Delaying the literature review in grounded theory

A topic in research methodology

In most forms of research the literature review is undertaken before data collection commences.

However, in GT studies, it is usual to defer the completion of the review until later, so that emerging concepts can suggest areas of literature to consider.

“To undertake an extensive review of literature before the emergence of a core category violates the basic premise of GT – that being, the theory emerges from the data not from extant theory”

Glaser & Holton, 2004, ¶46

The process of preparing to enter into research has been described as “washing your mind clean” (Measor and Woods, 1991: 69)

There are however different views on the extent to which literature should be considered at all prior to entering the research context to collect data (i.e., whether no prior literature review at all should be undertaken in a genuine GT study).

Not undertaking a specific literature review should not be equated with valuing ignorance, as Glaser has suggested that familiarity with literature is needed to develop theoretical sensitivity.

Perhaps the main difference between the literature review in GT studies and most studies are that

•  in more traditional studies the aim is to read all the most relevant literature when conceptualising the study (so ideally one only later adds material published in the interim), and reading for the review becomes more selective and focused as a strong conceptualisation of the field is constructed;

but

• in GT the aim is to read widely, and not close down the range of literature which could eventually prove pertinent, and to continue to follow up new areas of reading at all points in the study.

Sources cited:

• Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4, Available at: http://www.qualitative-research.net/fqstexte/2-04/2-04glaser-e.htm
• Measor, L., & Woods, P. (1991). Breakthrough and blockage in ethnographic research: contrasting experiences during the changing schools project. In G. Walford (Ed.), Doing Educational Research (pp. 59-81). London: Routledge.