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Showing papers on "Grounded theory published in 2015"


Book ChapterDOI
01 Jan 2015
TL;DR: Qualitative Content Analysis is defined with a background of quantitative content analysis and compares it with other social science text analysis approaches (e.g. Grounded Theory).
Abstract: Qualitative Content Analysis designates a bundle of text analysis procedures integrating qualitative and quantitative steps of analysis, which makes it an approach of mixed methods. This contribution defines it with a background of quantitative content analysis and compares it with other social science text analysis approaches (e.g. Grounded Theory). The basic theoretical and methodological assumptions are elaborated: reference to a communication model, rule orientation of analysis, theoretical background of those content analytical rules, categories in the center of the procedure, necessity of pilot testing of categories and rules, necessity of intra- and inter-coder reliability checks. Then the two main procedures, inductive category formation and deductive category assignment, are described by step models. Finally the procedures are compared with similar techniques (e.g. codebook analysis) and strengths and weaknesses are discussed.

813 citations


Journal ArticleDOI
TL;DR: This paper conducted a systematic survey of the literature on sampling in qualitative research, focusing on three research traditions: grounded theory, phenomenology, and case study, and found that these are popular approaches or traditions used in many health-related disciplines, and are also sufficiently different to allow instructive comparisons to be made within each of the sampling topics.
Abstract: Merriam-Webster Dictionary defines sampling as "the act, process, or technique of selecting a representative part of a population for the purpose of determining parameters or characteristics of the whole population." This popular understanding, however, differs from some of the understandings held by researchers and scholars in the qualitative research domain. Influential qualitative methods authorities from diverse backgrounds have contributed to these latter understandings, and there is much natural variation in the sampling-related ideas they present. The existence of even subtle inconsistencies, ambiguities, or incomplete descriptions in the methods literature regarding certain sampling-related issues can be problematic for students and researchers seeking to develop a coherent understanding of sampling that is applicable to their research situation. This problem can be exacerbated by the fact that these individuals often lack the time to search, retrieve, and review the qualitative methods literature systematically and exhaustively to develop comprehensive and balanced knowledge of the available methods guidance. Even seasoned qualitative researchers, who are usually expertly versed in the methods of their chosen research approach or tradition, may come to prefer and become most intimately familiar with the ideas of a subset of methods authors within that tradition. Thus, they may not be comprehensively familiar with the full range of opinions across authors (including any inconsistencies among them) within their tradition regarding a specific methods issue --something that can only be revealed through systematic comparison. Systematic comparison in turn depends on systematic selection of the literature to be compared. Systematically searching and selecting the methods literature, however, is generally more burdensome than it is for the empirical findings literature. This is because a greater proportion of the methods literature is found in books and edited book chapters, which take substantially more time and effort to identify, retrieve, and scan for relevant content compared to journal articles. To fill the need for rigorous synthesis of the guidance on sampling in qualitative research, we conducted a systematic methods overview--our term for a defined approach to reviewing the methods literature from diverse sources, described here. This review method involved a rigorous and transparent, yet purposeful, approach to searching the methods literature aimed at selecting and reviewing the most influential publications--ones that students and researchers from multiple jurisdictions are most likely to encounter among the available writings that address sampling. We chose the literature of grounded theory, phenomenology, and case study because these are popular approaches or traditions used in many health-related disciplines, and are also sufficiently different to allow instructive comparisons to be made within each of the sampling topics addressed below. Our findings are organized under eight distinct topic sections corresponding to the major domains of sampling identified in the review process. In each section, we summarize how the topic is characterized in the literature reviewed, present a comparative analysis of differences among the three research traditions, and finally offer comments representing our analysis of the clarity, consistency and comprehensiveness of the available guidance from the authors reviewed on that topic and potential areas in which more clarity could be provided. Importantly, it is neither our aim nor our intention to convey personal opinions or recommendations about how to do sampling in this review. By unifying the findings and discussion within topic sections, we aim to make it convenient for readers to locate content for any single sampling topic in one place. The Three Research Traditions Reviewed Each of the three traditions whose methods literatures were reviewed is characterized by its unique approach to data collection and analysis, which in turn underlies important variation in researchers' approaches and attention to sampling. …

650 citations


Journal ArticleDOI
TL;DR: In this article, the authors conducted a survey with 84 respondents from 70 higher education institutions and found that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development.

