Assignment

On

Grounded Theory: Introduction and Process

Submitted to Prof. Muttayya K.

Submitted by Rohit Jangra

School of Library and Information Science

Glaser (1992) defines GT as follow:

Grounded theory is based on the systematic generating of theory from data, that itself

is systematically obtained from social research.

Strauss and Corbin (1994) describe GT as:

Grounded theory is a general methodology for developing theory that is grounded in

data systematically gathered and analysed. Theory evolves during actual research, and

it does this through continuous interplay between analysis and data collection.

In fact, researchers who use GT as their research method do not test or verify any

preconceived hypothesis. In contrary, they develop new theory based on the

systematically collected evidence. Instead of having hypotheses to test, researchers in

GT studies have research questions to address. In GT a researcher should keep his/her

mind open to any possible evidence that might exist in the dataset.

Powell (1999) explains about the nature of studies which employ GT as the

methodology states:

Studies that seek to inductively and systematically develop taxonomies and theories

through intensive analysis and coding descriptive data collected about the phenomenon

under investigation theories emerge through iterative, constant comparison of concepts

and categories against data and said to be grounded in given naturalistic setting being

investigated.

2. Process of GT development

The question that needs to be answered here is how we can employ GT in practice. The

most reliable sources to answer this question are the main textbooks about GT which
have been published by its creators. However, these books are more theoretical and

sometimes young researchers, who want to quickly learn how to employ GT in practice,

require more practical guidelines. Nevertheless, the author of this paper recommends

everyone to read the discovery book prior to other sources. Later other publications can

be read, which explain the procedure of developing GT. Sometimes those researchers

who have used GT also report their understandings and experience about GT very well.

The above-mentioned four stages in developing GT have been discussed in different

sources with slightly different terminology. However, using different terminology does

not mean that there are different methods in GT. In fact, a closer look at the employed

terminology showed whether they followed the fundamental nature of GT. They all

refer to the same procedure but with different words.

For example, this paper seeks to use the most common terminology to illustrate the

procedure of the theory development which consists of four stages of:

(1) coding the data;

(2) memo writing;

(3) sorting; and

(4) writing the theory.

3. Coding the data

The method of analysis and coding of the transcripts is also vital. A constant

comparative approach is used consisting of four stages: recording incidents of each

category; determining properties of categories; differentiating between core and

subsidiary categories; and finally deriving a coherent model based on the overall

relationships between the categories.

versions, in general there are two main types of codes including substantive and

theoretical codes. The differences between these two types are as follow:

3.1 Substantive codes. The idea of substantive codes is a result of the first phase of

coding which is called substantive coding and is very similar and almost the same with

Strausss suggestion for open coding.

3.2 Theoretical codes. The same two stages of substantive and theoretical stages of

coding based on Glaser happen in three stages of open, axial and selective coding in

Strausss version. Therefore, the theoretical coding includes axial and selecting coding.

4. Memo writing

In order to facilitate and systematize the memo making procedure a couple of practical

policies will be taken into consideration. These practical guidelines are useful to

facilitate the memo-writing procedure. For example, it is recommended by Strauss and

Corbin that each memo and diagram should be dated and contain references including

the date, short quotes or phrase of raw data, type of memo, and the code number of the

interview to identify the document from which ideas were derived. Moreover, they

continue and highlight the points that, because of the dynamism of the research process,

the analyst should not be afraid to modify the content of memos over the time as the

analysis progress.

5. Sorting

Sorting is an important and sensitive stage of theory development in GT. In fact, sorting

is the intermediate step between memo writing and theory writing and connects these

two stages. In sorting time, the grounded theorist needs to identify the conceptual links
between a huge number of memos that have been created during the course of research.

The robustness of the final theory is highly dependent on the grounded theorists

sensitivity to carry out the sorting process meticulously.

6. Writing the theory

Writing the theory is the final stage of grounded theory which leads to announcing the

results of the study to a wide community of audiences. In this stage, the researcher has

to summarise and restructure the findings into a coherent body, which would be easily

understandable and informative for the reader. This is a rather delicate task that should

be carried out meticulously. This is also a difficult task because the researcher who has

carried out the research knows more than anyone else about the phenomenon under

study. The researcher knows every single detail of the research and it is not easy to

share all of this knowledge with others. At the end of the research, there is a very clear

picture of the phenomenon under study in the researchers mind, which is only clear for

him/her because of a long-term interaction with the research context. Successful

transfer of this clear picture from the researchers mind to the paper is a challenging

task.

7. GT in LIS

As it has been declared earlier in the paper, GT is a general research methodology which

can be applied in different areas of study including LIS. Glaser (1992) states:

Grounded theory can be used successfully by people in many disciplines, it is a general

methodology. What counts are that grounded theory methods are not bound by either

discipline or data collection.

8. Challenges in employing GT
There are some common questions that arise for researchers who want to use GT for

the first time, including:

how to remain open to the data;

how to avoid the effect of any preconceived ideas;

how to code the data properly;

when to start and when to stop analysis; and

how much the density of a code effect on its importance in the final theory.

9. Conclusion

GT requires a long-time engagement with the research context. Constant comparison is

a pivotal point for success of GT in a research project. Long-time interaction between

the researcher and the dataset is an indispensable part of GT. Different concepts and

their links only emerge after long time interplay with the data. Therefore, GT is more

suitable for long-term projects like PhD research and would not be appropriate for short

term studies including master dissertations.

10. References

Strauss, A. and Corbin, J. (1994), Grounded theory methodology: an overview, in

Denzin, N.K. and Lincoln, Y.S. (Eds), Handbook of Qualitative Research, Sage,

Thousand Oaks, CA, pp. 273-85.

Powell, R. (1999), Recent trends in research: a methodological essay, Library and

Information Science Research, Vol. 21 No. 1, pp. 91-119.

Sociology Press, Mill Valley, CA.

Glaser, B. and Strauss, A. (1967), The Discovery of the Grounded Theory: Strategies

for Qualitative Research, Aldine de Gruyter, New York, NY.

Yazdan Mansourian, (2006) "Adoption of grounded theory in LIS research", New

Library World, Vol. 107 Issue: 9/10, pp.386-402,

https://doi.org/10.1108/03074800610702589