Surviving Grounded Theory Research Method in an Academic World: Proposal Writing and Theoretical Frameworks...

Naomi Elliott, Trinity College Dublin  Agnes Higgins, Trinity College Dublin Abstract Grounded theory research students are frequently faced with the challenge of writing a research proposal and using a theoretical framework as part of the academic requirements for a degree programme. Drawing from personal experiences of two PhD graduates who used classic grounded theory in two different universities, this paper highlights key lessons learnt which may help future students who are setting out to use grounded theory method. It identifies key discussion points that students may find useful when engaging with critical audiences, and defending their grounded theory thesis at final examination. Key discussion points included are: the difference between inductive and deductive inquiry; how grounded theory method of data gathering and analysis provide researchers with a viable means of generating new theory; the primacy of the questions used in data gathering and data analysis; and, the research-theory link as opposed to the theory-research link. Introduction The aim of this paper is to help grounded theory research students deal with challenges arising from doing grounded theory research within an academic context and meeting the requirements of their degree programmes. The status of grounded theory research method in academia is contested (Bryant & Charmaz, 2007); insofar as it is considered that some aspects of grounded theory method do not conform to traditional conventions of academic research. Although each grounded theory research project gives rise to a unique set of challenges, when working in an academic environment that is unfamiliar with grounded theory, there are common problems that many students and researchers experience. Two recurring problems experienced by numerous grounded theory students across Canada and Europe (Luckerhoff & Guillemette, 2011; Walls, Parahoo, & Fleming, 2010) relate to the initial literature review and use of a theoretical framework. For students, these are key issues, not only at the start of their research project, but at the end stage when defending their grounded theory thesis at final examination. Drawing from personal experiences of two PhD graduates who used classic grounded theory in two universities, one UK (Queen’s University, Belfast) and one Irish (Trinity College Dublin), this paper highlights key lessons learned that may help students who are setting out to use grounded theory method. Key discussion points are also identified that students may use when engaging with critical audiences when discussing grounded theory method with other researchers, writing up the thesis, defending at viva or doing conference presentations. Tensions between Grounded Theory and Traditional Research Approaches Since its introduction by Glaser and Strauss in 1967, grounded theory is increasingly being used as a research method in diverse areas. It provides a viable means for scholars and participants to generate a new and emic perspective, and to generate theory that is grounded in the realities of the participants’ daily life experiences. However, the hegemony of traditional research approach gives rise to difficulties for those researchers who wish to pursue an approach that is outside the traditional research conventions. Many of the tensions between grounded theory and traditional research stem from differences that are rooted in the differences between inductive and deductive enquiry. A key feature of grounded theory is it provides for inductive enquiry, a means of generating new theory and new understandings, and requires researchers to identify the research problem from the research participants’ perspectives. By contrast, traditional research provides for deductive enquiry, a means of proving or disproving existing theory and requires researchers to identify the research problem from the extant literature. ...

About the Authors

Naomi Elliott was awarded her PhD degree from Queen’s University Belfast and holds professional awards of Registered General Nurse and Registered Nurse Tutor from the Nursing and Midwifery Board of Ireland. Her integrated clinical and research expertise draws from her experience at the different levels of healthcare: from policy–making whilst working in the Irish Nursing and Midwifery Board, and with the Department of Health and Children, to the design of professional education programmes, to clinical practice in Ireland, Scotland and New Zealand, as well as a diverse range of research methods across numerous healthcare related projects. She first met Dr. Glaser in 2002 during her PhD studies and now has several publications and research presentations on grounded theory. Naomi’s current research interest is the development of new models of care delivery and quality in healthcare for major conditions such as epilepsy. Email: naomi.elliott@tcd.ie Foster Fei, Ph.D. Corresponding author (email: fosterfei@outlook.com), Fellow at Grounded Theory Institute. He has been actively involved in teaching and mentoring novice GT researchers and advocating classic GT in China. Over the years, Dr. FEI has overseen the successful completion of GT studies conducted by some highly promising researchers (Chen, 2020; Feng, 2021; Wang, 2022). He has also been working on the translation of Glaser’s texts into Chinese and organising GT seminars in China. Astrid Gynnild is Professor, PhD, at the Department for Information Science and Media Studies, University of Bergen, Norway. Her current research interests include social implications of surveillance technologies, journalism creativity, and teaching and learning activities. When onboarding as an editor of the Grounded Theory Review (2012-2018), she turned the Review into an open access, online journal with a global outreach – including a comprehensive archive of grounded theories. Mentored by Dr. Glaser, she has published several theories and taught and written extensively on the work processes of grounded theory. She co-edited the volume Grounded Theory: The Philosophy, Method, and Work of Barney Glaser (BrownWalker Press 2012) with Vivian B. Martin. She is a Fellow of The Grounded Theory Institute and a peer reviewer of The Grounded Theory Review. Senada Hajdarevic, Department of Nursing, Umeå University, Sweden. Michael Harris, University of Exeter, Exeter, United Kingdom; Institute of Primary Health Care (BIHAM), University of Bern, Bern, Switzerland.  Lars Harrysson is a senior lecturer at School of Social Work, Lund University. He has a background in economic history and his doctoral thesis in 2000 blended the fields of history, economy and social policies as the early retirement structures in Sweden were in focus. Since then, research and pedagogical development work have hit several bases; elderly care, faith, cancer rehabilitation, all methodologically, at least partly, inspired from grounded theory, as well as migration, retirement, and social and economic inequality. At the moment he is involved in collaboration with scholars in Ukraine regarding pedagogical design and reflection, and a grounded theory project inspired by story-telling in primary care. Agnes Higgins is a Professor in Mental Health Nursing at Midwifery in the School of Nursing and Midwifery in Trinity College Dublin, Ireland. She completed her PhD using grounded theory and is supervising a number of PhD students who are conducting classic grounded theory studies. Email: ahiggins@tcd.ie Robert Hoffman, Departments of Family Medicine & Medical Education, Sackler Medical School, Tel Aviv University, Israel. Kirsten Jack, RN PhD MSc BSc(Hons) PhD PGCE, Manchester Metropolitan University, is a Professor of Nursing Education in the Faculty of Health and Education at Manchester Metropolitan University. She has a clinical background in primary health care nursing, working...