DOCSLIB.ORG

Theoretical Coding: Text Analysis in Grounded Theory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Theoretical Coding: Text Analysis in Grounded Theory Flick 5.13.qxd 3/19/04 2:39 PM Page 270 5.13 Theoretical Coding: Text Analysis in Grounded Theory Andreas Böhm 1 Procedure according to grounded theory 270 2 Limitations of the method 274 3 Developments and perspectives 274 Barney Glaser and Anselm Strauss (1967) data collection is oriented to theoretical created in their grounded theory a comprehensive sampling (see 4.4): in the early stages as many idea of the epistemological and research process different people, situations and documents as in the social sciences (see 2.1, 6.6). It extends possible are selected to obtain data covering the from the first ideas of a research question to the complete spectrum of the research question. production of the report on results (see 5.22). Subsequently data are sought that will confirm Data collection, analysis and formulation of or modify the (provisional) categories of the theory are closely interrelated. The label grounded theory that have already been developed. theory is often used to refer to both the method ‘Sensitizing concepts’ as guiding principles are and also the research result that is sought through the starting point of the research and have the the use of this theory. On the basis of empirical character of open questions (‘what happens research in a particular object area it makes it pos- and how?’). The researchers’ own questions, sible to formulate a valid theory for this area con- their prior understanding and, related to this, sisting of interrelated concepts and suitable for their own prejudices concerning the research the production of a description and an explana- issue can be worked out by means of brain- tion of the social phenomena investigated. storming and group discussions. The reading of relevant literature also belongs to this (special- ist publications, but also journalistic work, 1 PROCEDURE ACCORDING novels and stories). The most important intel- TO GROUNDED THEORY lectual activity in the analytical process consists of comparison. This refers less to the search for Grounded theory is a Kunstlehre (art), and so its identical contents than to the search for simi- procedure cannot be learned in the form of larities and differences (Busse 1994). Coding prescriptions. A clear example of the use of the may be described as the deciphering or interpre- procedure may be found in the chapter by tation of data and includes the naming of con- Hildenbrand about Anselm Strauss (see 2.1). cepts and also explaining and discussing them The following summary of the procedure relies in more detail. The explanations are reflected in in particular on the presentations of Glaser coding notes. The result of coding is then a list (1978), Strauss (1987) and Strauss and Corbin of terms as well as an explanatory text. Three (1990). The data material here is text in the types of coding may be distinguished that may broader sense of the term (transcribed interviews, be partially considered as phases in the research field notes, observation reports, and so on). The process – open, axial and selective coding (see Flick 5.13.qxd 3/19/04 2:39 PM Page 271 THEORETICAL CODING: TEXT ANALYSIS IN GROUNDED THEORY 271 below). ‘Code’ is a technical term from the • Why? What reasons are given or may be analytical procedure and signifies a named con- deduced? cept. In the data indicators are sought of the • For what reason? With what intention, and phenomenon being studied. The target of the for what purpose? first analyses is the production of codes that • By what means? What methods, tactics and relate directly to the data. Initially, concepts strategies are used to achieve the goal? always have a provisional character, and in the course of the analysis they become more differ- In coding researchers use their background entiated, numerous and abstract. The differenti- knowledge about the context of the textual pas- ated concepts are known as categories. sage being investigated and, in general terms, their knowledge about the area of investigation. Writing of memos The result of the work is an interpretative text which adheres to analytical thinking about the Theoretical memos are based on the coding phenomenon and which often contains ques- notes mentioned above and on broad interrela- tions about how the phenomenon might be tions that are gradually revealed by the investi- further investigated (see 2.1 for an example). gator. The writing of theoretical memos requires Theoretical codes in the sense of terms from sci- researchers to distance themselves from the data, entific theories should initially be avoided. and also helps them to go beyond purely More profitable are in-vivo codes, which, as col- descriptive work (motto ‘Stop and memo!’). In loquial interpretations of the phenomena, are the course of the analysis memos can become taken directly from the language of the field of starting points for the formulation of the final investigation. In-vivo codes are components of manuscript. Exactly as with theoretical memos, ‘theories’ formulated personally by the produc- there is a constant process of writing and revi- ers of the text in question. Traditional categories sion (theoretical sorting). Working in a team of such as age, gender, level, and so on, should only colleagues prevents one-sidedness and can speed be used after a thorough scrutiny of their rele- up the epistemological process, for which reason vance. The text and the researcher’s background working in a team of investigators and (research) knowledge make it possible to specify different supervision have proved to be of value. aspects or properties of the phenomenon being investigated. Mental comparisons (including false and extreme instances) provide some indi- Open coding cation of the possible variation in these aspects or in their characteristics. If a particular aspect or In open coding data are ‘broken