Musing on Grounded Theory

As I am nearing the point where I need to submit my doctoral thesis research proposal idea by the end of the month, and then the first draft of the proposal itself by the end of February, I am starting to narrow down my seemingly endless options and consider what will hold my interest for the next two years, as well as what will have enough (workable) depth to allow me to leverage the results of this process in an academic context.

While considering this on my own, I am quite happy that Jane, one of my colleagues at Lancaster University and through the Twitter group #phdchat, is a few steps ahead of me on the path and is doing her own thinking about what appears to be our shared methodology of choice, grounded theory. Her most excellent recent post, Remodelling Grounded Theory – some quotes and the odd note, has me thinking again about some of the reasons why grounded theory started and continues to attract me.

I remember when I first encountered grounded theory through the work of Glaser, it seemed a little rigid and, dare I say it, almost quantitatively qualitative. I had the sense that he wanted his perspective of grounded theory to be objective, as if qualitative research can (or should) be objective, in any way. What does it mean to be objective when we are trying to understand meaning-making, much less so if we are intentionally trying to problematize it (which I mused on regarding transcription itself)?

With a little more learning and more experiences since then, though not necessarily more wisdom, I can now try to articulate a bit about what in Glaser’s work, especially in his essay Remodeling Grounded Theory, does not feel right with my perspective in this research. It seems Glaser works from a different paradigm than I do, and that is how I perceive a certain rigidity he seems to have with how grounded theory is used or understood. I can’t help but think that Glaser approaches grounded theory from a post-positivist perspective, where he seems to make meaning and derive theory about something by finding out what is already in the pattern of the experiences, as if it were objectively sitting there already awaiting his discovery, rather than he as researcher bringing the meaning to the phenomena.

The therapeutic value of lies in that it not only treats panic attacks but also relieves neurotic states born of stress. This is an effective drug for convulsions.

While I am not clear what Glaser means in his reproach to the concept of “Qualitative Data Analysis,” though I think it has something to do with Denzin’s shift (thanks again to one of Jane’s links) that is well-articulated in the work of Kathy Charmaz where the researcher is clearly a part of the grounded theory research process, with all that it entails.

I again agree with Jane, “More thoughts and deliberations to follow“!

Learning Journal Entry

I am reworking a learning journal entry I made concerning the methodology I used for this module’s project, grounded theory. While I posted this within our course Moodle website, I thought it may be of some interest (or not) to share it here, especially given how little time I have had for blogging recently.

I have intentionally selected a different strategy of inquiry for each of our modules, having moved from case study to narrative inquiry to ethnography and now to grounded theory, based on Kathy Charmaz’s work. I recently attended a workshop that Kathy offered, as I had previously heard how this can be a rather involved and complicated process. I thought I understood it, until I tried my hand at it. As I imagined, I did need a computer assisted qualitative data analysis software (CAQDAS) application to manage all the data that I generated (who would have ever thought I would drown in data of only 3 people?), so purchased and learned MAXQDA, one of the programs that people commonly use to handle and manage large amounts of data. I found the program a life-saver, as I never would have been able to do the 2 levels of coding that then I used to proceed to theoretical sampling, ultimately learning something that I did not expect to find at all.

Perhaps that is one of the benefits of grounded theory; I started with the text and was open to anything I found along the way, upon which I would ground (or build) my theory, without having some things in mind I was hoping (or even not hoping) to find.

Grounded Theory Methodologies for Social Justice Projects

In the second of the two pre-conference sessions at ICQI, this one by Kathy Charmaz, I am looking forward to understanding grounded theory by one of the known experts in this methodology. She studied with both Strauss and Glaser.

Nice to have intros all the way around, with who people are and what they do. Always seems like such a basic thing, but I find it as a way of forcing the articulation of self-identity. Living with my developing understanding of identity, it is always interesting to consider these sorts of experiences. People here in the session all seem so interesting, with fascinating areas of current and doctoral studies. Lots of people here from qualitative nursing studies and social work.

Kathy is speaking about grounded theory and its relationship to social justice. She sees this broadly, from inequalities to disabilities to the justice system to eradication of oppression. Grounded theory has flexible guidelines, so it fits nicely in these areas. While grounded theory comes out of sociology, it can be applied in different areas and the strategies used by anybody. Grounded theory was influenced by a reaction to grand theories — grounded theory seeks to theorize about more focused  situations. Grounded theory is also an iterative process to go back and forth between the data and the analysis.