614 citations


Journal ArticleDOI
TL;DR: Tan et al. as mentioned in this paper used CCA to maintain the emic perspective (participant's view as insider) and how theoretical frameworks can maintain the outsider/distant concepts throughout the analysis.
Abstract: This commentary addresses the gap in the literature regarding discussion of the legitimate use of Constant Comparative Analysis Method (CCA) outside of Grounded Theory. The purpose is to show the strength of using CCA to maintain the emic perspective and how theoretical frameworks can maintain the etic perspective throughout the analysis. My naturalistic inquiry model shows how conceptual frameworks and theoretical frameworks can be integrated when using the CCA method. Keywords: Constant Comparison, Constant Comparative Analysis, Theoretical Framework, Conceptual Framework, Critical Discourse Analysis, Naturalistic Inquiry Grounded Theory (GT) use has spread to various fields of study since Glaser and Strauss’ (1967) introduction of the methodology (Tan, 2010, p. 94). A review of the literature on the Constant Comparative Method shows the same movement. CCA, as a technique or method, appears to be considered as synonymous with GT. O’Connor, Netting, and Thomas’ (2008) review of the GT literature shows a steady growth over the last several decades in the use of CCA within GT methodology. A review of dissertation abstracts from 2004 shows that GT is used in various ways. The authors highlight that 35% of the dissertations that state grounded theory in their dissertation abstracts, keywords, and/or titles focus on the use of the CCA method, but lack a definitive approach towards the development of a substantive theory. The problem appears to be a gap in the literature regarding discussion of the legitimate use of the CCA method outside of GT. The purpose of this commentary is to show the strength in using CCA to maintain the emic perspective (participant’s view as insider) and how theoretical frameworks can maintain the etic perspective (outsider/ distant concepts) throughout the analysis. The commentary answers the question: What is the benefit of using CCA method outside of GT? Tan’s (2010) review of the literature presents the question about the use of the terms

537 citations


Journal ArticleDOI
TL;DR: For instance, Labuschagne as discussed by the authors describes the challenges of preparing a doctoral dissertation based on qualitative research methods and shares seven lessons learned during the process of preparing for such a research.
Abstract: In this article, a newly minted Ph.D. shares seven lessons learned during the process of preparing a dissertation based on qualitative research methods. While most of the lessons may be applicable to any kind of research, the writer focuses on the special challenges of employing a qualitative methodology. The lessons are: (1) Read, read, read; (2) Consult the experts; (3) Adhere to university regulations; (4) Pay attention to rigor and trustworthiness; (5) Give details of the methodology; (6) Don't be afraid to include numerical data; and (7) Prepare to publish. Key Words: Confirmability, Credibility, Dependability, Grounded Theory, Inductive Analysis, Transferability, and Trustworthiness ********** As the new millennium dawned, I made a decision: I would reach for something seemingly beyond my grasp. That special something turned out to be a doctoral degree. However, even after I had fully embarked on that upward journey of discovery, I had no inkling of the methodological challenges that would mark many milestones on that journey. A social research neophyte, I have spent my adult life honing my skills and developing expertise as a journalist and public relations practitioner. Over the years, I have researched and written numerous news stories, feature articles, general-interest columns, and special reports for newspapers, magazines, and radio. Researching and writing a dissertation--particularly one based on qualitative research methods--demanded a different set of skills and offered some special challenges because of its nature and scope. In reflecting on that experience, I can identify various lessons learned along the way. During coursework, I learned all the quantitative stuff: descriptive statistics, t-test procedures, univariate and multivariate analyses of variance, chi-square test, regression analysis, factor analysis, structural equation modeling, and the like. What's more, I developed facility in Statistical Package for the Social Sciences (SPSS). Coursework also focused on basic matters like having a well-written research question; stating the purpose of the study (exploratory, descriptive, explanatory, or evaluative, or some combination); reviewing the literature thoroughly; and presenting a conceptual or theoretical framework for the study. Guiding me on the early part of my journey, my statistics professor emphasized the "power" of numbers and the precision of measures characterizing quantitative studies. Like so many numbers-crunching researchers, my stats professor viewed qualitative research with suspicion. It seemed the good professor considered a methodology in which the generation of hypotheses often replaces the testing thereof, explanation replaces measurement, and understanding replaces the making of generalizations as "airy fairy" (not "real") research (Labuschagne, 2003). Consequently, I became somewhat skeptical of this kind of research. In the end, though, I let the topic and goals of my research dictate the methodology. Fortunately, all four members of my dissertation committee (including the outgoing coordinator of the doctoral program) were enlightened enough to appreciate and support my choice of research methodology. Indeed, they emphasized the need for me to gather data reflecting the interactions and experiences of individuals and communities in relation to the research problem that I had identified. It was important to know quantitative research methodology and its assumptions, as well, so I could defend my choice of research design and methods. It is like preparing for a debate. To be effective, the debater had better know both (or all) sides of the issue. Before too long, it became clear to me that quantitative and qualitative research have distinct and complementary strengths. The main strength of qualitative research is that it yields data that provide depth and detail to create understanding of phenomena and lived experiences. …

