between data to develop categories and analyze their properties. Constructivist grounded theory acknowledges multiple realities and takes a reflexive approach to recognize how the researcher and participants construct meanings. It fosters building questions into data collection and examining how experiences and structures emerge through language and action.
The document provides an overview of grounded theory methods, noting the diversity of approaches that have developed since its introduction and highlighting key components of the methodology such as simultaneous data collection and analysis, coding practices, and grounding emerging theories in qualitative data to develop conceptual categories.
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
This document provides an introduction to grounded theory. It discusses the origins of grounded theory, which was developed in the 1960s as a conceptual methodology where theory is derived from data through a systematic process of data collection and analysis. The key aspects of grounded theory covered include:
- Theory is generated from data rather than testing a pre-existing hypothesis.
- Data collection, analysis, and theory development are interlinked in an iterative process where interpretation informs further data gathering.
- Analysis involves open, axial, and selective coding to fracture, conceptualize, and integrate the data to form a theory.
- Memos and diagrams are used to develop concepts and theoretical relationships during analysis.
- Criteria
The document discusses grounded theory method and provides details on its key aspects:
- It defines grounded theory as a research method that generates or discovers a theory from data systematically obtained from social research.
- The main building blocks of grounded theory are discussed including coding, categories, concepts, theoretical sampling, constant comparison and memo writing.
- Strengths are that it effectively builds new theories and explains new phenomena, while weaknesses include the huge amount of time and data required for analysis.
Grounded theory is a qualitative research method that uses a systematic process of data collection and inductive analysis to develop a theory about a phenomenon. The key aspects of grounded theory are that data collection and analysis occur simultaneously to allow codes, concepts, and categories to emerge from the data rather than testing a predetermined hypothesis. Grounded theory was developed in the 1960s by sociologists Glaser and Strauss and focuses on uncovering social processes through exploring relationships and behaviors. It has since evolved, with differing approaches emerging between Glaser and Strauss.
Ethnography, Grounded Theory and Systems Analysislinlinlin
The document discusses ethnography, grounded theory, and systems analysis methods used in information systems development. It provides definitions and examples of ethnography, grounded theory, and how they can benefit systems analysis. Grounded theory is defined as developing a theory from qualitative data rather than testing a pre-existing hypothesis. The document also presents examples of how grounded theory was used in case studies of image search and RV design to understand user needs and improve systems.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
This document discusses grounded theory research design. It explains that grounded theory is used to generate a theory about a process based on data. The researcher collects and analyzes data simultaneously to develop categories and a core category that explains the process. Three types of grounded theory designs are described: systematic, emergent, and constructivist. Key aspects of grounded theory include exploring a process, theoretical sampling, constant comparison analysis, identifying a core category, and memo writing. Ethical challenges may arise regarding the study's purpose and power dynamics in interviewing. The steps of a grounded theory study and elements of a good grounded theory report are also outlined.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
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Facebook: arguni.hasnain
Research Philosophy for Empirical ResearchersJ P Verma
This document summarizes a presentation by Prof. J.P. Verma on research methodology. It discusses:
1. The structure of a research project including beginning, middle, and end.
2. The use of both inductive and deductive reasoning in research to develop and test hypotheses.
3. The key differences between positivism and post-positivism as philosophical approaches to research.
4. An overview of concept mapping, a 6-step process to help define concepts and their relationships in a research project.
Becoming a researcher in mathematics education requires consideration of several factors. These include determining one's goals in conducting research, theoretical paradigms that may guide the work, appropriate research methods, and ensuring ethical standards are upheld. The document discusses key aspects of developing research questions, collecting and analyzing data, and validating and communicating findings in a way that enhances both knowledge and practice in the field.
Grounded Theory is a qualitative research method that aims to generate an explanatory theory of a process or interaction grounded in views from many participants. It involves systematically collecting and analyzing qualitative data to develop concepts and identify relationships between concepts. The resulting theory should fit the data, be understandable, be generally applicable beyond the original research context, and allow prediction and control of the phenomenon under study. Data collection may involve interviews, observations, or records, and analysis proceeds through open, axial, and selective coding to develop a logic diagram of categories and their relationships.
Grounded theory is a qualitative research method that aims to generate or discover a theory through the systematic analysis of data, such as interviews. There are two main approaches: the systematic procedures of Strauss and Corbin, which involve open, axial, and selective coding to develop categories and interconnections; and the constructivist approach of Charmaz, which emphasizes flexible guidelines and the researcher's role in theory development. The goal is to move beyond description to generate a theory through iterative data collection and analysis until categories are saturated.
This document provides an overview of grounded theory as a qualitative research methodology. It discusses key concepts of grounded theory including that it is used for theory generation rather than verification, relies on induction rather than deduction, and aims to systematically discover theory from data as concepts emerge. The document reviews grounded theory processes such as open coding, selective coding, sorting memos, and writing up findings. It also discusses criteria for evaluating grounded theories and the potential applicability of grounded theory for design research problems that have a significant social dimension.
Grounded theory is a qualitative research methodology that aims to build theory from data. It involves collecting and analyzing data to develop concepts and build relationships between concepts to form theories. The grounded theory process involves initial coding of data, focused coding to synthesize codes into categories, theoretical sampling to refine categories, and memo writing to develop theoretical concepts. Studies using grounded theory are evaluated based on their focus, purpose, methodology, sampling strategy, data analysis process, theoretical findings, and conclusions.