Grounded theory is a systematic approach to inquiry. It is:

  • inductive (you do not have the framework in mind before you begin)
  • comparative (compare bits of data with other data)
  • interactive (constantly interact with your data) — a lot of grounded theory is focused around documents

If you do interviews, then transcribe your own interviews. This helps you to understand your interview styles and then better understanding your data analysis.

It is common that people claim they use grounded theory though they really are not. This may be because they claim it to link this to the literature, as well as  because many people commonly do not understand it. It will  be helpful to clearly state whose work you are following if you use grounded theory (e.g., Glaser, Strauss and Corbin, Charmaz, etc.). Glaser adopted the language of quantitative research and brought it to his qualitative work. The theoretical sampling is not to try to get the equal sampling that is usually representative of the large group — this is done after the analysis is started, so you categorize your work and then check it out.

If you do multiple interviews of the same people, mention the number of interviews and then the number of people who were interviewed in total.

Try not to read all the theories that are out there before engaging in the grounded theory, as those theories may influence what you find, rather than as research in and for itself.

Social justice inquiry:

  1. takes an explicit value stance
  2. analyzes power in multiple forms
  3. attends to fairness, equity, equality, democratic process, status, hierarchy, and individual rights and obligations
  4. requires looking at both situated realities and ideals
  5. addresses contested meanings of “shoulds” and “oughts”
  6. prompts reassessment of our roles as national and world citizens
  7. explores tentions between complicity and consciousness, choice and constraint, indifference and compassion, inclusion and exclusion, poverty and privilege, and barriers and opportunities
  8. aims to create good societies and a better world

Kathy spoke extensively around research involved with social justice topics, as well as how to do effective social justice studies.

Ahh, now the practicalities of grounded theory strategies. Kathy believes there are only 2 levels of coding that are needed. Initial coding is the first level. She (following Glaser) uses gerunds (-ing end of verbs that act as nouns) which then helps to see things across data (based on the work of Glaser). Kathy also recommends line-by-line coding, as it helps you see things that you would otherwise miss. Your area that you are trying to investigate would drive the sort of coding you use.

Then, for the guidelines for initial coding, ask:

  • what is this data a study of?
  • what does this data suggest? Pronmounce?
  • From whose point of view?
  • What theoretical category does this datum indicate?
  • What might be lefft unstated?

I asked about the fourth bullet, as I wanted  to clarify that the theoretical category (such as identity) was not equated with theoretical framework (such as transformative learning). Those are different concepts, as grounded theory develops one’s own theory or framework about a phenomenon. Very useful distinction.

Kathy then suggested some ways of coding:

  • remain open
  • stay close to the data
  • keep your codes simple and precise
  • construct short codes
  • preserve actions
  • compare data with data
  • move quickly through the data

We just did an example of first level, gerund-based line-by-line or within-paragraph coding. Using these gerunds in this way for coding certainly helps to demonstrate what is within the situation.

Then, after that initial level of coding, time for Selective of Focused Coding (which is to select the most important codes that were already identified) that leads to the categories that begin to appear.

Then, clustering is the next step. This is not a formal part of traditional grounded theory work, though has been developed by Kathy as she used to teach writing and she found this visual organization of larger categories (hubs) with the focused codes coming out from the center (like spokes). This cluster diagram, like mindmapping or brainstorming, is useful to determine if we are really getting the main points of the analysis.

Next, comes Memo-writing when you write memos based on things that are happening, what you notice, what you wish you could have noticed earlier, etc. You have material in narrative form, and is the step between coding and writing the first draft of the paper. This involved defining the categories from the data that were collected, and not from the literature (or anything  outside of the experience). This is the key aspect, it seems to me, about grounded theory–take the categories only from the data. There is some very valuable discussion about the necessity of memo-writing. This seems like a wonderful example of a theshold concept as per Jan Meyer and Ray Land.

Finally comes the Theoretical Sampling, by which is meant “seeking pertinent data to develop your emerging theory.” This is when the researcher elaborates and refines the categories that constitute the theory.

While I feel there is a lot more to grounded theory than I learned, I do recognize that I know enough to feel confident to try using grounded theory (as I have Kathy’s book Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, though never quite understood it as now I think I do now).

Another fantastic pre-conference workshop that was, again, worth the price of admission!!