469 citations


Journal ArticleDOI
TL;DR: In this paper, the authors discuss the types of topics most suitable for a generic qualitative design, with particular attention to how generic qualitative inquiry differs from phenomenological psychological research, and discuss appropriate procedures for data collection and for thematic data analysis in a generic model.
Abstract: Some topics for qualitative research in psychology are unsuitable for or cannot be adapted to the traditional qualitative designs such as case study, ethnography, grounded theory, or phenomenology. This paper explores reasons for this, and proposes that psychological researchers can use a generic qualitative design in such situations. After discussing the types of topics most suitable for a generic qualitative design, the paper differentiates generic qualitative designs from the more traditional qualitative designs, with particular attention to how generic qualitative inquiry differs from phenomenological psychological research. Finally, appropriate procedures for data collection and for thematic data analysis in a generic model are discussed and described in detail. Keywords: Qualitative Research, Thematic Analysis, Generic Qualitative Research, Basic Qualitative Research, Data Analysis for Qualitative Research.Generic Qualitative InquiryDifferentiating Generic Qualitative InquiryMany studies report people's subjective opinions, attitudes, beliefs, or experiences of things in the outer world. Such psychological things cannot be measured in the statistical sense, and require qualitative methods (cf., Aronson, 1994). Sometimes, the other more focused approaches (e.g., ethnography, case study, grounded theory, or phenomenology) are not appropriate for one reason or another. In those cases, researchers should consider a more generic qualitative inquiry approach. Suppose a researcher were interested in investigating one of the following:1. People's attitudes, opinions, or beliefs about a particular issue or experience;2. Workers' feelings about their supervisors' performance;3. The reflections of women who left the convent on their "life journey";4. Senior managers' reflections on experiences that have had significant impacts on them during their careers;5. Clients' descriptions of their experiences of psychotherapy;6. Children's reports of their experiences being placed in special education classes.Each of these topics calls for qualitative inquiry, but several other, more common approaches would not be suitable. Why not?* Ethnography (see next section) focuses on the investigation of the network of social groupings, social customs, beliefs, behaviors, groupings, practices, etc., that define a "culture." None of these topics focuses on that unit of analysis (social-cultural).* Case studies are in-depth investigations of a "single case," using multiple methods and multiple sources of data. A single case is defined by having clearly recognizable boundaries that differentiate the case from any other collection of instances. None of the groups of people above constitute a "case" in that sense.* Grounded theory uses data from people to develop an explanation (theory) for the process in question developed over time. But none of the topics above, except perhaps the senior managers' reflections, would lend themselves to development of theory. They are descriptive, not explanatory. If the researcher investigating the managers' experiences in fact wanted to develop a theory of what experiences contribute to successful leadership style, that topic might qualify as grounded theory.* Phenomenology investigates the "lived experience" of various psychological phenomena. Many of the phenomena this approach tackles include attitudes, beliefs, opinions, feelings, and the like. However, the phenomenologist's interest is in the inner dimensions, textures, qualities, and structures ("essences") of those cognitive processes, not in the external content or referents that may trigger the cognitive processes.Differentiating Generic Qualitative Inquiry from Phenomenological InquiryThe most difficult distinction to make here is probably with phenomenology. Let's take a moment for a more careful review of the differences.Phenomenology studies the inner essence of cognitive processing - what structures (temporality, spatiality, etc. …