Quantitative research was the dominant research paradigm in education until the 1980s when debates increased between quantitative and qualitative approaches. Some researchers argued their approach was superior, with some purists arguing the approaches could not be combined due to differing worldviews. A research paradigm encompasses ontology, epistemology, and methodology. Quantitative research aims to quantify data, test theories through hypotheses, and use statistics to support or refute hypotheses. It emphasizes objectivity, generalizability, and identifying causal relationships through controlled experiments and standardized procedures.
The document discusses content analysis and grounded theory. It provides definitions of content analysis from various scholars and outlines its essential purpose and process. The key steps in content analysis are defined as defining research questions, population/sample, context, units of analysis, codes, categories, coding, analysis and summarizing. Grounded theory is also discussed, including its origins, definitions, key elements of theoretical sampling, coding (open, axial, selective), constant comparison and core variables. A worked example of interpreting discussion in an infant classroom is provided to demonstrate grounded theory.
Grounded theory is a qualitative research method that uses a systematic set of procedures to develop an inductively derived theory about a phenomenon. The method involves collecting data through various means without beginning with a hypothesis, and using constant comparison analysis to generate conceptual categories and their properties which are related through a storyline that describes the main theme of the research. Grounded theory is mainly used for qualitative research to build descriptive, abstract, and powerful theories that are firmly grounded in and driven by the data.
This document discusses and compares research paradigms and philosophical assumptions between positivism, interpretivism, and pragmatism. It also outlines the key differences between quantitative and qualitative research approaches. Quantitative research aims to generalize and test theories objectively through deductive strategies like experiments and surveys. Qualitative research generates theories inductively through subjective words-based methods like case studies, grounded theory, and ethnography to understand phenomena. Both approaches have distinct steps but share the goal of exploring research questions.
This document outlines key concepts related to research paradigms, including positivism and interpretivism. It discusses ontology, epistemology, methodology, and methods. Positivism assumes an objective social reality can be studied through facts and figures using quantitative methods to find causal relationships and social laws. Interpretivism focuses on subjective experience and qualitative data to understand motivations and interpret how people view the world. Both approaches are discussed, along with their criticisms regarding objectivity, reliability, and subjectivity.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
This document discusses research design and methods. It outlines different research philosophies like positivism and post-modernism and how they influence knowledge generation. Qualitative and quantitative approaches are compared, with qualitative focused on understanding perspectives and meanings, while quantitative prioritizes measurable and statistical data. Examples of research designs, data collection methods, and analyses are provided for both qualitative and quantitative work. The document stresses using primary data for dissertations and supplementing with secondary data.
This document discusses four main research paradigms: positivism, interpretivism/constructivism, critical, and pragmatic. It provides an overview of the key aspects of each paradigm, including their ontology (nature of reality), epistemology (nature of knowledge), typical research questions, and common methodologies. The document uses examples from educational technology research to illustrate different studies that fall within each paradigm. Overall, it analyzes the tradeoffs of different paradigms and argues that the choice depends on personal views, the research question, available resources, and supervisory support, with no single best approach.
Lecture definitional terms in research methodsjamesuren
The document discusses key concepts in qualitative research methods for designing a study. It outlines several important considerations for qualitative research design, including using an interpretive framework, collecting data in a natural setting, using multiple sources of data and complex reasoning, developing multiple perspectives, allowing for an emergent design, and providing a reflexive and holistic account. The goal of qualitative research is to learn the meanings that participants hold about the issue being studied from their perspectives.
grounded theory analysis methodology presented in detail with examples of analysis outcomes from several research projects. A sample of problems that can be encountered is presented along with solutions to these problems.
Kr strategic positioning of hr in the new world of workDr Rica Viljoen
Presentation at the Knowledge Resource conference on: Strategic Positioning of Human Resources in the new world of work. During this one day workshop emphasis was placed on the strategic role that human resource practitioners can play in organisational strategy. In specific, emphasis is placed on the constructing of strategic architecture. Through the use of organisational development methodologies such as world cafe group process facilitation, shared understanding were created and a theoretical base was constructed. Through a process of inclusivity, individual group and organisational dynamics can be optimised that will result in human energy in the system to perform.
Kr be q engagement presentation rica viljoen 4 august 2016Dr Rica Viljoen
Knowledge Resources presentation by dr Rica Viljoen and Henk van Zyl on Engagement during the book launch of the first Employee Engagement book in South Africa, edited by Profs Nico Maartins and Hester Nienaber. An unique interplay of the multi-displinary fields IR and OD show how an symbiotic relationship can lead to efficient co-determination implemented in Interstate Bus lines. Spiral dynamics and the Benchmark of Engagement were utilised as underlying theory. Three chapters in the book are authored by dr Rica Viljoen which uniquely describe multi-cultural dynamics in relation to the capacity of the individual to engage, how group dynamics impact employee engagement and how the organisational dynamics manifest in the organisational gestalt that is either conducive or not for inclusivity.
