A topic in research methodology
Research designs in some forms of research have to be followed closely, but in other forms of research designs have more flexibility, and may even be emergent
“meaning that it is not possible to plan the research in detail at the start, as the researcher has to be responsive to what is being learnt as the research proceeds. Indeed, in a ‘grounded theory’ approach…it is totally inappropriate to set out a definite account of a research schedule and the data to be collected at the outset, and the flexibility within the design is seen as a strength as well as an essential part of the methodological approach. In such research, the techniques used (tactics) may be modified during the research. This is acceptable, but only within the overall coherent methodology (strategy).”
Taber, 2013: 78-79
Emergent design is a key feature of grounded theory studies – which utilise ‘theoretical sampling’.
“Qualitative researchers have one great advantage over our quantitative colleagues. We can add new pieces to the research puzzle or conjure entire new puzzles— while we gather data —and that can even occur late in the analysis. The flexibility of qualitative research permits you to follow leads that emerge.”
Charmaz, 2006, p.25
However, not all researchers would be comfortable with this openness:
“Beyond the decisions concerning initial collection of data, further collection cannot be planned in advance of the emerging theory. Only as the researcher discovers codes and tries to saturate them by theoretical sampling in comparison groups, do the successive requirements for data collection emerge … By identifying emerging gaps in the theory, the analyst will be guided as to next sources of data”
Glaser & Holton, 2004, ¶51
Sources cited:
- Charmaz, Kathy C. (2006) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: SAGE.
- Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
- Glaser, Barney G. & Holton, Judith (2004) Remodeling Grounded Theory, Forum: Qualitative Social Research, 5(2), Article 4,
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
