Grounded theory?


 

The original work of Glaser and Strauss (1967) challenged the belief that qualitative research lacks rigour and that by using and building comparative analysis this can enable the generation of new insights and theories. They further explain how a theory can be generated from data inductively and that this technique can provide a unique outlook where quantitative methodology can be the most valid, unbiased way to determine truths about the world, especially when it covers new uncovered ground.


As Berks et al (2019) explain that grounded theory represents both a method of inquiry and a resultant product of that inquiry.

In the case of my own research I’m investigating an unknown situation with the aim of building new insight or theories that could help inform future curriculum developments for digital accessibility.

Berks et al (2019) describe the development of the constant comparative method which is a key element of grounded theory and deemed an original way of organising and analysing qualitative data. They go on to explain that this methodology is appropriate to use when little is known about a phenomenon. This type of research structure could be the most appropriate for me. It would help to analyse, compare and build up findings, themes and theories as they become apparent or begin to develop from the coding of ongoing data. 

Constructivist grounded theory has methodological underpinnings that focus on how participants’ construct meaning in relation to the area of inquiry (Charmaz, 2006). Constructivism also aligns to my investigation exploring and constructing how participants understand about digital accessibility and the wider variable topics of my inquiry within the curriculum.











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