Basics of qualitative research: Grounded theory procedures and techniques
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
About: This article is published in Journal of Pediatric Nursing.The article was published on 1994-06-01 and is currently open access. It has received 13415 citations till now. The article focuses on the topics: Grounded theory & Qualitative research.
Citations
More filters
Journal Article•
TL;DR: (PDF) Thematic Analysis in Qualitative research | Anindita (PDF) Qualitative Research ProcessBasics of QualitativeResearch | SAGE Publications IncQualitative Research Method Summary JMEST
Abstract: (PDF) Thematic Analysis in Qualitative Research | Anindita (PDF) Qualitative Research ProcessBasics of Qualitative Research | SAGE Publications IncQualitative Research Method Summary JMESTMarket Research: Quantitative vs. Qualitative Research Research Design: Definition, Characteristics and Types Research Methodologies: Quantitative, Qualitative & Mixed Trustworthiness | Educational Research Basics by Del SiegleUser Research Basics | Usability.govQualitative Research – Research Methods in Psychology 10.2 Sampling in qualitative research – Scientific Inquiry What are the Different Types of Research Techniques?What is dependability in qualitative research and how do Qualitative Research Part II: Participants, Analysis, and Qualitative Research Paradigm | Educational Research Qualitative research Wikipedia12+ Qualitative Research Examples in PDF | DOC | Examples(PDF) A Brief Introduction to Qualitative ResearchSampling in Qualitative ResearchMarket research methods | Business QueenslandSampling Techniques and Procedures Designing Surveys for [PDF] Basics of Qualitative Research (3rd ed.): Techniques Basics of qualitative research: Grounded theory procedures 6 Types of Qualitative Research Methods: A Quick GuideSuccessful Qualitative Research | SAGE Publications LtdEvaluation of qualitative research studies | Evidence Qualitative vs. Quantitative Research Methodology & Design
16,622 citations
TL;DR: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm as discussed by the authors, which can also illuminate some ways to test or maximize the validity and reliability of a qualitative study.
Abstract: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they should be redefined for their use in a naturalistic approach. Like reliability and validity as used in quantitative research are providing springboard to examine what these two terms mean in the qualitative research paradigm, triangulation as used in quantitative research to test the reliability and validity can also illuminate some ways to test or maximize the validity and reliability of a qualitative study. Therefore, reliability, validity and triangulation, if they are relevant research concepts, particularly from a qualitative point of view, have to be redefined in order to reflect the multiple ways of establishing truth. Key words: Reliability, Validity, Triangulation, Construct, Qualitative, and Quantitative This article discusses the use of reliability and validity in the qualitative research paradigm. First, the meanings of quantitative and qualitative research are discussed. Secondly, reliability and validity as used in quantitative research are discussed as a way of providing a springboard to examining what these two terms mean and how they can be tested in the qualitative research paradigm. This paper concludes by drawing upon the use of triangulation in the two paradigms (quantitative and qualitative) to show how the changes have influenced our understanding of reliability, validity and triangulation in qualitative studies.
6,438 citations
Cites background or methods from "Basics of qualitative research: Gro..."
...When judging (testing) qualitative work, Strauss and Corbin (1990) suggest that the "usual canons of ‘good science’…require redefinition in order to fit the realities of qualitative research" (p. 250)....
[...]
...…defined, means "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification" (Strauss and Corbin, 1990, p. 17) and instead, the kind of research that produces findings arrived from real-world settings where the "phenomenon of…...
[...]
TL;DR: In this paper, the authors describe a variety of techniques for theme discovery in qualitative research, ranging from quick word counts to laborious, in-depth, line-by-line scrutiny.
Abstract: Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.
4,921 citations
Cites background from "Basics of qualitative research: Gro..."
...For identifying “important” themes and linking them to theoretical models, Strauss and Corbin (1990) , Dey (1993), and Miles and Huberman (1994) are quite helpful....
[...]
...Typically, grounded theorists begin with a line-by-line analysis, asking, What is this sentence about? and How is it similar to or different from the preceding or following statements? This keeps the researcher focused on the data rather than on theoretical flights of fancy (Glaser 1978:56–72; Charmaz 1990, 2000; Strauss and Corbin 1990:84 –95)....
[...]
...Patton (1990:306, 393–400) referred to these as “indigenous categories” and contrasted them with “analystconstructed typologies.” Grounded theorists refer to the process of identifying local terms as in vivo coding (Strauss 1987:28; Strauss and Corbin 1990:61 –74)....
[...]
...Strauss and Corbin (1990) called them “concepts.”...
[...]
TL;DR: In this paper, the use of case study research in operations management for theory development and testing is reviewed and guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case-based research are provided.
Abstract: This paper reviews the use of case study research in operations management for theory development and testing. It draws on the literature on case research in a number of disciplines and uses examples drawn from operations management research. It provides guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case‐based research.
4,127 citations
01 Jan 2000
TL;DR: In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science as mentioned in this paper, which is what we use in this paper.
Abstract: This chapter is about methods for managing and analyzing qualitative data. By qualitative data the authors mean text: newspapers, movies, sitcoms, e-mail traffic, folktales, life histories. They also mean narratives--narratives about getting divorced, about being sick, about surviving hand-to-hand combat, about selling sex, about trying to quit smoking. In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science.
3,671 citations
Cites background or methods from "Basics of qualitative research: Gro..."
...Strauss and Corbin (1990), Dey (1993), and Becker (1998) provide especially useful guidance....
[...]
...Identifying the categories and terms used by informants themselves is called “in vivo coding” (Strauss & Corbin, 1990)....
[...]
