Characteristics of Grounded Theory

Grounded theory (GT) can be seen as a bridge between confirmatory and discovery research: Historically GT can be considered as a response to positivist approaches in sociology, and seen as an attempt to make ‘qualitative’ approaches to data analysis as rigorous as ‘scientific’ approaches.

“All that GT is, is the generation of emergent conceptualizations into integrated patterns, which are denoted by categories and their properties.

This is accomplished by the many rigorous steps of GT woven together by the constant comparison process, which is designed to generate concepts from all data. Most frequently, qualitative data incidents are used.” (Glaser, 2002a, p.2)

Glaser, Barney G. (2002a) Conceptualization: On Theory and Theorizing Using Grounded Theory, International Journal of Qualitative Methods, 1 (2) Spring 2002.

“Stated simply, grounded theory methods consist of systematic, yet flexible guideline for collecting and analyzing qualitative data to construct theories "grounded" in the data themselves…Thus data forms the foundation of our theory and our analysis of these data generates the concepts we construct.” (Charmaz, 2006, Ch.1, p.4)

Charmaz, Kathy C. (2006) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: SAGE.

As the name suggests, GT is seen to be about building theory (theory than can be considered to be grounded in the data).

Grounded theory is cyclic in nature: “By its nature, then, grounded theory requires cycles of research activity.” (Taber, 2000: 471)

Taber, K. S. (2000). Case studies and generalisability - grounded theory and research in science education. International Journal of Science Education, 22(5), 469-487.

It is also an open-ended process which should be carefully paced and not rushed or forced. It has been described as a ‘delayed action’ process! It has also been suggested that in a sense GT studies should never be considered complete.

“GT studies are characterised by a number of features, which include:

•   a delayed literature review

•   an emergent design

•   flexible and responsive (‘theoretical’) sampling

•   an iterative approach to analysis (‘constant comparison’)

•   an open timeline for the research (‘theoretical saturation’)” (Taber, 2009:220)

Taber, K. S. (2009). Building theory from data: grounded theory. In E. Wilson (Ed.), School-based Research: A Guide for Education Students (pp. 216-229). London Sage.

There are a number of key concepts used by grounded theory researchers.

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