Remodeling Grounded Theory

'This paper outlines the concerns of the author with Qualitative Data Analysis' (QDA) numerous remodelings of Grounded Theory (GT) and the subsequent eroding impact. He cites several examples of the erosion and summarize essential elements of classic GT methodology. It is hoped that the article will clarify his concerns with the continuing enthusiasm but misunderstood embrace of GT by QDA methodologists and serve as a preliminary guide to novice researchers who wish to explore the fundamental principles of GT.' (author's abstract)

Constructivist Grounded Theory?

The author refers to and use as scholarly inspiration Charmaz's excellent article on constructivist grounded theory as a tool of getting to the fundamental issues on why grounded theory is not constructivist. The author shows that constructivist data, if it exists at all, is a very very small part of the data that grounded theory uses.' (author's abstract)

Naturalist Inquiry and Grounded Theory

'The world of Qualitative Data Analysis (QDA) methodology became quite taken with Lincoln and Guba's book 'Naturalist Inquiry' (1985). The author has no issue with it with respect to its application to QDA; it helped clarify and advance so many QDA issues. However, its application to Grounded Theory (GT) has been a major block on GT, as originated, by its cooptation and corruption hence remodeling of GT by default. Lincoln and Guba have simply assumed GT is just another QDA method, which it is not. In 'The Grounded Theory Perspective II' (Glaser 2003, Chapter 9 on credibility), the author has discussed 'Naturalist Inquiry' (NI) thought regarding how Lincoln and Guba's notion of 'trustworthy' data (or worrisome data orientation) and how their view of constant comparison can and has remodeled and eroded GT. In this paper the author will consider other aspects of NI that remodel GT.' (author's abstract)

Constructivist Grounded Theory?

The author refers to and use as scholarly inspiration Charmaz's excellent article on constructivist grounded theory as a tool of getting to the fundamental issues on why grounded theory is not constructivist. The author shows that constructivist data, if it exists at all, is a very very small part of the data that grounded theory uses.' (author's abstract)

Remodeling Grounded Theory

Artykuł ten przedstawia w zarysie moje zaniepokojenie licznymi przemodelowaniami teorii ugruntowanej (GT – Grounded Theory) 3 przez analizę danych jakościowych (QDA – Qualitative Data Analysis) i ich podważającym GT oddziaływaniem. Przytaczam kilka przykładów takiego podważania oraz opisuję najważniejsze elementy klasycznej metodologii GT. Mam nadzieję, że artykuł wyjaśni moje obawy dotyczące nieprzerwanie entuzjastycznego, lecz niepoprawnego, przyjmowania GT przez metodologów QDA i posłuży za wstępny przewodnik młodym badaczom, pragnącym poznać podstawowe zasady GT.This paper outlines my concerns with Qualitative Data Analysis' (QDA) numerous remodelings of Grounded Theory (GT) and the subsequent eroding impact. I cite several examples of the erosion and summarize essential elements of classic GT methodology. It is hoped that the article will clarify my concerns with the continuing enthusiasm but misunderstood embrace of GT by QDA methodologists and serve as a preliminary guide to novice researchers who wish to explore the fundamental principles of GT

Comparative Analysis of Program Development Processes in Six Professions

This study was designed to examine and describe planning strategies used by persons developing continuing professional edu cation (CPE) programs for six professional fields. From the descrip tion of practice in the six professions, a general model portraying the program development process was developed. The research methods used to guide the inquiry were those of grounded theory. Results indicate planners attend to at least six clusters of activities in their program development processes in a fairly con sistent sequence. Results also indicate that there is limited use of knowledge resources available in the literature. Planners did, however, use a wide variety of resources available inside the uni versity and outside the university to plan programs. Differences in strategies of program development in various professional fields did exist, most often in the order of activities and the emphasis given to specific activities in the program devel opment clusters.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66957/2/10.1177_074171367602700102.pd