down’ analyti- property may be plotted on a continuum, then cally, and in this the principle of grounded we are dealing with a dimension. theory shows itself: from the data, that is from Open coding is an expanding procedure in the the text, a succession of concepts is developed sense that considerable quantities of interpreta- that may ultimately be used as building blocks tive text can be added to a small segment of an for the model. As a first step it is advisable to original text. To retain an overview, the investi- analyse single short textual passages (line by gator should continually write memos, and sort line). Subsequently larger paragraphs or even and weigh up the results of the work. In order- whole texts may be coded. In order to avoid ing the interim results it will become clear what simple paraphrasing, the following ‘theory- concepts are important for the researcher’s own generating’ questions are asked of the text. question and therefore require deeper analysis, and what results should be discarded and not • What? What is at issue here? What phenom- pursued in greater depth. enon is being addressed? • Who? What persons or actors are involved? What roles do they play? How do they Axial coding interact? • How? What aspects of the phenomenon are This step serves to refine and differentiate con- addressed (or not addressed)? cepts that are already available and lends them • When? How long? Where? How much? How the status of categories. One category is located strongly? at the centre and a network of relationships is Flick 5.13.qxd 3/19/04 2:39 PM Page 272 272 A COMPANION TO QUALITATIVE RESEARCH Context and intervening conditions Causal Phenomenon Consequences conditions Action strategies Figure 5.13.1 Coding paradigm for social science research questions developed around it. Typically, axial coding is development of the phenomenon, for instance, used particularly in the middle and later stages a broken leg (= cause) leads to pain (= phenome- of an analysis. In the same way as open coding, non). It is important here to clarify the proper- axial coding is applied to very short textual seg- ties of the cause. For the example given, this ments (in the sense of a detailed analysis), to would mean asking: What kind of fracture? larger extracts or to the entire text. For theory- Simple or compound? And so on. With causes a formation what is of particular importance is distinction must sometimes be made between the development of relationships between the the subjective view, as it may be presented, for axial categories and the concepts that are related example, as a speaker’s perspective in an inter- to them in terms of their formal and content view text, and the view of the researcher. Causes aspects. The axial category is developed in its are normally only valid in a particular set of con- temporal and spatial relationships, in relation- ditions, and here what is of particular importance ships of cause and effect, in means–ends rela- for the formation of an action-related theory tionships and in terms of argumentative and are the conditions that promote or restrict the motivational connections. The hypothetical possibilities for action or interaction. Under relationships in axial coding must be repeatedly contextual conditions are included particularly checked in a deductive procedure, using new time, place and duration. And among intervening data material. To explain the relationships conditions we find the social, political and cul- between categories that relate to partial aspects tural environment and the individual biography. of social action, Strauss’s coding paradigm has Actions and interactions have two properties. proved to be of value (Figure 5.13.1). (1) They are processes and have a sequence, and The following example, in which ‘pain’ has it is therefore appropriate to ask about sequences been selected as the axial category, will illustrate and temporal course of action.
Load more

Recommended publications
  • Constructionism and the Grounded Theory Method
    CHAPTER 20 Constructionism and the Grounded Theory Method • Kathy Charmaz n the introduction to this Handbook, James is grounded theory? The term refers to both A. Holstein and Jaber F. Gubrium suggest the research product and the analytic Ithat a social constructionist approach method of producing it, which I emphasize deals best with what people construct and here. The grounded theory method begins how this social construction process unfolds. with inductive strategies for collecting and They argue that the constructionist vo- analyzing qualitative data for the purpose of cabulary does not as readily address the why developing middle-range theories. Exam- questions that characterize more positivistic ining this method allows us to rethink ways inquiry.1 In their earlier methodological of bringing why questions into qualitative re- treatise, The New Language of Qualitative search. Method (Gubrium & Holstein, 1997), they A social constructionist approach to proposed that naturalistic qualitative re- grounded theory allows us to address why searchers could address why questions “by questions while preserving the complexity of considering the contingent relations be- social life. Grounded theory not only is a tween the whats and hows of social life” method for understanding research partici- (p. 200). To date, however, most qualitative pants’ social constructions but also is a research has not addressed why questions. method that researchers construct through- In contrast, the grounded theory method out inquiry. Grounded theorists adopt a few has had a long history of engaging both why strategies to focus their data gathering and questions and what and how questions. What analyzing, but what they do, how they do it, 397 398 • STRATEGIES AND TECHNIQUES and why they do it emerge through interact- Objectivist grounded theory (Glaser, 1978, ing in the research setting, with their data, 1992, 1998) has roots in mid-20th-century colleagues, and themselves.
