Enlarging the Conceptualization of Mixed Method Approaches to Grounded Theory With Intervention Research

Creamer, Elizabeth G.

doi:10.1177/0002764218772642

Cited by 26 publications

(19 citation statements)

References 20 publications

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“…The second methodological contribution of this article is to provide an MM–GT design for the purpose of scale development. While others have discussed MM–GT use for intervention studies (Creamer, 2018; Shim, 2015), we present an example that develops an instrument that is grounded in a theoretical model based on the perspectives of the target audience. Our study featured multiple points of integration of qualitative and quantitative approaches: building the initial instrument on the theoretical model, using the iterative feedback interview approach to gather recommendations to improve the instrument, revising the theoretical model based on the factor loadings of the EFA, consulting the theoretical model when making decisions about item retention during the EFA, and validating the model with the CFA.…”

Section: Discussionmentioning

confidence: 99%

Modeling the Use of Mixed Methods–Grounded Theory: Developing Scales for a New Measurement Model

Smith

Babchuk

Stevens

et al. 2019

Journal of Mixed Methods Research

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Mixed methods–grounded theory (MM–GT) has emerged as a promising methodology that intersects the value of mixed methods with rigorous qualitative design. However, recent reviews have found that MM–GT empirical studies tend to lack procedural details. The purpose of this article is to apply the “best practices” for conducting MM–GT in a study designed to develop and then test a theoretical model for how undergraduate engineering students develop interest in the engineering PhD. This study contributes to the field of mixed methods research by (a) illustrating best practices for MM–GT, (b) providing an MM–GT scale development example, (c) demonstrating how an MM-GT scale could potentially bypass exploratory factor analysis and proceed directly to confirmatory factor analysis for testing psychometric properties, and showing how a joint display for data collection planning can be used to strengthen integration in an instrument development study.

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Section: Discussionmentioning

confidence: 99%

Modeling the Use of Mixed Methods–Grounded Theory: Developing Scales for a New Measurement Model

Smith

Babchuk

Stevens

et al. 2019

Journal of Mixed Methods Research

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“…The study concludes with an integration of the QUAN and QUAL data to analyze the relative effectiveness of the curricular intervention for girls compared to boys. Specifically, we work towards the development of a theory grounded in the data (MM-GT) to explain why girls and boys might respond differently to the same engineering curriculum [40][41][42]. We seek to answer complex, process-oriented questions: What works, for whom, in what contexts, how does it work, and how can conditions be improved to promote social justice?…”

Section: Methodsmentioning

confidence: 99%

Cookie-Jar Alarms: An Analysis of First-Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task

2022

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Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in elementary engineering education. The integrated STEM curriculum unit engages first-grade students in programming a cookie-jar alarm. Using a KIBO robot, students program a distance sensor to trigger the alarm and customize the sounds and flashing lights. Students’ pre-/post-drawings of ‘engineers at work’ were used to elicit reflection in semi-structured interviews, and to assess changes in students’ conceptions of engineering work following the curricular intervention. A mixed analysis of the data revealed students’ conceptual understanding of engineering work improved following the two-week curricular intervention, regardless of gender. However, the girls in the study were more likely than boys to identify as an engineer following the programming design task. We discuss the students’ self-reported explanations and elements of the intervention that may have facilitated conceptual change. We recommend that, to promote equity in engineering education, “gender-responsive” curricula are essential.

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“…This study used an explorative, qualitative approach in which the context of human behaviour within a complex system could be understood in greater detail (Bansal, Smith, & Vaara, 2018;Creamer, 2018;Koll, Von Wallpach, & Kreuzer, 2010).…”

Section: Methodsmentioning

confidence: 99%

Enabling organisational ambidexterity: A leadership perspective

Bell

Hofmeyr

2021

South African Journal of Business Management

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Innovation implies change that causes disruption. Ambidexterity is required to balance disruption and change with the counter side, stability, to enhance efficiency. This study set out to understand how the leadership of an organisation can ensure a focus simultaneously an explore logic, required for innovation, and the exploit functions that are needed for efficiency.Design/methodology/approach: This research sought to shed new light on how leaders manage the structural changes required within an organisation to support ambidexterity. It fits into the inductive research approach. A qualitative, exploratory study through semi-structured interviews was completed to enhance the understanding of this understudied phenomenon.Findings/results: The research builds on the current understanding of ambidexterity, different operating models, integration mechanisms and possible organisational structure to enable simultaneously explore and exploit. Respondents were able to suggest how organisations can utilise the ambidexterity continuum as a vehicle to understand the current organisational change logic and required future strategy. Practical implications:Based on the research findings, a model was conceptualised, which included the leadership capabilities required to deal with both existing core business and new venture processes and structures, as well as the integration of these disparate elements.Originality/value: The literature is not clear as to how leaders engender the changes required within the structure of organisations to enable ambidexterity. The research provides a framework that describes how organisations can balance the explore and exploit functions concurrently, as well as leadership capabilities required to achieve this.

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Enlarging the Conceptualization of Mixed Method Approaches to Grounded Theory With Intervention Research

Cited by 26 publications

References 20 publications

Modeling the Use of Mixed Methods–Grounded Theory: Developing Scales for a New Measurement Model

Modeling the Use of Mixed Methods–Grounded Theory: Developing Scales for a New Measurement Model

Cookie-Jar Alarms: An Analysis of First-Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task

Enabling organisational ambidexterity: A leadership perspective

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