Meaning of Grounded Theory - Assignment Example

Review Student’s name Institution’s Affiliation Course +Code Professor’s name Date Review Q1. Meaning of Grounded Theory Grounded Theory Grounded theory denotes to an inductive research methodology aimed at the production of a theory that explains certain patterns in a given set of data, and predicts what social scientists may anticipate to find in such data (Glaser & Strauss, 2012). The theory involves the collection and analysis of a given set of and as such it is “grounded” in actual data, which implies that the analysis and the development of the subsequent theories occurs after data has been collected. Introduced in the 1967 by sociologists Barney Glaser and Anselm Strauss, the theory was aimed at legitimizing qualitative research though it can be used in quantitative research studies. The two sociologists introduced the theory as an antidote to the popularity of the deductive theory that is more speculative, and mostly disconnected from the realities of social life. Comparatively, the grounded theory establishes a theory that is based on scientific research (Glaser & Strauss, 2012). The theory allows researchers to be creative and scientific at the same time as long as they can adhere to certain guidelines that include periodically stepping back and asking question about the collected and analysed data, and having and maintaining a skeptical attitude about all the theoretical explanations, hypotheses, and questions concerning the data. Further, they researchers must follow research procedures like data collection and analysis so that they can offer precision and accuracy to their studies. In using the theory, researchers start with a set of data and identify the trends, patterns, and the relationship among the different components of the data. It is on this basis that the researchers then construct a theory that uses the data or “grounded” in the data that they have collected and analysed. Again, the methodological strategies of the theory focus on creating or constructing middle-level theories from the data collected and analysed by the researcher. The analyses offer focused conceptual and abstract theories that give explanations to the empirical phenomena under study. Grounded theory is significant because it offers explicit and sequential research guideline in conducting qualitative studies. Secondly, it outlines specific strategies in handling the analytical phases of any study and streamlines and integrates the collection and analysis of data (Glaser & Strauss, 2012). Further, it legitimises qualitative research as a scientific inquiry and promotes the conceptual analysis of qualitative data. Q2. Distinguish between; a. Research Paradigm and assumption Research paradigm denotes to an established model in sociology that is acceptable to a substantial number of sociologists in the research community. Imperatively, one would argue that a research paradigm is a research process or an all-encompassing system of associated practices and thinking that attempts to define the nature or pattern of any study along three accepted social dimensions that include epistemology, ontology and methodology (Easterby-Smith et al. 2012). Therefore, a research paradigm has a set of beliefs, values and assumptions that a community of researchers consider as common in their conduct and nature of research. Research paradigms include positivism, pragmatism, and constructivism (Scotland 2012). It follows that most researchers would use these established models to arise at a given conclusion or assumption in their studies. For instance, pragmatists believe that reality changes and can be renegotiated, debated, and interpreted and thus the best approach is the one that solves a problem. However, positivists posit that there is only one reality that can be measured and known. Conversely, research assumptions denote to philosophical views concerning what comprises “reality and validity” in research studies. For instance, quantitative researchers make assumptions that reality is not only objective but singular, and that it can be separated from a researcher. Further, quantitative researchers assume that their findings can be replicated and it is possible to generalise them. However, qualitative researchers assume that reality is subjective and multiple based on the views expressed by participants in their studies (Scotland 2012). Imperatively, assumptions are created by researchers based on the nature of studies that they are conducting but paradigms are established models with dimensions that researchers cannot change. b. Research Problem and gap Research studies occur with the aim of generating solutions to existing problems and even gaps, especially in literature and existing solutions. A problem denotes to a statement put forward or question proposed for a situation or a matter that requires examination (Easterby-Smith et al. 2012). Therefore, a research problem refers to an interrogative sentence or statement that inquires the relationship that exists between two or more variables. Finding the answer to such statements or sentences is what constitutes research. Imperatively, researchers go out to solve the problem. However, a research gap implies any missing element in the existing research literature or the current information that a researcher seeks to fill use their study. It is finding the existing gap that enables researchers to publish their work in answering an existing problem. c. Factor/Variable and construct Factor or variable refers to an issue, incident or a content that can be measured based on certain values. Factors vary from one incident to another and issue to issue. For instance, in carrying out a research study on the current situation in a village, the demographic profile, economic conditions of the villagers, health