An Introduction to Grounded Theory: Choosing and Implementing an Emergent Method

Groen, Cassandra; Simmons, Denise R.; McNair, Lisa D.

doi:10.18260/1-2--27582

Cited by 14 publications

(23 citation statements)

References 25 publications

(52 reference statements)

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“…Grounded theory is best understood from a historical perspective (Dunne, 2011;Groen et al, 2017;Suddaby, 2006). That is, the historical context in which grounded theory was derived is critical for understanding its tenets, affordances, and variations (Dunne, 2011).…”

Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

“…By combining aspects of both quantitative and qualitative research traditions, they sought to move qualitative research beyond descriptive studies and advance the legitimacy of approaches that were often chided as anecdotal, biased, and impressionistic (Charmaz, 2006(Charmaz, , 2014Dunne, 2011). The result was a systematic, inductive, and comparative research process that could be used to conceptualize and develop theories of social processes and phenomena that were grounded in data (Bryant & Charmaz, 2007;Charmaz, 2014Charmaz, , 2006Groen et al, 2017).…”

Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

“…While grounded theory maintains a number of defining methodological characteristics, its various versions remain separated by paradigmatic nuances reflective of their originators. A paradigm, or philosophical worldview, consists of a basic belief system that a researcher holds to describe their ontological and epistemological assumptions (Creswell, 2014;Groen et al, 2017;Guba & Lincoln, 1994). These views vary by researcher and are influenced by past research experiences, disciplinary backgrounds, and personal beliefs (Creswell, 2014).…”

Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

“…These are important distinctions to make when conducting grounded theory work because they inform conceptions about what grounded theory is; how it can be adapted across a variety of research topics; and the potentials it holds for not only generating theory, but also for examining and modifying existing theories. These perspectives have significantly influenced how we, the authors, have reconceptualized and implemented grounded theory in our own work (e.g., Groen, 2017;Groen et al, 2017Groen et al, , 2018McCall et al, 2020). Charmaz (2006) argues that neither data nor theory are discovered but rather interpreted through engagement with the past and present.…”

Section: Classic Gt (Glaser and Strauss 1967)mentioning

confidence: 99%

“…However, grounded theory in engineering education is beginning to move beyond the application of methods to generate non-theory and toward the implementation of a methodology to develop theory. Groen-McCall and colleagues (Groen, 2017;Groen et al, 2017Groen et al, , 2018Groen-McCall et al, 2019), Faber and colleagues (Faber et al, 2019), and Simmons and colleagues (Simmons, 2012;Simmons & Martin, 2014) have utilized constructivist grounded theory to explore processes of professional and researcher identity formation in undergraduate engineering students and student perceptions of family roles in academic decision making. In these studies, constructivist grounded theory methodology served as a flexible guideline for contextualized theory generation that was loosely structured by sensitizing concepts yet driven by emerging findings grounded in the data.…”

Section: Articulate Grounded Theory Implementation and Outcomesmentioning

confidence: 99%

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New Perspectives for Implementing Grounded Theory

McCall

Edwards

2021

Studies in Engineering Education

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Background: Grounded theory has evolved to become one of the most prominent qualitative approaches in social science research. However, this methodology has been adopted in a variety of ways across the engineering education landscape, reflecting and amplifying debates surrounding the nature and quality of grounded theory research. This can be problematic for novice researchers and those new to the methodology and may potentially limit its application and theoretical contributions to the field. Purpose: In this theoretical manuscript, we reflect on the evolution of grounded theory and its core tenets to implore engineering education to think about the ways we can collectively conceptualize, interpret, and implement this methodology. By gaining a greater understanding of the paradigmatic underpinnings and practices of grounded theory, scholars in engineering education will be better equipped to assess the affordances and limitations of this approach and identify when, why, and how it is appropriate for implementation in their work. Scope: First, we discuss the historical and paradigmatic underpinnings of three grounded theory traditions: classic, pragmatic, and constructivist grounded theory. Second, we describe the difference between implementing grounded theory methodology versus applying grounded theory methods. Third, we compare and clarify points of confusion often encountered in conducting grounded theory studies. Lastly, we offer a reconceptualized perspective of grounded theory and implications for expanding its use in the engineering education community. Discussion/Conclusions: We encourage engineering education researchers to position grounded theory as a living methodology that not only generates new theory, but also bridges past and current research by deepening methodological and theoretical connections across contexts. Reconceptualizing grounded theory allows us to more intentionally account for evolving cultural nuances that influence the engineering education experience as to further broaden participation in the field and the impacts of our work.

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Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

Section: Demystifying Grounded Theory Traditionsmentioning

confidence: 99%

Section: Classic Gt (Glaser and Strauss 1967)mentioning

confidence: 99%

Section: Articulate Grounded Theory Implementation and Outcomesmentioning

confidence: 99%

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New Perspectives for Implementing Grounded Theory

McCall

Edwards

2021

Studies in Engineering Education

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A pattern‐based tool to support companies in sustainability‐oriented business strategies: grounded theory research in agribusiness

Latino,

Menegoli,

De Lorenzi

2024

Corp Soc Responsibility Env

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Sustainability is an issue that echoes in our daily lives, leading to a new post‐COVID‐19 crisis trend: sustainable business. Sustainability encompasses environmental, social, and economic aspects are reflected in corporate organizational practices and sustainable business models. Despite this, integrating sustainability into business practices presents a challenge. As indicated by the literature review, 90% of the existing sustainable business models are partially capable of covering the three dimensions of sustainability. This study proposes a pattern‐based tool to support companies in the implementation of sustainability‐oriented business strategies emerging from a grounded theory research in agribusiness. The proposed pattern‐based tool maps the current sustainable business models, the material topics, and Global Reporting Initiatives that a company can adopt to implement sustainability strategies. Sustainable business models came from literature review, material topics and GRIs were identified analyzing 107 European agribusiness companies. The proposed pattern‐based tool, can be explored through three patterns designed to implement economic, social, and environmental sustainability strategies. It was applied in a case study to better demonstrate how to use the proposed tool in the practice. Discussions and implications for academia and agribusinesses are provided.

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