HCI Research as Problem-Solving [CHI'16, presentation slides] Aalto University
Slides from a talk delivered at CHI 2016, San Jose.
Authors: Antti Oulasvirta (Aalto University) and Kasper Hornbaek (University of Copenhagen).
Link to paper: http://users.comnet.aalto.fi/oulasvir/pubs/hci-research-as-problem-solving-chi2016.pdf
Overview: This talk discusses a meta-scientific account of human-computer interaction (HCI) research as problem-solving. We build on the philosophy of Larry Laudan, who develops problem and solution as the foundational concepts of science. We argue that most HCI research is about three main types of problem: empirical, conceptual, and constructive. We elaborate upon Laudan’s concept of problem-solving capacity as a universal criterion for determining the progress of solutions (outcomes): Instead of asking whether research is ‘valid’ or follows the ‘right’ approach, it urges us to ask how its solutions advance our capacity to solve important problems in human use of computers. This offers a rich, generative, and ‘discipline-free’ view of HCI and resolves some existing debates about what HCI is or should be. It may also help unify efforts across nominally disparate traditions in empirical research, theory, design, and engineering.
This document discusses grounded theory research design. It explains that grounded theory is used to generate a theory about a process based on data. The researcher collects and analyzes data simultaneously to develop categories and a core category that explains the process. Three types of grounded theory designs are described: systematic, emergent, and constructivist. Key aspects of grounded theory include exploring a process, theoretical sampling, constant comparison analysis, identifying a core category, and memo writing. Ethical challenges may arise regarding the study's purpose and power dynamics in interviewing. The steps of a grounded theory study and elements of a good grounded theory report are also outlined.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
Follow Me:
Linkedin: arguni_hasnain
Instagram : arguni.hasnain
Facebook: arguni.hasnain
Research Philosophy for Empirical ResearchersJ P Verma
This document summarizes a presentation by Prof. J.P. Verma on research methodology. It discusses:
1. The structure of a research project including beginning, middle, and end.
2. The use of both inductive and deductive reasoning in research to develop and test hypotheses.
3. The key differences between positivism and post-positivism as philosophical approaches to research.
4. An overview of concept mapping, a 6-step process to help define concepts and their relationships in a research project.
Becoming a researcher in mathematics education requires consideration of several factors. These include determining one's goals in conducting research, theoretical paradigms that may guide the work, appropriate research methods, and ensuring ethical standards are upheld. The document discusses key aspects of developing research questions, collecting and analyzing data, and validating and communicating findings in a way that enhances both knowledge and practice in the field.
Grounded Theory is a qualitative research method that aims to generate an explanatory theory of a process or interaction grounded in views from many participants. It involves systematically collecting and analyzing qualitative data to develop concepts and identify relationships between concepts. The resulting theory should fit the data, be understandable, be generally applicable beyond the original research context, and allow prediction and control of the phenomenon under study. Data collection may involve interviews, observations, or records, and analysis proceeds through open, axial, and selective coding to develop a logic diagram of categories and their relationships.
Grounded theory is a qualitative research method that aims to generate or discover a theory through the systematic analysis of data, such as interviews. There are two main approaches: the systematic procedures of Strauss and Corbin, which involve open, axial, and selective coding to develop categories and interconnections; and the constructivist approach of Charmaz, which emphasizes flexible guidelines and the researcher's role in theory development. The goal is to move beyond description to generate a theory through iterative data collection and analysis until categories are saturated.
This document provides an overview of grounded theory as a qualitative research methodology. It discusses key concepts of grounded theory including that it is used for theory generation rather than verification, relies on induction rather than deduction, and aims to systematically discover theory from data as concepts emerge. The document reviews grounded theory processes such as open coding, selective coding, sorting memos, and writing up findings. It also discusses criteria for evaluating grounded theories and the potential applicability of grounded theory for design research problems that have a significant social dimension.
Grounded theory is a qualitative research methodology that aims to build theory from data. It involves collecting and analyzing data to develop concepts and build relationships between concepts to form theories. The grounded theory process involves initial coding of data, focused coding to synthesize codes into categories, theoretical sampling to refine categories, and memo writing to develop theoretical concepts. Studies using grounded theory are evaluated based on their focus, purpose, methodology, sampling strategy, data analysis process, theoretical findings, and conclusions.
Quantitative research was the dominant research paradigm in education until the 1980s when debates increased between quantitative and qualitative approaches. Some researchers argued their approach was superior, with some purists arguing the approaches could not be combined due to differing worldviews. A research paradigm encompasses ontology, epistemology, and methodology. Quantitative research aims to quantify data, test theories through hypotheses, and use statistics to support or refute hypotheses. It emphasizes objectivity, generalizability, and identifying causal relationships through controlled experiments and standardized procedures.
The document discusses content analysis and grounded theory. It provides definitions of content analysis from various scholars and outlines its essential purpose and process. The key steps in content analysis are defined as defining research questions, population/sample, context, units of analysis, codes, categories, coding, analysis and summarizing. Grounded theory is also discussed, including its origins, definitions, key elements of theoretical sampling, coding (open, axial, selective), constant comparison and core variables. A worked example of interpreting discussion in an infant classroom is provided to demonstrate grounded theory.