395 citations


Journal ArticleDOI
TL;DR: In this paper, the authors consider methodological issues that arise when empirical inquiry is conducted within the framework of qualitative assumptions about the nature of reality and how we as humans can know it.
Abstract: This article considers some methodological issues that arise when empirical inquiry is conducted within the framework of qualitative assumptions about the nature of reality and how we as humans can know it. These assumptions posit an empirical reality that is complex, intertwined, best understood as a contextual whole, and inseparable from the individuals-including the researchers-who know that reality. Four primary issues are considered in this article: the researcher as interpreter; the emergent nature of qualitative research; understanding the experience of others; and trustworthiness in qualitative research. Further, the article discusses methodological practices that have arisen in the context of qualitative assumptions and issues. The practices described are drawn from diverse qualitative research traditions, including participant observation, naturalistic inquiry, grounded theory, hermeneutic approaches to the interpretation of texts (and actions as texts), qualitative evaluation, and a body of methodological literature that calls itself generically "qualitative research." The goals of the article are threefold: (1) to present the internal rationale of qualitative research as issues and practices that arise within the context of assumptions about reality and what we can know about it; (2) to encourage researchers to examine the relevance of qualitative assumptions, issues, and practices to their own research problems; and (3) to point readers toward more detailed discussions of qualitative research. This article considers methodological issues that arise when empirical inquiry is conducted within the framework of qualitative assumptions about the nature of reality and how we as humans can know it. Further, research practices that qualitative researchers use to address these methodological issues are described. Although writers articulate qualitative assumptions differently, some common underlying ideas can be identified. Some of these recurring ideas-or themes-have been described by Brett Sutton in his article in this issue [1] and are summarized in highly condensed form below to provide context for the discussion in

363 citations


Journal ArticleDOI
TL;DR: The principles of grounded theory are outlined, and focus on thematic analysis as the analytical approach used most frequently in grounded theory studies, with the aim of providing clinicians with the skills to critically review studies using this methodology.
Abstract: In today's NHS, qualitative research is increasingly important as a method of assessing and improving quality of care. Grounded theory has developed as an analytical approach to qualitative data over the last 40 years. It is primarily an inductive process whereby theoretical insights are generated from data, in contrast to deductive research where theoretical hypotheses are tested via data collection. Grounded theory has been one of the main contributors to the acceptance of qualitative methods in a wide range of applied social sciences. The influence of grounded theory as an approach is, in part, based on its provision of an explicit framework for analysis and theory generation. Furthermore the stress upon grounding research in the reality of participants has also given it credence in healthcare research. As with all analytical approaches, grounded theory has drawbacks and limitations. It is important to have an understanding of these in order to assess the applicability of this approach to healthcare research. In this review we outline the principles of grounded theory, and focus on thematic analysis as the analytical approach used most frequently in grounded theory studies, with the aim of providing clinicians with the skills to critically review studies using this methodology.

336 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined how family influence on a business organization affects CSR reporting and found that family firms disseminate a greater variety of CSR reports, are less compliant with CSR standards and place emphasis on different CSR topics.
Abstract: Family firms are ubiquitous and play a crucial role across all world economies, but how they differ in the disclosure of social and environmental actions from non-family firms has been largely overlooked in the literature. Advancing the discourse on corporate social responsibility reporting, we examine how family influence on a business organization affects CSR reporting. The arguments developed here draw on institutional theory, using a rich body of empirical evidence gathered through a content analysis of the CSR reports of 98 large- and medium-sized Italian firms. The grounded theory analysis informs and contextualizes several differences in the type and content of corporate social responsibility reports of family and non-family firms. Our findings show that in comparison to non-family firms, family firms disseminate a greater variety of CSR reports, are less compliant with CSR standards and place emphasis on different CSR topics. We, thus, contribute to the family business and corporate social responsibility reporting literatures in several ways, offering implications for practice and outlining promising avenues for future research.

