Informed Grounded Theory

Thornberg, Robert

doi:10.1080/00313831.2011.581686

Cited by 424 publications

(380 citation statements)

References 43 publications

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“…Research was an inductive process based upon pragmatic use of principles of social constructivism to explain how data is created (see Eisenhardt and Graebner, 2007). As such a loosely constructivist approach to grounded theory allowing for a back and forth approach to data construction and emergence of concepts through data analysis, rather than a testing of preconceived hypothesis, was used to interpret data and build conclusions (as per Thornberg, 2012). Thus interview data was coded and interpreted in an on-going basis, with patterns allowed to emerge from.…”

Section: Methodsmentioning

confidence: 99%

Tourism stakeholder exclusion and conflict in a small island

Canavan

2016

Leisure Studies

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Research in the Isle of Man, British Isles, reveals limited and dysfunctional collaboration between stakeholders, and in particular between public and private sector actors. Power and influence over tourism decision making is generally felt to be restricted to a small and opaque network. Moreover, different levels of interest in and support for tourism further divide stakeholders. Various negative consequences are shown to arise from this absence of collaboration, including a lack of shared vision or future strategy for local tourism, and high levels of mutual mistrust between stakeholders. Resulting conflict, wasted resources, lost enthusiasm and lack of strategic direction appear to undermine the current and future management of island tourism. Emphasised by research is the importance of stakeholder collaboration to sustainable tourism management and underlying factors which may enhance or undermine. Focus on dysfunctional collaboration and the small island setting makes a unique contribution to the existing literature.

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Section: Methodsmentioning

confidence: 99%

Tourism stakeholder exclusion and conflict in a small island

Canavan

2016

Leisure Studies

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“…Such a data-driven approach was adopted in order to get a framework from emerging themes. However, the researcher relied on Informed Grounded Theory proposed by Thornberg (2012), who criticised delaying review of literature and went for analysis after getting the related literature in order not to miss any important point or end up with unnecessary items at the end of analysis procedures. In a similar vein, the researcher was first concerned with the review of literature and then began to analyse participant comments.…”

Section: Data Analysis Toolmentioning

confidence: 99%

Effects of Contextual Factors on ESD in Teacher Education

Atmaca

2017

Discourse and Communication for Sustainable Education

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Education for sustainable development (ESD) guides and empowers educators to reshape their thinking style and move towards a sustainable future. It has attracted a lot of attention and been studied in different perspectives. However, contextual factors have not been studied in relation to sustainable development for teacher education. Therefore, this study aims to find out the possible effects of changing contextual factors on preservice and in-service teachers in terms of sustainable education for their profession. For this purpose, 267 pre-service teachers from four different universities and 50 inservice teachers from 15 different cities participated in the study. Out of 317 participants, 245 stated that contextual factors influence their teaching habits adversely, while 54 reported that they ignored the outer factors. In light of the data gathered, it can be said that the participant teachers were mostly pessimistic about the effect of contextual differences on ESD. Based upon participant statements, a new theory emerged. According to this theory, there are personal (P), institutional (I), stakeholder-related (S), environmental (E) and training-related (T) factors which positively and/or negatively influence ESD in teacher education. In this regard, the new theory was formed with the first letters of the related factors and called P.I.S.E.T. These findings suggest that pre-service teachers should be exposed to various school settings during their practicum and inservice teachers should receive context-related support from the stakeholders to enhance their professional skills and act in line with the principles of ESD.

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“…A constructivist approach to grounded theory was used to interpret data and build conclusions 302 (see Mills et al, 2006;Thornberg, 2012 These shape and could be seen to exemplify a tourism culture which is a fusion of both host Cooper, 1995;Baum, 1998;Canavan, 2013a). Characterised by older tourists loyal to the island and motorcycle enthusiasts attending the TT.…”

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confidence: 99%

Tourism culture: Nexus, characteristics, context and sustainability

Canavan

2016

Tourism Management

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defined, and what implications can be drawn from in relation to sustainability (see Figure 1). 23Tourism culture can be seen as a product of the melange of host and guest cultures that 24 occurs in a destination, resulting in a new and distinctive emergent culture, in turn shaped by 25 2 and shaping the local tourism context. The aim of this paper is to present an overview of host-26 guest interactions and the outputs to emerge from these, using tourism culture as a lens to do 27 so. It is proposed that this alternative perspective might synthesise and complement various 28 conceptual narratives within the tourism literature, and can be used to encourage a more 29 holistic, nuanced and potentially positive evaluation of tourism outputs. 30It appears that both hosts and guests are mutually affected by their tourism 31 involvements. Tourism is widely associated with cultural influence upon and at times fusion in the industry (Sindga, 1996). With these recognised as factors in more sustainable forms of Tourism Culture Nexus 81Tourism culture may best be seen as a nexus between host culture and guest culture (see 82 Figure 3). On the one hand host culture is that which is indigenous to a locale: its particular 83 arts and crafts, language, traditional roles, festivals, and ways of doing things (Tsartas, 1992; 84 Simpson, 1993;Tapper, 2001;Smith, 2009). In the case of small islands, these often host 85 unusually rich and distinctive cultures due to their relative isolation. This must be adapted to 103It is the interplay between these two cultures which could be seen as the creation, (Picard, 1997;. 109Tourism potentially becomes over time a part of everyday life (Sindiga, 1996), an authentic 110 demonstration (Cohen, 1988) and integral part of local landscapes and identity (Lim and Evans, 1975, cited in Smith, 1976 for example, defines the potential for tourism stimulated 137 interactions to enrich the knowledge of hosts and guests about each other. Outputs such as 138 higher levels of economic entrepreneurship may be stimulated as a result (see Boissevain, 139 1979;Brown, 1998; Brown and Hall, 2000). Lastly, the potential of tourism to revitalise, reinterpret, recreate and create meaning is 158 raised. Alongside a demonstration effect, what could be described as an 'attention effect' may 159 be stimulated, whereby indigenous communities are motivated by outsider interest to explore, 160 revive and reinterpret traditional aspects of local identity (i.e. Stronza and Gordillo, 2008).

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Informed Grounded Theory

Cited by 424 publications

References 43 publications

Tourism stakeholder exclusion and conflict in a small island

Tourism stakeholder exclusion and conflict in a small island

Effects of Contextual Factors on ESD in Teacher Education

Tourism culture: Nexus, characteristics, context and sustainability

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