and hygiene conditions cans be used as variables (Leggett 2011). Further, variables can dependent or independent, experimental or measured, and qualitative or quantitative among others. Construct denote to mental abstractions or abstract idea on something that is inferred by observing a phenomenon. These ideas are used in research in deriving a theory and help in offering explanations for different theoretical components in sets of data (Leggett 2011). d. Inductive and deductive reasoning Inductive reasoning starts from specific observation based on real phenomenon and moves analytically to broader generalities and theories based on the collected and analysed information. Further, inductive reasoning is focused on the generation of a new theory from the existing data (Crossman 2017). However, deductive reasoning is based on testing an existing theory and hypothesis. Using deductive reasoning, one moves analytically from the existing theory with a view of proving the theory or hypothesis. Deductive reasoning is the standard method used in scientific research. Further, it moves from a general and abstract level to a more specific and concrete approach to prove a theory or the existing hypothesis (Crossman 2017). e. Qualitative and Quantitative research methods Qualitative and quantitative research methods are fundamentally different in their approach to research yet their main focus is to generate findings that can be used to solve a research problem. Qualitative research is considered to be mainly exploratory study used to gain an in-depth understanding of the underlying reasons, and opinions and even motivation for a particular situation (Lecture 1 n.d). Further, its emphasis is to allow people understand the situation through their participation by seeking their views and opinions. Again, the reasoning used in qualitative research is mainly inductive with the view of generating new knowledge or theory. Additionally, qualitative research is subjective as the researcher is intimately involved in carrying out the study. Conversely, quantitative research is conclusive and based on existing theory or hypothesis. Secondly, the main goal of quantitative study is on measurement of the variables under research as opposed to understanding (Choy 2014). Thirdly, quantitative research is a scientific and empirical method that can generate numerical data through statistical, logical, and mathematical techniques. Further, it is objective since a researcher is not intimately involved. Again, it relies on random sampling and can select a large representative sample as opposed to qualitative method that uses small sample sizes for better understanding (Choy 2014). Q3. Two Data Collection Methods: Strengths and Limitations Surveys of any type are a better way of collecting large amount of data and provide a broad perspective. Their strengths include being easy to administer, inexpensive and can gather information from a large population spread over a huge geographical area (Scotland 2012). Secondly, they reduce the probability of bias as similar questions are asked to all respondents. Thirdly, interpretation of their results, for instance, through tabulation is easy and straightforward. Again, many people are comfortable responding to surveys as opposed to interviews. However, they have limitations that include low response rate due to incomplete surveys (Lecture 2 n.d). Secondly, items may have different meanings to different respondents and one cannot probe for further details. The size and diversity of information and sample can be limited by respondents’ ability to read and understand questions. Another data collection method is use of focus groups. Their strengths include the ease of setting them up, and group dynamics can offer useful data compared to individual collection. Thirdly, it is essential in gaining insight into a topic that appears difficult to collect information using other methods (Lecture 2 n.d). However, the method is susceptible to researcher’s bias, and discussions may be dominated by few people or participants. Further, data analysis is time consuming and may not offer valid information at an individual level while the information gathered may not be representative of other groups. References Choy, L.T., 2014. “The Strengths and Weaknesses of Research Methodology: Comparison and Complimentary between Qualitative and Quantitative Approaches”. Journal Of Humanities And Social Science (IOSR-JHSS), vol. 19, no.4 ver III, pp.99-104. Crossman, A., 2017. “Inductive vs. Deductive Reasoning: An Overview of Two Different Approaches to Scientific Research”. Accessed on June 15, 2017, from https://www.thoughtco.com/deductive-vs-inductive-reasoning-3026549 https://pdfs.semanticscholar.org/9f50/2a60a65266a5d93d564c0074a8349feba377.pdf Easterby-Smith, M., Thorpe, R. and Jackson, P.R., 2012. Management Research. [online] SAGE Publications. Available at: https://books.google.co.uk/books/about/Management_Research.html?id=ahbhMb-R7MQC&pgis=1 Glaser, B.G and Strauss, A.L., 2012. The Discovery of Grounded Theory: Strategies for Qualitative Research. New Brunswick: Aldine Transaction. [Online]. Accessed from https://books.google.co.ke/books?hl=en&lr=&id=rtiNK68Xt08C&oi=fnd&pg=PP1&dq=grounded+theory+in+qualitative+research&ots=UVCYXhWF1K&sig=zmq0UoiXEBOwxHzMwP5_Gv97wzM&redir_esc=y#v=onepage&q=grounded%20theory%20in%20qualitative%20research&f=false Leggett, A., 2011. “Constructs, Variables, and Operationalisation” Accessed on June 15, 2017, from https://is.muni.cz/el/1456/podzim2015/MPH_CSMR/um/50644629/7_5_constructs_variables_and_operationalization.pdf Saleh, A., n.d. Research Project: Lecture one, PPT. Saleh, A., n.d. Research Project: Lecture Two, PPT. Scotland, J., 2012. Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English Language Teaching, 5(9), pp.9–16. Read More