292 citations


Journal ArticleDOI
TL;DR: Grounded theory enables researchers to capture and understand health care experiences and can be applied to bring structure and rigor to the analysis of qualitative data.
Abstract: Objective Grounded theory (GT) is an established qualitative research method, but few papers have encapsulated the benefits, limits, and basic tenets of doing GT research on user and provider experiences of health care services. GT can be used to guide the entire study method, or it can be applied at the data analysis stage only.

274 citations


Journal ArticleDOI
TL;DR: This article analyzed qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology.
Abstract: Although recommendations exist for determining qualitative sample sizes, the literature appears to contain few instances of research on the topic. Practical guidance is needed for determining sample sizes to conduct rigorous qualitative research, to develop proposals, and to budget resources. The purpose of this article is to describe qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology. I analyzed the 51 most highly cited studies using predetermined content categories and noteworthy sampling characteristics that emerged. In brief, the findings revealed a mean sample size of 87. Less than half of the studies identified a sampling strategy. I include a description of findings by approach and recommendations for sampling to assist methodologists, reviewers, program officers, graduate students, and other qualitative researchers in understanding qualitative sampling practices in recent studies. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1502256

Journal ArticleDOI
TL;DR: A program director might say: ‘‘I collect data from my residents about their learning experiences in a new longitudinal clinical rotation, should I use qualitative methods?’’
Abstract: Educators often pose questions about qualitative research. For example, a program director might say: ‘‘I collect data from my residents about their learning experiences in a new longitudinal clinical rotation. If I want to know about their learning experiences, should I use qualitative methods? I have been told that there are many approaches from which to choose. Someone suggested that I use grounded theory, but how do I know this is the best approach? Are there others?’’

Journal ArticleDOI
TL;DR: Facing challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being and students pointed out to a set of recommendations for support.
Abstract: The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

Journal ArticleDOI
TL;DR: The authors frame the problematic of data quality in the selection of units of analysis and observation and consider how to enhance sample richness and outline considerations for data quantity and sample size as well as case- and variable-based approaches.
Abstract: Sampling is one of the most difficult and contentious aspects of qualitative research design. There are few guidelines for sampling decisions or for understanding saturation in qualitative family research. The authors frame the problematic of data quality in the selection of units of analysis and observation and consider how to enhance sample richness. They outline considerations for data quantity and sample size as well as case- and variable-based approaches. With multiple examples from recent and classic studies to illustrate the consequences of sampling decisions, they explore links between saturation and validity. Finally, they encourage researchers to craft a coherent statement on qualitative integrity to demonstrate how their sampling decisions are rooted in epistemology, theory, and richness and quality of data.

Journal ArticleDOI
TL;DR: The multimethod study indicates how social media monitoring allow for analysis of social dynamics through which opinions form and shift and argues for a broadening of the definition of public opinion to include its social dimension.
Abstract: Social media monitoring in politics can be understood by situating it in theories of public opinion. The multimethod study we present here indicates how social media monitoring allow for analysis of social dynamics through which opinions form and shift. Analysis of media coverage from the 2010 UK General Election demonstrates that social media are now being equated with public opinion by political journalists. We use interviews with pollsters, social media researchers and journalists to examine the perceived link between social media and public opinion. In light of competing understandings these interviews reveal, we argue for a broadening of the definition of public opinion to include its social dimension.

Journal ArticleDOI
TL;DR: The authors brought together a panel of established grounded theory scholars to understand the full reach and scope of GT and to help us in this endeavor through a reflective conversation, and they brought together the authors of the paper.
Abstract: Grounded theory (GT) is taught in many doctoral schools across the world and exemplified in most methodological books and publications in top-tier journals as a qualitative research method. This limited view of GT does not allow full use of possible resources and restrains researchers’ creativity and capabilities. Thus, it blocks some innovative possibilities and the emergence of valuable theories, which are badly needed. Therefore, understanding the full reach and scope of GT is becoming urgent, and we brought together a panel of established grounded theory scholars to help us in this endeavor through a reflective conversation.