Book Review: Leaving Rules that Enforce Preconception

No preconceptions -The grounded theory dictum. Mill Valley, CA: Sociology Press Given that the dictum of no preconception is not new in GT, why did Glaser focus his attention so much on it to write a whole book on this topic? The dictum has been declared over and over again, for example in the chapter on Generating Theory in the seminal work of In the first chapter of this book by Glaser (2013), the question why "no preconception" is a dictum in grounded theory (GT) methodology is answered. GT was discovered in a research field heavily focusing on testing hypotheses and verifying theories The aim of the book was to minimize preconception and Glaser Preconception rules the world and is explained as an important aspect of everyday life and in every step of the research process including the formulation of a problem area, the substantive coding, the theoretical coding integrating the concepts, and the impact on the entire GT process (Glaser, 2013). The method for the book is presented in chapter 7 together with some of the memos Dr. Glaser received from colleagues on preconception. In the last chapter, the reader finds a theory by Kwok, McCallin & Dickson entitled "Working through preconception: Moving from forcing to emergence." This theory highlights the difficulties in staying open and is followed by an appendix written by Dr. Thulesius on his experiences derived from being a GT mentor. To minimize the preconceptions, Dr. Glaser is incentivizing the no preconception and equipping for emergence

Knowledge practices in design: The role of visual representations as 'epistemic objects'

We use a detailed study of the knowledge work around visual representations to draw attention to the multidimensional nature of `objects'. Objects are variously described in the literatures as relatively stable or in flux; as abstract or concrete; and as used within or across practices. We clarify these dimensions, drawing on and extending the literature on boundary objects, and connecting it with work on epistemic and technical objects. In particular, we highlight the epistemic role of objects, using our observations of knowledge work on an architectural design project to show how, in this setting, visual representations are characterized by a `lack' or incompleteness that precipitates unfolding. The conceptual design of a building involves a wide range of technical, social and aesthetic forms of knowledge that need to be developed and aligned. We explore how visual representations are used, and how these are meaningful to different stakeholders, eliciting their distinct contributions. As the project evolves and the drawings change, new issues and needs for knowledge work arise. These objects have an `unfolding ontology' and are constantly in flux, rather than fully formed. We discuss the implications for wider understandings of objects in organizations and for how knowledge work is achieved in practice

Beyond words: Aesthetic knowledge and knowing in design

Aesthetic knowledge comes from practitioners understanding the look, feel, smell, taste and sound of things. It is vital to work in many organizational contexts. In this paper, we explore aesthetic knowledge and knowing in organizations through detailed observation of design work in the architectural practice Edward Cullinan Architects. Through our research, we explore aesthetic knowledge in the context of architectural work, we unpack what it is, how it is generated, and how it is applied in design projects, shared between practitioners and developed at the level of the organization. Our analysis suggests that aesthetic knowledge plays an important part in organizational practice, not only as the symbolic context for work, but as an integral part of the work that people do. It suggests that aesthetic reflexivity, which involves an opening up and questioning of what is known, is experienced as part of practice as well as a `time out' from practice

Representational predicaments at three Hong Kong sites

Representational predicaments arise when a job incumbent believes that attributions and images assumed by dominant authorities unfavourably ignore, or disproportionately and unfavourably emphasize, aspects of the incumbent\u27s own work and social identity. This is likely to happen when the incumbent does not have a close relationship with a dominant authority, and when power asymmetries give the former relatively little control over which aspects of their work and social identity are made visible or invisible to the latter. We draw on critical incident interviews from three organizations to illustrate a typology of six types of representational predicament: invasive spotlighting, idiosyncratic spotlighting, embedded background work, paradoxical social visibility, standardization of work processes, and standardization of work outputs. We analyse responses to representational predicaments according to whether they entailed exit, voice, loyalty, or neglect. Incumbents tended to respond with loyalty if they felt able and willing to accommodate their work behaviour and/or social identity to the dominant representations, and if there were sufficient compensatory factors, such as intrinsic rewards from the work or solidarity with colleagues. Exit or neglect appeared to reflect the belief that it was impossible to accommodate. Power asymmetries appeared to deter voice. Individual employees with a close and cordial working relationship with a member of a dominant authority group, or who were relationally networked to one, appeared not to experience representational predicaments