A methodological leg to stand on

Adolph, Steve; Hall, Wendy A.; Kruchten, Philippe

doi:10.1145/1463788.1463806

Cited by 38 publications

(10 citation statements)

References 39 publications

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“…We do not claim the results to be universally applicable: rather, they accurately characterize the context studied [1]. Our choice of research destinations and participants were limited in some ways by our access to them.…”

Section: Limitationsmentioning

confidence: 92%

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Agile Undercover: When Customers Don’t Collaborate

Hoda

Noble

Marshall

2010

Lecture Notes in Business Information Processing

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Abstract. Customer collaboration is vital to Agile projects. Through a Grounded Theory study of New Zealand and Indian Agile teams we discovered that lack of customer involvement was causing problems in gathering and clarifying requirements, loss of productivity, and business loss. "Agile Undercover" allows development teams to practice Agile despite insufficient or ineffective customer involvement. We present the causes and consequences of lack of customer involvement on Agile projects and describe the Agile Undercover strategies used to overcome them.

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Section: Limitationsmentioning

confidence: 92%

“…Since the codes, concepts, and category emerged directly from the data, which in turn was collected directly from real world, the results are grounded in the context of the data [1]. We do not claim the results to be universally applicable: rather, they accurately characterize the context studied [1].…”

Section: Limitationsmentioning

confidence: 98%

Agile Undercover: When Customers Don’t Collaborate

Hoda

Noble

Marshall

2010

Lecture Notes in Business Information Processing

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“…Both approaches were still termed grounded theory, which has confused scholars (e.g. Adolph, Hall, and Kruchten 2008). A known derivative of this foundational work is constructivist grounded theory by Charmaz (2008), which differs from the epistemic position of the original work (see Glaser 2002a).…”

Section: Conceptualization á La Grounded Theorymentioning

confidence: 99%

Demolishing the fear of theory to liberate higher education discourse and practice

Isomöttönen

2021

Teaching in Higher Education

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Educational discourse constantly demonstrates a cursory dichotomous view of knowledge in which positivism and relativism are contrasted, a condition which almost unavoidably results in favorable references to relativism. The difficulty lies in the objective qualities of knowledge being associated with positivist absolutism, which brings about fear of theory in terms of risking subjective thought and individual freedom. The present analysis attempts to demolish the fear of theory through methodological, grounded theory-based, illustration of the inclusion of objectifications in the interplay between teacher and students. It concurrently demonstrates how theory is inherently linked with practice and draws attention to conceptual learning. The goal is emancipatory: it is hoped that this illustration enables practitioners to evaluate their adherences to dichotomous discourse that can make pedagogies appear as confusing enterprises. The final conclusions propose a link between grounded theory-based conceptualization and reflection.

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“…Nonetheless, this article does not claim that its findings are universal, because its access to appropriate resources was limited to the participants that voluntarily had attended to this research. But, it claims that its findings describe and characterize the area under study [58]. However, the inherent limitation of GT is that the emerged theory is only grounded in the particular contexts investigated in the research [58].…”

Section: Limitationmentioning

confidence: 99%

“…But, it claims that its findings describe and characterize the area under study [58]. However, the inherent limitation of GT is that the emerged theory is only grounded in the particular contexts investigated in the research [58].…”

Section: Limitationmentioning

confidence: 99%

The Essential Prerequisites of Agile Transition and Adoption: a Grounded Theory Approach

Gandomani¹,

Nafchi²

2016

Journal of Internet Computing and Services

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Prevalence of Agile methods in software companies is increasing dramatically. Software companies need to employ these methods to overcome the inherent challenges of traditional methods. However, transitioning to Agile approach is a topic of debate and there is no unique and well-defined transition model or framework yet. Although some research studies have addressed barriers and strengths behind the successful Agile deployment, it seems that this process still needs to be studied more in depth. The rationale behind this is the socio-technical nature of Agile transition and adoption. Particularly, the challenges and problems that software companies are facing during Agile transition, show that this process in more difficult than expected. Conducting a large-scale research study revealed that Agile transition and adoption process needs to be supported by several critical prerequisites. This study adopted a Ground Theory with the participation of 49 Agile experts from 13 different countries and empirically identified seven transition prerequisites. These prerequisites focus on the different aspects of the transition. The main aim of this paper is proposing these prerequisites and theoretical and practical implication of these prerequisites. Providing these prerequisites before moving to Agile increases chance of success in Agile transition and adoption and leads to fewer challenges during the change process.

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A methodological leg to stand on

Cited by 38 publications

References 39 publications

Agile Undercover: When Customers Don’t Collaborate

Agile Undercover: When Customers Don’t Collaborate

Demolishing the fear of theory to liberate higher education discourse and practice

The Essential Prerequisites of Agile Transition and Adoption: a Grounded Theory Approach

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