Journal ArticleDOI
TL;DR: The Five-Question Method as discussed by the authors is an approach to framing qualitative research, focusing on the methodologies of five major traditions in qualitative research: biography, ethnography, phenomenology, grounded theory, and case study.
Abstract: The Five-Question Method is an approach to framing Qualitative Research, focusing on the methodologies of five of the major traditions in qualitative research: biography, ethnography, phenomenology, grounded theory, and case study. Asking Five Questions, novice researchers select a methodology appropriate to the desired perspective on the selected topic. The Method facilitates identifying and writing a Problem Statement. Through taking a future perspective, the researcher discovers the importance and direction of the study and composes a Purpose Statement. The process develops an overarching research question integrating the purpose and the research problem. The role of the researcher and management of assumptions and biases is discussed. The Five-Question Method simplifies the framing process promoting quality in qualitative research design. A course outline is

Journal ArticleDOI
TL;DR: It is suggested that patients with multiple chronic illnesses consider it work to track their own data, that the data can be emotionally charged, and that they may perceive that providers do not welcome it, which potentially explain relatively low adoption of consumer HIT.
Abstract: Background: Consumer health information technologies (HIT) that encourage self-tracking, such as diet and fitness tracking apps and disease journals, are attracting widespread interest among technology-oriented consumers (such as “quantified self” advocates), entrepreneurs, and the health care industry. Such electronic technologies could potentially benefit the growing population of patients with multiple chronic conditions (MCC). However, MCC is predominantly a condition of the elderly and disproportionately affects the less affluent, so it also seems possible that the barriers to use of consumer HIT would be particularly severe for this patient population. Objective: Our aim was to explore the perspectives of individuals with MCC using a semistructured interview study. Our research questions were (1) How do individuals with MCC track their own health and medical data? and (2) How do patients and providers perceive and use patient-tracked data? Methods: We used semistructured interviews with patients with multiple chronic diseases and providers with experience caring for such patients, as well as participation in a diabetes education group to triangulate emerging themes. Data were analyzed using grounded theory and thematic analysis. Recruitment and analysis took place iteratively until thematic saturation was reached. Results: Interviews were conducted with 22 patients and 7 health care providers. The patients had an average of 3.5 chronic conditions, including type 2 diabetes, heart disease, chronic pain, and depression, and had regular relationships with an average of 5 providers. Four major themes arose from the interviews: (1) tracking this data feels like work for many patients, (2) personal medical data for individuals with chronic conditions are not simply objective facts, but instead provoke strong positive and negative emotions, value judgments, and diverse interpretations, (3) patients track for different purposes, ranging from sense-making to self-management to reporting to the doctor, and (4) patients often notice that physicians trust technologically measured data such as lab reports over patients’ self-tracked data. Conclusions: Developers of consumer health information technologies for data tracking (such as diet and exercise apps or blood glucose logs) often assume patients have unlimited enthusiasm for tracking their own health data via technology. However, our findings potentially explain relatively low adoption of consumer HIT, as they suggest that patients with multiple chronic illnesses consider it work to track their own data, that the data can be emotionally charged, and that they may perceive that providers do not welcome it. Similar themes have been found in some individual chronic diseases but appeared more complex because patients often encountered “illness work” connected to multiple diseases simultaneously and frequently faced additional challenges from aging or difficult comorbidities such as chronic pain, depression, and anxiety. We suggest that to make a public health impact, consumer HIT developers should engage creatively with these pragmatic and emotional issues to reach an audience that is broader than technologically sophisticated early adopters. Novel technologies are likely to be successful only if they clearly reduce patient inconvenience and burden, helping them to accomplish their “illness work” more efficiently and effectively. [J Med Internet Res 2015;17(8):e202]

Journal ArticleDOI
TL;DR: The importance of using a broad ecological framework to understand the factors that inhibit disclosure of CSA is pointed to, as barriers to disclosure do not constrain solely the victims.