Grounded theory is a qualitative research method that uses a systematic set of procedures to develop an inductively derived theory about a phenomenon. The method involves collecting data through various means without beginning with a hypothesis, and using constant comparison analysis to generate conceptual categories and their properties which are related through a storyline that describes the main theme of the research. Grounded theory is mainly used for qualitative research to build descriptive, abstract, and powerful theories that are firmly grounded in and driven by the data.
This document discusses and compares research paradigms and philosophical assumptions between positivism, interpretivism, and pragmatism. It also outlines the key differences between quantitative and qualitative research approaches. Quantitative research aims to generalize and test theories objectively through deductive strategies like experiments and surveys. Qualitative research generates theories inductively through subjective words-based methods like case studies, grounded theory, and ethnography to understand phenomena. Both approaches have distinct steps but share the goal of exploring research questions.
This document outlines key concepts related to research paradigms, including positivism and interpretivism. It discusses ontology, epistemology, methodology, and methods. Positivism assumes an objective social reality can be studied through facts and figures using quantitative methods to find causal relationships and social laws. Interpretivism focuses on subjective experience and qualitative data to understand motivations and interpret how people view the world. Both approaches are discussed, along with their criticisms regarding objectivity, reliability, and subjectivity.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
This document discusses research design and methods. It outlines different research philosophies like positivism and post-modernism and how they influence knowledge generation. Qualitative and quantitative approaches are compared, with qualitative focused on understanding perspectives and meanings, while quantitative prioritizes measurable and statistical data. Examples of research designs, data collection methods, and analyses are provided for both qualitative and quantitative work. The document stresses using primary data for dissertations and supplementing with secondary data.
This document discusses four main research paradigms: positivism, interpretivism/constructivism, critical, and pragmatic. It provides an overview of the key aspects of each paradigm, including their ontology (nature of reality), epistemology (nature of knowledge), typical research questions, and common methodologies. The document uses examples from educational technology research to illustrate different studies that fall within each paradigm. Overall, it analyzes the tradeoffs of different paradigms and argues that the choice depends on personal views, the research question, available resources, and supervisory support, with no single best approach.
Lecture definitional terms in research methodsjamesuren
The document discusses key concepts in qualitative research methods for designing a study. It outlines several important considerations for qualitative research design, including using an interpretive framework, collecting data in a natural setting, using multiple sources of data and complex reasoning, developing multiple perspectives, allowing for an emergent design, and providing a reflexive and holistic account. The goal of qualitative research is to learn the meanings that participants hold about the issue being studied from their perspectives.
grounded theory analysis methodology presented in detail with examples of analysis outcomes from several research projects. A sample of problems that can be encountered is presented along with solutions to these problems.
Kr strategic positioning of hr in the new world of workDr Rica Viljoen
Presentation at the Knowledge Resource conference on: Strategic Positioning of Human Resources in the new world of work. During this one day workshop emphasis was placed on the strategic role that human resource practitioners can play in organisational strategy. In specific, emphasis is placed on the constructing of strategic architecture. Through the use of organisational development methodologies such as world cafe group process facilitation, shared understanding were created and a theoretical base was constructed. Through a process of inclusivity, individual group and organisational dynamics can be optimised that will result in human energy in the system to perform.
Kr be q engagement presentation rica viljoen 4 august 2016Dr Rica Viljoen
Knowledge Resources presentation by dr Rica Viljoen and Henk van Zyl on Engagement during the book launch of the first Employee Engagement book in South Africa, edited by Profs Nico Maartins and Hester Nienaber. An unique interplay of the multi-displinary fields IR and OD show how an symbiotic relationship can lead to efficient co-determination implemented in Interstate Bus lines. Spiral dynamics and the Benchmark of Engagement were utilised as underlying theory. Three chapters in the book are authored by dr Rica Viljoen which uniquely describe multi-cultural dynamics in relation to the capacity of the individual to engage, how group dynamics impact employee engagement and how the organisational dynamics manifest in the organisational gestalt that is either conducive or not for inclusivity.
The document discusses employee engagement and the Benchmark of Engagement Questionnaire (BeQ), a multi-cultural tool for measuring and improving engagement. It provides an overview of the BeQ framework and constructs. Case studies from Ghana and from a Gold Fields executive demonstrate how the BeQ was successfully used in those contexts to improve safety, productivity, and overall engagement. Statistics are given showing the widespread use of the BeQ internationally across industries, languages, and continents.
The document discusses engagement (BeQ) in organizations across cultures. It provides an overview of Rica Viljoen's work measuring engagement in over 42 countries with over 80,000 participants. Key findings include the importance of measuring engagement in a culturally sensitive way and that there is no one-size-fits-all solution to increasing engagement. The document also discusses lessons learned around the importance of suspending one's own views when working cross-culturally and weaving an organization together functionally rather than giving "antibiotics" without understanding the full system.
Work place culture measuring and understanding Dr Rica Viljoen
This document provides an overview of a presentation on achieving sustainable organizational transformation through inclusivity. The presentation covers topics such as defining inclusivity and engagement, theories of engagement and inclusivity, case studies of engagement in Ghana, Australia and South Africa, how to create engagement in organizations, and conclusions. It discusses measuring engagement using tools like the BeQ benchmark of engagement. The document emphasizes that inclusivity is a methodology that can facilitate sustainable organizational change by aligning the strategic "doing" and cultural "being" aspects of an organization through co-created principles and values involving all members.