...Waitzkin and Britt (1993) did a thoroughgoing interpretive analysis of encounters between patients and doctors by selecting 50 texts at random from 336 audiotaped encounters....
[...]
...In a process called “open coding,” the investigator identifies potential themes by pulling together real examples from the text (Agar, 1996; Bernard, 1994; Bogdan & Biklen, 1992; Lincoln & Guba, 1985; Lofland & Lofland, 1995; Strauss & Corbin, 1990; Taylor & Bogdan, 1984)....
[...]
...(For other good descriptions of the comparison method, see Glaser, 1978, pp. 56-72; Strauss & Corbin, 1990, pp. 84-95.)...
[...]
References
More filters
TL;DR: In this paper, the authors present a review of higher education, focusing on the state of the art in the field of computer science, and propose a methodology for improving it.http://muse.jhu.edu/journals/review_of_higher_education/v027/27.2ward.html.
Abstract: This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v027/27.2ward.html.
351 citations
Journal Article•
TL;DR: In this paper, the authors report key findings from an interpretive study of Australian banking consumer experiences with the adoption of internet banking, and provide a set of recommendations for Australian banks.
Abstract: This paper reports key findings from an interpretive study of Australian banking consumer experiences with the adoption of internet banking. The paper provides an understanding of how and why specific factors affect the consumer decision whether or not to bank on the internet, in the Australian context. A theoretical framework is provided that conceptualizes and links consumer-oriented issues influencing adoption of internet banking. The paper also provides a set of recommendations for Australian banks. Specifically, the findings suggest that convenience is the main motivator for consumers to bank on the internet, while there is a range of other influential factors that may be modulated by banks. The findings also highlight increasing risk acceptance by consumers in regard to internet-based services and the growing importance of offering deep levels of consumer support for such services. Gender differences are also highlighted. Finally, the paper suggests that banks will be better able to manage consumer experiences with moving to internet banking if they understand that such experiences involve a process of adjustment and learning over time, and not merely the adoption of a new technology.
350 citations
19 Mar 2019
TL;DR: In this article, the authors developed a theory about the process through which community formed in adult computer-mediated asynchronous distance learning classes, and a grounded theory design incorporated archived class input as well as interviews with twenty-one students and three faculty members.
Abstract: The purpose of this study was to develop a theory about the process through which community formed in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated archived class input as well as interviews with twenty-one students and three faculty members from three graduate-level distance education classes. A three-stage phenomenon was ascertained. The first stage was making friends on-line with whom students felt comfortable communicating. The second stage was community conferment (acceptance) which occurred when students were part of a long, thoughtful, threaded discussion on a subject of importance after which participants felt both personal satisfaction and kinship. The third stage was camaraderie which was achieved after long-term or intense association with others involving personal communication. Each of these stages involved a greater degree of engagement in both the class and the dialogue. Causal conditions, intervening conditions, strategies and consequences were enumerated. A visual model of the entire process of community-building was advanced. Benefits of community were noted, and suggestions were made to facilitate the formation of an on-line community.
349 citations
TL;DR: The study demonstrates the analytic potential of the concept of undone science to deepen understanding of the systematic nonproduction of knowledge in the institutional matrix of state, industry, and social movements that is characteristic of recent calls for a ‘‘new political sociology of science.’’
Abstract: "Undone science" refers to areas of research that are left unfunded, incomplete, or generally ignored but that social movements or civil society organizations often identify as worthy of more research. This study mobilizes four recent studies to further elaborate the concept of undone science as it relates to the political construction of research agendas. Using these cases, we develop the argument that undone science is part of a broader politics of knowledge, wherein multiple and competing groups struggle over the construction and implementation of alternative research agendas. Overall, the study demonstrates the analytic potential of the concept of undone science to deepen understanding of the systematic nonproduction of knowledge in the institutional matrix of state, industry, and social movements that is characteristic of recent calls for a "new political sociology of science."
346 citations
01 Jan 2007
TL;DR: The findings of this research show that classroom flip students were less satisfied with how the structure of the classroom oriented them to the learning tasks in the course, contributing to an unsettledness among students that traditional classroom students did not experience.
Abstract: With the rise of technology use in college classrooms, many professors are open to structuring their classrooms in innovative ways. The classroom flip (or inverted classroom) is one such innovative classroom structure that moves the lecture outside the classroom via technology and moves homework and practice with concepts inside the classroom via learning activities.
This research compares the classroom flip and the traditional lecture/homework structure in two different college level introductory statistics classrooms. In the classroom flip classroom, an intelligent tutoring system (ITS) was used to deliver the lecture content outside the classroom. Students completed active learning projects in the classroom that often required the use of a spreadsheet computer program to help students work with the concepts in the course. In the lecture/homework classroom, students attended lectures on course content that included PowerPoint slides, and then students practiced with the course concepts by completing homework from their books outside of class.
The learning environment and the learning activity in both classrooms are investigated in this study with respect to activity theory and learning environments research. Students were given the College and University Classroom Environment Inventory (CUCEI) to measure both their learning environment preferences and their learning environment experiences. In addition, data were collected via field notes, classroom transcripts, student interviews, student focus groups, researcher journal entries, and student reflections. The quantitative data were analyzed using t-tests and MANOVA, and the qualitative data were analyzed using grounded theory methods.
The findings of this research show that classroom flip students were less satisfied with how the structure of the classroom oriented them to the learning tasks in the course. The variety of learning activities in the flipped classroom contributed to an unsettledness among students that traditional classroom students did not experience. Finally, the concept of student comfortability with learning activity is presented and developed in light of learning environments research.
346 citations