Journal ArticleDOI
TL;DR: This review analyzes studies of self-care published in key HCI journals and conferences using the Grounded Theory Literature Review (GTLR) method and identifies research trends and design tensions and draws out opportunities for advancing HCI research in self- care.
Abstract: Many studies show that self-care technologies can support patients with chronic conditions and their carers in understanding the ill body and increasing control of their condition. However, many of these studies have largely privileged a medical perspective and thus overlooked how patients and carers integrate self-care into their daily lives and mediate their conditions through technology. In this review, we focus on how patients and carers use and experience self-care technology through a Human-Computer Interaction (HCI) lens. We analyse studies of self-care published in key HCI journals and conferences using the Grounded Theory Literature Review (GTLR) method and identify research trends and design tensions. We then draw out opportunities for advancing HCI research in self-care, namely, focusing further on patients' everyday life experience, considering existing collaborations in self-care, and increasing the influence on medical research and practice around self-care technology.

Journal ArticleDOI
TL;DR: In this paper, the authors take stock of public service motivation research to identify achievements, challenges, and an agenda for research to build on progress made since 1990, and take stock on extant proposals to strengthen research.
Abstract: This article takes stock of public service motivation research to identify achievements, challenges, and an agenda for research to build on progress made since 1990. After enumerating achievements and challenges, the authors take stock of progress on extant proposals to strengthen research. In addition, several new proposals are offered, among them conducting more research on the disaggregated construct, developing grounded theory of public service motivation to understand contextual variations across cultures and political institutions, and improving current measures to better capture loyalty to governance regime as an institutional dimension of the public service motivation construct.

Journal ArticleDOI
TL;DR: The Conditional Relationship Guide contextualizes the central phenomenon and relates structure with process and the Reflective Coding Matrix captures the higher level of reflective coding in grounded theory analysis.
Abstract: This paper describes the process for employing two principal instruments for relating the categories identifying the central phenomenon in grounded theory analysis. The Conditional Relationship Guide contextualizes the central phenomenon and relates structure with process. The second tool, the Reflective Coding Matrix, captures the higher level of

Journal ArticleDOI
TL;DR: In this article, the authors recount some highlights of a personal journey of a case study researcher, who not only hopes to give a methodological and scholarly approach to the research, but also gives a methodological approach to case studies.
Abstract: The purpose of this article is to recount some highlights of a personal journey of a case study researcher. The researcher not only hopes to give a methodological and scholarly approach to the rese...

Journal ArticleDOI
TL;DR: In this paper, the authors created a coding scheme using grounded theory to analyze expert and novice teachers' verbalizations describing classroom events and their relevance for classroom management, including perceptions/interpretations, thematic focus, temporality and cognitive processing expressed.
Abstract: Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers’ cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers’ expertise development. We created a coding scheme using grounded theory to analyze expert and novice teachers’ verbalizations describing classroom events and their relevance for classroom management. Four categories of codes emerged. These referred to perceptions/interpretations, thematic focus, temporality, and cognitive processing expressed. Mixed-method analysis of teachers’ verbalizations yielded a number of significant effects related to participants’ expertise levels. Notably, teachers’ cognitive processing diverged significantly based on expertise level. Differences in focus included themes such as student learning, student discipline, and teacher interaction and influence. Experts focused on learn...

Journal ArticleDOI
TL;DR: In this paper, a collective case study design informed by constructivist grounded theory data analysis methods was used to develop a framework of community development from an occupational therapy perspective, and ten methodological questions were proposed regarding research question development, research paradigm, design and analysis, and trustworthiness.
Abstract: Often, research projects are presented as final products with the methodologies cleanly outlined and little attention paid to the decisionmaking processes that led to the chosen approach. Limited attention paid to these decision-making processes perpetuates a sense of mystery about qualitative approaches, particularly for new researchers who will likely encounterdilemmas and uncertainties in their research. This paper presents a series of questions that assisted one Ph.D. student in making key methodological choices during her research journey. In this study, a collective case study design informed by constructivist grounded theory data analysis methods was used to develop a framework of community development from an occupational therapy perspective. Ten methodological questions are proposed regarding research question development, research paradigm, design and analysis, and trustworthiness. Drawing on examples from this research project, these questions are used to explicate the decisions made “behind the scenes”, with the intention of providing both theoretical and practical guidance to others embarking on similar research journeys. Key Words: Qualitative Research Methodology, Multiple Case Study, Constructivist Grounded Theory, Community Development, Occupational Therapy. This paper describes the research journey of the first author, Heidi, an occupational therapist and a doctoral candidate at the time of the research, who set out with a passion for understanding how community development (CD) occurs in the practice of occupational therapy. Margo and Terry, her thesis co-supervisors, acted as research mentors, providing guidance in relation to key methodological decisions. In this study, a collective case study design was utilized (Stake, 2000; Yin, 2003) informed by constructivist grounded theory data analysis methods (Charmaz, 2006) to develop a framework of CD from an occupational therapy perspective. Following a description of the research design, we describe the researcher stance of the first author, case recruitment and data generation methods, and data analysis approaches. Lastly, we present the strategies employed for enhancing the trustworthiness of this study, including potential criteria for the evaluation of this research. This paper is structured using the main methodological questions raised during the research process (summarized in Table 1) in order to make explicit decision making processes which occur “behind the scenes” when combining methodologies. Often,