KR Learning and development conference Viljoen preconference part 2Dr Rica Viljoen
This document discusses strategic positioning of learning and development (L&D) in the future world of work. It highlights the importance of congruence between organizational architecture and systemic dynamics. It also discusses human niches and the strategic process. The role of a chief learning officer and strategic positioning of L&D within HR is debated. A multi-level study on leadership and strategic HR over decades is summarized. The roles of strategic HR professionals in the future are envisioned. Strategic HR perspectives in South Africa today are noted to be dispersed.
The information experience of new mothers in social media: a grounded theory ...Kate Davis
Slide deck for my PhD Confirmation of Candidature presentation, which I gave (and passed!) in April 2012. I have removed some illustrations of social media activity, which I had permission to use on the day, but this is the bulk of the presentation.
The document provides an overview of discourse analysis as a tool for social research. It defines discourse and discusses different approaches to discourse analysis such as frame analysis and critical discourse analysis. It also outlines some aims of discourse analysis, tools that can be used like corpus linguistics, and examples of analyzing text and framing. Key questions discussed include how analyzing discourse can reveal agendas and assumptions and how the structure of discourse can influence actions.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Grounded theory methodology is a qualitative research method that aims to generate or discover a theory grounded in data from the field. It is an iterative process where the analyst becomes more grounded in the data and develops richer concepts and models. There are two major schools of grounded theory - the Glaserian school emphasizes emerging theory from neutral questions, while the Straussian school structures questions and coding more rigorously. Key aspects of grounded theory include theoretical sampling, validating findings through quotations, and achieving reliability through techniques like triangulation and audit trails.
This document provides an overview of discourse analysis as a discipline within linguistics. It defines discourse both narrowly as language above the sentence level, and widely as a social practice. Examples are given of different types of discourse, including spoken, written, and visual. Discourse is discussed as both a linguistic concept involving cohesion between language elements, and a social phenomenon influenced by issues like gender, race, and power dynamics. Key aspects of discourse analysis are outlined, such as identifying implicit power relations and alternative perspectives that could be presented.
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a single entity within its real-world context. The document discusses case study paradigms, types including intrinsic and instrumental, purposes such as explanatory and exploratory, designs including single and multiple case, methodology involving data collection from documentation and interviews, and analysis techniques like pattern matching. It also reviews issues in reporting case studies and lists some merits like understanding contemporary contexts and demerits like lack of generalization.
Grounded theory is by far the most popular technique for qualitative data analysis. It is widely used in almost all social science disciplines including education, evaluation research, nursing, and sociology. It focuses on generating theoretical ideas from the data. The approach emphasises the systematic discovery of theory from data by using constant comparison method and theoretical sampling.
Grounded theory is a qualitative research method that aims to generate theory from data. The document discusses grounded theory's development by Glaser and Strauss and its key assumptions. It proposes using grounded theory to study workplace bullying in small organizations as a research topic. Both the merits and disadvantages of using grounded theory are discussed, such as the risk of producing a poorly designed framework if not fully understanding grounded theory's paradigm and methodology.
ilovepdf_merged.pdf- about Media and communicationKonulAzizli
This document discusses key concepts in social science research methods. It defines research as a structured, systematic investigation aimed at increasing understanding through objective analysis of data. Research is guided by theory, which provides frameworks for interpreting findings. The document outlines various aspects of the research process, including developing research questions, collecting and analyzing data, and presenting findings. It emphasizes that social research should have practical implications and be influenced by ethical considerations and real-world contexts.
61122 Research_Paradigms & Qual Res by sir Waheed.pptTanzeelaBashir1
This document provides an overview of different research paradigms that can be applied in educational research. It discusses the positivist, interpretivist/constructivist, and critical paradigms. For each paradigm, it describes elements like epistemology, ontology, methodology, and axiology. It also discusses key concepts like normal science versus scientific revolution in the positivist paradigm. The document aims to define what a research paradigm is and explain the common beliefs and assumptions that define different paradigms.
This document discusses grounded theory as a qualitative research method. It begins with a brief history of grounded theory and explains that it is an inductive approach used to develop theories through the systematic analysis of data. The document then discusses key aspects of using grounded theory, including theoretical sampling, data collection methods, and the role of the researcher. It also addresses ethics in qualitative research and grounded theory. Overall, the document provides an overview of grounded theory methodology for researchers.
This document discusses the grounded theory method and how it relates to social constructionism. It makes three key points:
1) Grounded theory has traditionally addressed "why" questions about social processes in addition to "what" and "how" questions, unlike most qualitative research methods. However, grounded theory approaches differ in their degree of social constructionism.
2) The original conception of grounded theory by Glaser and Strauss took a limited social constructionist approach and emphasized objectivity over reflexivity. More recent approaches advocate for stronger social constructionist principles like examining researcher perspectives and reflexivity.
