A Grounded Theory of Academic Change

Conrad, Clifton F.

doi:10.2307/2112242

Cited by 83 publications

(43 citation statements)

References 4 publications

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“…Applying grounded theory research techniques, the present study revealed the study's themes based on the findings to generate a theory from the data to explain the dynamics and intricacies through constant comparative methods within the partnerships (Conrad, 1978). Geertz (1973) prescribed in this method that notes and data must be read and reread to interpret and uncover key themes.…”

Section: Research Methods and Findingsmentioning

confidence: 99%

Multi-Institutional Partnerships for Higher Education in Africa: A Case Study of Assumptions of International Academic Collaboration

Semali

Baker

Freer

2013

IJHE

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Public and private universities in Kenya, Tanzania, Uganda, South Africa, and elsewhere in Africa, were experiencing all time high enrollments since the late 1990s. To address these demands, university administrators sought partnerships with universities of the global North to facilitate the necessary educational reform and curriculum transformation to meet the needs of the increased enrollments. In spite of these efforts, in the past 10 years the partnerships failed to meet expectations. A case approach was used to study reports, journals, interview notes, surveys, and qualitative data collected during 2007 -2012 from one university selected purposely to shed light on partnerships and linkages with African universities. The authors examined the expectations, dynamics, and intricacies of academic partnerships and the reality of African academic institutions. The analysis revealed perplexing assumptions that undergird the expectations of collaboration between U.S. and African partners as well as cross-cultural dynamics that govern, sustain, and sometimes frustrate such engagements.

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Section: Research Methods and Findingsmentioning

confidence: 99%

Multi-Institutional Partnerships for Higher Education in Africa: A Case Study of Assumptions of International Academic Collaboration

Semali

Baker

Freer

2013

IJHE

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“…Saturation occurs when no new or useful information about the strategy categories can be obtained (Glaser, 1978;Glaser & Strauss, 1967). Researchers suggest that data saturation is typically reached after the analysis of 5-10 protocols (Conrad, 1978;Glaser & Strauss;Jones, 1980;Rennie, 1984). To clarify and elaborate on the reading strategies used by the ESL learners, sampling continued until no new or relevant strategies emerged from the participants' verbal reports in either of the language groups.…”

Section: Methods Participantsmentioning

confidence: 99%

An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies

Abbott¹

2010

TESL

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Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic-and Mandarin-speaking StrategiesResearch into second-language reading comprehension strategies has proved to be a complex endeavor because the concept of strategy is difficult to define, observe, measure, describe, and classify. Despite the lack of consensus about what constitutes a strategy, numerous researchers use the term strategies to refer to the mental processes or behaviors that language-learners employ in second-language acquisition, second-language use, or second-language testing situations (Alderson, 1984;Carrell, 1989;Cohen, 1998;Hosenfeld, 1977;O'Malley & Chamot, 1990;Oxford, 1990;Purpura, 1997). MARILYN ABBOTTAccording to Cohen, language use and test-taking strategies are the "mental operations or processes that learners consciously select when accomplishing language tasks" (p. 92). By adapting this definition to the context of reading, reading comprehension strategies may be defined as the mental operations or comprehension processes that readers select and apply in order to make sense of what they read. Researchers such as Grabe (2009) suggest that strategies "are consciously controlled by readers to solve reading problems" (p. 221). Because strategies are generally considered to be conscious or at least potentially conscious, they are open to inspection (Weinstein & Mayer, 1986). Several second-language (L2) reading strategy investigations have produced a wide variety of reading strategy classification schemes (Anderson, 1991;Block, 1986;Carrell, 1989;Phakiti, 2003;Purpura, 1997;Schueller, 2004;Young & Oxford, 1997). One common characteristic shared by many of the L2 reading strategy inventories is that the strategies are divided into binary categories, which reflect local or bottom-up and global or top-down processing. Bottom-up reading comprehension strategies are data-driven (i.e., they focus on linguistic parts and forms to interpret text on an element by element basis), whereas top-down strategies are conceptually or hypothesis-driven (i.e., they use existing schematic knowledge of real-life situations and discourse organization to make meaning, Carrell, 1983). Despite conflicting results regarding which of these two categories contributes most to reading comprehension, the common conclusion from studies of the relationship between strategy use and reading ability is that reading comprehension is more likely to occur when people use strategies both actively and flexibly during reading given the nature of the context (Anderson; Barnett, 1988;Block, 1986Block, , 1992Phakiti;Purpura;Sarig, 1987;Schueller;Young & Oxford). Nonetheless, a clearer understanding of reading strategy use is necessary to help language-learners discover when, where, and how to use strategies effectively.Although some reading strategy training studies (Barnett, 1988;Schueller, 2004) suggest that stra...

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“…As a result, the researchers changed to an emergent sample categorisation, and purposively sought new participants to fill this new typology. Another example of theoretical sampling was the process of sampling used to develop a 'theory of academic change' in higher education institutions (Conrad, 1978). The researcher selected individuals to interview from positions in four higher education establishments according to emerging theory, without any a-priori purposive sample strategy at all.…”

Section: Theoretical Samplingmentioning

confidence: 99%

Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide

Robinson

2013

Qualitative Research in Psychology

2,040

1,186

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Sampling is central to the practice of qualitative methods, but compared with data collection and analysis, its processes are discussed relatively little. A four-point approach to sampling in qualitative interview-based research is presented and critically discussed in this article, which integrates theory and process for the following: (1) Defining a sample universe, by way of specifying inclusion and exclusion criteria for potential participation; (2) Deciding upon a sample size, through the conjoint consideration of epistemological and practical concerns; (3) Selecting a sampling strategy, such as random sampling, convenience sampling, stratified sampling, cell sampling, quota sampling or a single-case selection strategy; and (4) Sample sourcing, which includes matters of advertising, incentivising, avoidance of bias, and ethical concerns pertaining to informed consent. The extent to which these four concerns are met and made explicit in a qualitative study has implications for its coherence, transparency, impact and trustworthiness.

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A Grounded Theory of Academic Change

Cited by 83 publications

References 4 publications

Multi-Institutional Partnerships for Higher Education in Africa: A Case Study of Assumptions of International Academic Collaboration

Multi-Institutional Partnerships for Higher Education in Africa: A Case Study of Assumptions of International Academic Collaboration

An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies

Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide

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