Journal ArticleDOI
TL;DR: This research investigated how FCC was enacted from families and nurses' perspectives and found implementation continues to be problematic worldwide.
Abstract: Background and objective Family-centred care (FCC) is viewed as a pivotal concept in the provision of high-quality nursing care for children and their families, yet implementation continues to be problematic worldwide. This research investigated how FCC was enacted from families and nurses' perspectives. Design Descriptive qualitative approach using elements of analysis from grounded theory method. Data were collected though individual interviews with 18 children aged 7-16 years, their parents (n = 18) and 18 nurses from two children's hospital and one children's unit in a large general hospital in Ireland. Results Four key themes were identified: expectations; relying on parents' help; working out roles; and barriers to FCC. Nurses wholeheartedly endorsed FCC because of the benefits for families and their reliance on parents' contribution to the workload. There was minimal evidence of collaboration or negotiation of roles which resulted in parents feeling stressed or abandoned. Nurses cited busy workload, under-staffing and inappropriate documentation as key factors which resulted in over-reliance on parents and hindered their efforts to negotiate and work alongside parents. Conclusions Families are willing to help in their child's care but they require clear guidance, information and support from nurses. Hidden expectations and unclear roles are stressful for families. Nurses need skills training, adequate resources and managerial support to meet families' needs appropriately, to establish true collaboration and to deliver optimal family-centred care.

Journal ArticleDOI
TL;DR: In this article, the authors use grounded theory arguments and field data to support a model that links environmental government policies to customer actions and firm sustainability strategies, and a firm's sustainability strategy in turn influences the design and deployment of green supply chain management strategies.

Journal ArticleDOI
TL;DR: The authors explores ontological offerings of critical realism as a basis for transformational grounded theory informed by participatory action research and decolonizing research methodologies, which promotes greater participation and equity of power for positive change.
Abstract: Grounded theory has been evolving methodologically since Barney Glaser and Anselm Strauss first described it in the late 1960s. Initially underpinned by modernist philosophy, grounded theory has had recent turns including the adoption of both constructivism and postmodernism. This article explores ontological offerings of critical realism as a basis for transformational grounded theory informed by participatory action research and decolonizing research methodologies. The potential for both theory and action to result from this critical grounded theory methodology, which promotes greater participation and equity of power for positive change, is the transformational in transformational grounded theory.

Proceedings ArticleDOI
18 Apr 2015
TL;DR: This article found that workers relate to the robot as a social entity and rely on cues to understand the robot's actions, which they observed to be critical for workers to feel safe when near the robot.
Abstract: Across history and cultures, robots have been envisioned as assistants working alongside people. Following this vision, an emerging family of products-collaborative manufacturing robots-is enabling human and robot workers to work side by side as collaborators in manufacturing tasks. Their introduction presents an opportunity to better understand people's interactions with and perceptions of a robot "co-worker" in a real-world setting to guide the design of these products. In this paper, we present findings from an ethnographic field study at three manufacturing sites and a Grounded Theory analysis of observations and interviews. Our results show that, even in this safety-critical manufacturing setting, workers relate to the robot as a social entity and rely on cues to understand the robot's actions, which we observed to be critical for workers to feel safe when near the robot. These findings contribute to our understanding of interactions with robotic products in real-world settings and offer important design implications.

Journal ArticleDOI
TL;DR: Teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students’ research and advancing theory construction is focused on.
Abstract: This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists.