Using grounded theory for theory building in operations management research:a study on inter-firm relationship governance

Purpose – Qualitative theory building approaches, such as grounded theory method (GTM), are still not very widespread and rigorously applied in operations management (OM) research. Yet it is agreed that more systematic observation of current industrial phenomena is necessary to help managers deal with their problems. The purpose of this paper is to provide an example to help guide other researchers on using GTM for theory building in OM research. Design/methodology/approach – A GTM study in the German automotive industry consisting of 31 interviews is followed by a validation stage comprising a survey (110 responses) and a focus group. Findings – The result is an example of conducting GTM research in OM, illustrated by the development of the novel collaborative enterprise governance framework for inter-firm relationship governance in the German automotive industry. Research limitations/implications – GTM is appropriate for qualitative theory building research, but the resultant theories need further testing. Research is necessary to identify the transferability of the collaborative enterprise governance concept to other industries than automotive, to other organisational areas than R&D and to product and service settings that are less complex and innovative. Practical implications – The paper helps researchers make more informed use of GTM when engaging in qualitative theory building research in OM. Originality/value – There is a lack of explicit and well-informed use of GTM in OM research because of poor understanding. This paper addresses this deficiency. The collaborative enterprise governance framework is a significant contribution in an area of growing importance within OM

Using grounded theory method in information systems: The researcher as blank slate and other myths

The use of grounded theory method (GTM) as a research method in information systems (IS) has gradually increased over the years as qualitative research in general has become more prevalent. The method offers a systematic way to generate theory from data, but is rarely used to its full potential in IS as a number of myths and misunderstandings about GTM prevent researchers from getting the full potential out of the method. To address this problem, we advance the general level of knowledge of GTM. We clarify aspects of the method that are often misunderstood by novice users or casual observers and provide guidance to address common problems. Exemplars from the IS literature are used to illustrate the concepts and to promote the informed use of the methodology. By doing so, this paper will contribute to improving the use of the method and to the quality and dissemination of grounded theory research outcomes. © 2013 JIT Palgrave Macmillan All rights reserved

Learners' perceptions of their successes and failures in foreign language learning

This is a postprint of an article whose final and definitive form has been published in the Language Learning Journal © 2004 Copyright Taylor & Francis; Language Learning Journal is available online at http://www.informaworld.comResearch into learners’ attributions for their successes and failures has received considerable attention. However very little has been carried out in the area of learning foreign languages. This study is timely in view of the current interest by the government in promoting foreign languages. The aims of the study were (1) to investigate secondary students’ attributions for their success and failures in learning foreign languages (2) to examine the ways in which these vary according to age, gender, perceived success and specific language studied. The sample consisted of 285 students between the ages of 11 and 16 studying French, German and Spanish in five secondary schools in the UK. A simple open questionnaire was administered by language teachers, consisting of a personal evaluation by students of their perceived level of success as learners of specific foreign languages and their attributions for success and failure in those domains. The resulting responses were analysed by means of a grounded theory approach allowing categories to emerge from the data. The resultant categories were then tabulated according to student age, gender, and language learnt, together with level of perceived success. Over one thousand attributional statements gave rise to 21 attributional categories for doing well and 16 categories for not doing well at language learning. A far wider range of attributions were identified than is generally shown in the research literature, six of which were most commonly called upon as reasons for both success and failure. Clear differences emerged between boys and girls, year groups, perceived success and language studied. These results and, in particular, the lack of clarity in the learners’ comments about strategy use and the lack of focus on metacognitive strategies, have important implications for policy makers and for teachers of foreign languages in UK schools. In addition there are important implications for future research in this area

How do i know who you think you are? A review of research methods on organizational identity

The notion of organizational identity was introduced in management studies in 1985. In the following 25 years, a vibrant debate about how to conceptualize organizational identities and related themes (multiple identities, identity change, interrelations between identity, image and culture) does not seem to have corresponded to explicit reflections about specific methodological issues. In this paper, the authors inductively review research methods adopted by studies of organizational identity published in top-level journals, with the purpose of deriving insights about the current status of research practices, uncovering their often tacit ontological and epistemological assumptions, and stimulating discussion about their possible evolution

Lost in space? The role of place in the delivery of social welfare law advice over the telephone and face-to-face

Advice that is provided exclusively over the telephone has been promoted by government as more convenient and accessible than face-to-face appointments. The resulting push towards telephone-only provision, as implemented by the Legal Aid, Sentencing and Punishment of Offenders Act 2012, challenges the long history of association between social welfare law advice and local delivery within disadvantaged communities. This article reports on qualitative research comparing telephone and face-to-face advice which uncovers the continuing relevance of place in the dynamics and mechanics of social welfare law provision. Familiarity with the geographical location, knowledge of local policies and procedures, relationships with opponents and allies, and an understanding of the ‘local legal culture’ mean that face-to-face advisers are often able to conduct their legal casework more effectively. Conversely, local knowledge is unlikely to be available to Community Legal Advice telephone advisers. This research suggests that, in addition, telephone-only advisers may be developing a more narrow understanding of the essential qualities of casework. These findings are particularly significant in view of the likely future expansion of remote methods of delivery in legal aid work

Using QSR-NVivo to facilitate the development of a grounded theory project: an account of a worked example

This paper demonstrates how the software package QSR-NVivo can be used to faciitate a grounded theory approach. Recent research evidence has questioned the methodological quality of many studies that claim to utilise grounded theory. This paper argues that qualitative data analysis software can be used to encourage good quality grounded theory research by facilitating many of the key processes and characteristics associated with this approach. To achieve this, the paper identifies a number of grounded theory characteristics, common to all revisions of the methodology. It then describes the development of a recent study, which examined how people successfully maintain long-term physical activity behaviour change. The purpose of this is to demonstrate how different functions of QSR-NVivo may be used in conjunction with the key grounded theory characteristics. In summary, QSR-NVivo is a powerful tool that, if used appropriately, can facilitate many aspects of the grounded theory process from the design and early sampling procedures, through to the analysis of data, theoretical development and presentation of findings