3) Debates have emerged around "objectivist" versus "constructionist" grounded theory and how to balance explanation
EXPLORING THE USE OF GROUNDED THEORY AS A METHODOLOGICAL.docxssuser454af01
EXPLORING THE USE OF GROUNDED THEORY
AS A METHODOLOGICAL APPROACH TO
EXAMINE THE 'BLACK BOX' OF NETWORK
LEADERSHIP IN THE NATIONAL QUALITY
FORUM
A. BRYCE HOFLUND
University of Nebraska at Omaha
ABSTRACT
This paper describes how grounded theory was used to investigate the
“black box” of network leadership in the creation of the National
Quality Forum. Scholars are beginning to recognize the importance of
network organizations and are in the embryonic stages of collecting and
analyzing data about network leadership processes. Grounded theory,
with its focus on deriving theory from empirical data, offers researchers
a distinctive way of studying little-known phenomena and is therefore
well suited to exploring network leadership processes. Specifically, this
paper provides an overview of grounded theory, a discussion of the
appropriateness of grounded theory to investigating network
phenomena, a description of how the research was conducted, and a
discussion of the limitations and lessons learned from using this
approach.
Keywords: grounded theory, network leadership, health care, network
organization, collaboration
470 JHHSA SPRING 2013
It is a capital mistake to theorize
before one has the data.
- Sherlock Holmes
The task of scientific study is to lift the veils
that cover the area of life that one proposes to study.
-- Blumer
(1978)
Generating a theory involves a process of research.
--Glaser and
Strauss (1967)
In The Rise of the Network Society (2000), the first
in a trilogy of books about the social, economic, and
cultural impacts of the Information Age, sociologist
Manual Castells documents the rise of the Information Age.
A defining feature of this new age is interconnectedness,
which is manifested through the complex networks that are
a ubiquitous part of the Information Age. Networks are
everywhere; there are, among other things, global business
networks, cellular networks, television networks, social
networks, the Internet, and computer networks.
In the public sector we also are witnessing the
movement away from bureaucratic, hierarchical
organizations toward networks. Rubin (2005) argues that
the three-branch metaphor for government is outmoded and
that the network metaphor more accurately describes
government and intergovernmental relations today.
Goldsmith and Eggers (2004) note that this shift has
occurred for a number of reasons, including an increase in
cross-agency and cross-government initiatives, an increase
in public-private collaboration, and the growth of the
Digital Revolution, which allows for increased citizen
demand for and input in service delivery options.
JHHSA SPRING 2013 471
In 1999 the health care industry created the National
Quality Forum (NQF), a network organization, whose
founding mission was to improve American healthcare
through endorsement of consensus-based national standards
for measurement and public ...
This document provides an overview of research methodology. It discusses that research methodology is the systematic process of solving a research problem. It involves understanding which research methods and techniques are applicable to specific problems. The chapter then describes the procedural aspects used in the research process, including research philosophy, philosophical worldviews, research approach, research design, data collection strategies, data analysis, and ethical considerations. It presents the figure showing the methodological structure of research. Finally, it discusses various philosophical worldviews including postpositivism that guide researchers in determining the appropriate research design based on the research question.
A diagnosis of tenets of the research process what is it to know anythingAlexander Decker
This summary provides an overview of a journal article that discusses philosophical underpinnings of the research process. The article examines different views on the nature of knowledge and how philosophical assumptions guide research approaches. It describes the distinction between a priori and a posteriori knowledge, and how tacit and explicit knowledge contribute to understanding phenomena. Researchers are said to conform to established research traditions and paradigms in systematically approaching problems, though philosophical positions may differ on what constitutes reliable knowledge.
The positivist approach relies on quantitative methods like experiments and statistical analysis to test hypotheses and discover generalizable truths. It assumes an objective reality can be observed and measured. The interpretivist approach uses qualitative methods like interviews and case studies to understand phenomena within their specific contexts. It sees reality as socially constructed and allows for multiple perspectives. Both approaches agree research aims to generate new knowledge but diverge on their methods and philosophical assumptions.
This document discusses key considerations for designing and conducting primary research using questionnaires and surveys for a human geography dissertation project. It covers topics such as choosing a research topic, reviewing previous literature, using secondary data, designing questionnaires, sampling techniques, pilot testing, minimizing errors, data analysis, and reporting results. The main points are: questionnaires should be rooted in a clear research question or hypothesis; sampling should aim for representativeness; surveys require careful design, testing, and analysis to ensure reliability and validity of results.
This document discusses grounded theory and constructivist grounded theory as qualitative research methodologies. It explains that grounded theory is used to develop a theory grounded in data using an inductive approach. Constructivist grounded theory is presented as an extension of grounded theory that incorporates a constructivist perspective, where theories are co-constructed by the researcher and participants based on their shared experiences. The document provides an example of how constructivist grounded theory would be applied in a research study exploring how poor, working class clients' experiences of counseling may affect their perspectives and participation in individual counseling.
This document provides an overview of theoretical perspectives and methodologies used in learning design research. It discusses how researchers come from a variety of disciplines including education, computer science, psychology, and more. Common theoretical perspectives discussed include sociocultural theories like cultural historical activity theory, communities of practice, and actor network theory. Methodologies used include qualitative approaches like ethnography, case studies, and action research as well as quantitative content analysis and evaluation. The relationship between theories, methods, and different epistemological stances is also examined.
This document provides an introduction to qualitative research methods for teaching senior high school students. It defines qualitative research as emphasizing qualities, processes and meanings rather than quantitative measures. The document outlines three main research approaches - qualitative, quantitative and mixed methods. It then describes five common qualitative research designs: narrative research, phenomenological research, grounded theory, ethnography, and case study research. The document concludes with an overview of ethics in qualitative research focusing on principles like respect, beneficence, and justice as well as key concepts such as informed consent, deception, confidentiality and protecting participants.
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps include collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
The Case StudyMany disciplines use various forms of the ca.docxmamanda2
The Case Study
Many disciplines use various forms of the case study to examine an individual or phenomenon within a specified context. The approach and application of case study designs also can vary widely between various disciplines such as medicine, law, and the social sciences. However, in the social and behavioral sciences, case studies are often referred to as uncontrolled studies. Yin (2013) defined the case study as an empirical inquiry that investigates a phenomenon within its real-world context, when the boundaries between phenomena and context are not clearly evident, in which multiple data sources are used. Yin referred to the case study as a “method” as opposed to confining it to only an approach or a “tradition” within the various forms of qualitative research (e.g., Creswell, 2012). Generally, the focus of the case study is on developing a narrative or revealing a phenomenon based on an in-depth, real-time, or retrospective analysis of a case. Therefore, issues related to experimental control and internal validity are nonfactors within this approach. Although case studies do not infer causation and the results should not be generalized, the findings can provide rich insight toward phenomena and serve as support for theories and the generation of hypotheses. However, if desired, Yin does offer approaches and models for researchers interested in attempting to infer causation from case study designs (which differs from QCA analysis).
The emphasis in a case study is primarily the qualitative method; however, cross sections of quantitative data are usually collected as supplementary data throughout the analyses (see mixed method embedded case study design). The label of case study is often applied to many social science examinations as a catchall term, many times misapplying the concept (Malcolm, 2010). However, the case study design can be applied to any of the approaches within the qualitative method, such as the most commonly applied narrative and phenomenological approach in psychology (Singer & Bonalume, 2010a) or the ethnographic approach in education (Creswell, 2014). Creswell took a different angle than Yin (2013) regarding the type and description of designs for the case study. Gall, Gall, and Borg (2007) succinctly described a case study “as (a) the in-depth study of (b) one or more instances of a phenomenon (c) in its real-life context that (d) reflects the perspective of the participants involved in the phenomenon” (p. 447).
Confusion does arise when authors use different terminology for similar constructs. These semantic differences can be seen in the work of Yin, who uniquely defined and applied the terms holistic and embedded (see Appendix B) differently than their traditional uses; for example, the term embedded has an entirely different meaning when used by Creswell. Another example of this is the term case study design, used within the qualitative method and most often associated with the ethnographic and phenomeno.
The Case StudyMany disciplines use various forms of the ca.docxarnoldmeredith47041
The document discusses various qualitative research methods including case studies, grounded theory, ethnography, and narrative research. It provides details on the definitions, typical procedures, and appropriate uses for each method. Key points include that case studies involve an in-depth analysis of a real-world phenomenon in its natural context, grounded theory is used to build theory inductively from data, ethnography focuses on understanding cultures from the perspective of participants, and narrative research uses stories to understand human experiences.
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About your research methodology grounded theory. rica viljoen. eskom
1. About
your
research
methodology
– a
Grounded
Theory
methodological
approach
Dr
Rica
Viljoen
Presentation
at
Da
Vinci
Eskom
Research
Conference
2014
2. On
Research
“A
journey
begins
before
the
travellers
depart.
So,
too,
our
Grounded
Theory
adventure
begins
as
we
seek
information
about
what
a
grounded
journey
entails
and
what
to
expect
along
the
way.”
Charmaz,
2006:
1
4. “Theory
derived
from
data
is
more
likely
to
resemble
the
‘reality’
than
is
theory
derived
by
putting
together
a
series
of
concepts
based
on
experience
or
solely
through
speculation
(how
one
thinks
things
ought
to
work).
Grounded
theories,
because
they
are
drawn
from
data,
are
likely
to
offer
insight,
enhance
understanding,
and
provide
a
meaningful
guide
to
action.”
Strauss
&
Corbin,
1998,
p.12
Grounded
Theory
(GT)
5. History
of
GT
Developed
in
the
School
of
Nursing,
University
of
California
San
Francisco
by
sociologists
Glaser
and
Strauss
– Awareness
of
Dying
Influenced
by
Symbolic
Interactionism
(Blumer 1969:
2)
-‐ Human
beings
act
towards
things
on
the
basis
of
the
meanings
that
these
things
have
for
them;
-‐ The
meaning
of
such
things
is
derived
from,
and
arises
out
of,
the
social
interaction
that
one
has
with
one’s
fellows;
-‐ These
meanings
are
handled
in,
and
modified
through,
an
interpretive
process
used
by
the
person
in
dealing
with
the
thing
he
encounters.
6. History
of
GT
1960’s
move
from
natural
science
as
the
foundation
of
social
research
– new
ways
of
investigating
the
social
world
• Denzin and
Lincoln’s
– Modernist
moment
• Realist
ontology
• Epistemology–objective
truths,
generalisable,
testable
and
verifiable
theory
• Place
of
the
researched
and
the
researcher
– ‘discovery
of
theory’
• The
move
in
social
science
towards
postmodernism
and
post-‐
structuralism
has
resulted
in
GT
being
attacked
for
its
objectivist
and
positivist
foundations.
• In
later
works
Glaser
and
Strauss,
take
on
the
language
associated
with
interpretivism -‐ change
in
foundation
• Now
mostly
associated
with
a
post-‐modernistic
or
social
constructivist
ontology
and
an
interprevistic epistemology
7. Definitions
‘To
generate
or
discover
a
theory’
(Glaser
and
Strauss,
1967)
‘The
discovery
of
theory
from
data
systematically
obtained
from
social
research’
(Glaser
and
Strauss
1967:
2)
‘Systemic
approach
towards
finding
themes
that
emerge
from
data,
grounded
in
theory’
(Viljoen,
2012)
8. Different
approaches
• Glaser
– (1998)
emergence
of
themes
• Corbin
and
Strauss
(1990)
– Systemic
approach
create
validity
• Viljoen
– Incorporate
design
theory
(Ackoff and
Strumpher)
with
social
systems
theory
(Senge)
in
data-‐analysis
phase
9. Features
of
Grounded
Theory
Charmaz (1995,
2002):
• Simultaneous
collection
and
analysis
of
data
• Creation
of
analytic
codes
and
categories
developed
from
data
and
not
by
pre-‐existing
conceptualisations (theoretical
sensitivity)
• Discovery
of
basic
social
processes
in
the
data
• Inductive
construction
of
abstract
categories
• Theoretical
sampling
to
refine
categories
• Writing
analytical
memos
as
the
stage
between
coding
and
writing
• The
integration
of
categories
into
a
theoretical
framework.
10.
11. Data
Collection
‘all
is
data’
• In-‐depth
interviews
• – Most
commonly
used
– Relies
on
open
ended
questions
– Questions
can
be
modified
to
reflect
emerging
theory
• Observational
methods
• Focus
Group
– Can
be
used
• 8-‐18
voices
– often
narrative
13. Bottom
line
driven
Silo
Mentality
Effectiveness
of
Leadership
Clear
Vision
Integration
Satisfied
People
Collaboration
Availability
of
skills
(EXT)
Innovation
Sustainability
Strategy
Knowledge
Management
People
Management
Communication
Legislation
Organisational
Structure
People
Competencies
Globalisation
Technology
14. How
to
conduct
Quality
Research
• Charmaz (2006:
182)
:
– credibility
– originality
– resonance
– usefulness
• Glasier (2001,2003)
:
– Fit has
to
do
with
how
closely
concepts
fit
with
the
incidents
they
are
representing,
and
this
is
related
to
how
thoroughly
the
constant
comparison
of
incidents
to
concepts
was
done.
– Relevance: A
relevant
study
deals
with
the
real
concern
of
participants,
evokes
"grab"
(captures
the
attention)
and
is
not
only
of
academic
interest.
– Workability: The
theory
works
when
it
explains
how
the
problem
is
being
solved
with
much
variation.
– Modifiability: A
modifiable
theory
can
be
altered
when
new
relevant
data
15. References
• Charmaz,
K.
&
Bryant,
A.,
2010.
Grounded
Theory.
In
International
Encyclopedia
ofEducation.
Oxford:
Elsevier,
pp.
406–412.
Available
at:
http://www.sciencedirect.com/science/article/B735N-‐
502X2YTSX/ 2/e31754873a8f8fb35be74b6c26ae5231
[Accessed
October
26,
2010].
• Charmaz,
Kathy,
2006.
Constructing
Grounded
Theory:
A
Practical
Guide
through
Qualitative
Analysis
1st
ed.,
Sage
Publications
Ltd.
• Cohen,
L.,
Manion,
L.
&
Morrison,
K.R.B.,
2000.
Research
methods
in
education,
Routledge.
• Corbin,
J.
&
Strauss,
A.,
1990.
Grounded
Theory
Research:
Procedures,
Canoncs and
Evaluative
Criteria.
Zeitschrift fur
Soziologie,
19(7),
pp.418–427.
• Goulding,
C.,
2002.
Grounded
theory:
a
practical
guide
for
management,
business
and
market
researchers,
SAGE.
• Guba,
E.G.,
1981.
ERIC/ECTJ
Annual
Review
Paper:
Criteria
for
Assessing
the
• Trustworthiness
of
Naturalistic
Inquiries.
Educational
Communication
and
• Technology:
A
Journal
of
Theory,
Research,
and
Development,
29(2),
pp.75–91.
• Guest,
G.
&
MacQueen,
K.M.,
2008.
Handbook
for
team-‐based
qualitative
research,Rowman
Altamira
• Shannak,
R.O.
&
Aldhmour,
F.M.,
2009.
Grounded
Theory
as
a
Methodology
for
Theory
Generation
in
Information
Systems
Research.
European
Journal
of
Economics,
Finance
and
Administrative
Sciences,
15.
• Shenton,
A.K.,
2004.
Strategies
for
ensuring
trustworthiness
in
qualitative
research
projects.
Education
for
information,
22(2),
pp.63–76.