    [Show full text]
  • Using Grounded Theory to Explore Learners' Perspectives of Workplace Learning
    Special Issue: Work-integrated learning research methodologies and methods Using grounded theory to explore learners’ perspectives of workplace learning JULIE BYTHEWAY1 University of the Sunshine Coast, Sippy Downs, Australia Grounded theory is an inductive enquiry that explains social processes in complex real-world contexts. Research methods are cumulative cyclic processes, not sequential processes. Researchers remain theoretically sensitive and approach data with no preconceived hypotheses or theoretical frameworks. Literature is reviewed as lines of enquiry and substantive theories emerge. Interviewers ask broad open questions, check understanding and prompt further description. Participants choose how they share their perspectives and experiences. Everything is considered data. Data is analyzed in cyclic processes. Initially coding uses participants’ words, and then identifies patterns, social processes and emerging substantive theories. Memos and diagrams facilitate understanding of data and literature. Grounded theory is a suitable research methodology for work-integrated learning because grounded theory explains social processes, such as learning, in complex real-world contexts, such as workplaces, where multiple influencing factors occur simultaneously. A case study illustrates how grounded theory was used to explain learning in the workplace. Keywords: Research methodology, research methods, grounded theory, inductive enquiry, work-integrated learning, teacher education GROUNDED THEORY METHODOLOGY Using an Inductive Approach Grounded theory was developed by Glaser and Strauss (1967) from pragmatism (Mead, 1967) and symbolic interactionism (Blumer, 1969) as “a reaction against … ‘grand’ theories produced through the logico-deductive method of science” (Denscombe, 2007, p. 100). Grounded theory does not test hypotheses nor merely describe phenomenon (Birks & Mills, 2012; Dunne, 2011). Urquhart (2013) describes grounded theory as having integrity because it “does not seek to impose preconceived ideas on the world (p.
    [Show full text]
  • Grounded Theory: Some Reflections on Paradigm, Procedures and Misconceptions
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Wolverhampton Intellectual Repository and E-theses Wolverhampton Business School Management Research Centre __________________________________________________________________________________________________ Grounded Theory: some reflections on paradigm, procedures and misconceptions by Christina Goulding Working Paper Series June 1999 Number WP006/99 ISSN Number ISSN 1363-6839 Christina Goulding Principal Lecturer University of Wolverhampton, UK Tel: +44 (0) 1902 323692 Fax: +44 (0) 1902 323755 Email: C. [email protected] © University of Wolverhampton 1999 - All rights reserved Grounded Theory: some reflections on paradigm, procedures and misconceptions _________________________________________________________________________________________ Copyright © University of Wolverhampton 1999 All rights reserved. No part of this work may be reproduced, photocopied, recorded, stored in a retrieval system or transmitted, in any form or by any means, without the prior permission of the copyright holder. The Management Research Centre is the co-ordinating centre for research activity within Wolverhampton Business School. This working paper series provides a forum for dissemination and discussion of research in progress within the School. For further information contact: Management Research Centre Wolverhampton Business School Telford, Shropshire TF2 9NT !01902 321772 Fax 01902 321777 The Working Paper Series is edited by Kate Gilbert 2 Management Research Centre 1999 Grounded
    [Show full text]
  • What Is Grounded Theory Good For? Vivian B
    Marquette University e-Publications@Marquette College of Communication Faculty Research and Communication, College of Publications 3-1-2018 What Is Grounded Theory Good For? Vivian B. Martin Central Connecticut State University Clifton Scott University of North Carolina - Charlotte Bonnie Brennen Marquette University, [email protected] Meenakshi Gigi Durham University of Iowa Accepted version. Journalism & Mass Communication Quarterly, Vol. 95, No. 1 (March 1, 2018): 11-22. DOI. © 2018 by Association for Education in Journalism & Mass Communication. Used with permission. Marquette University e-Publications@Marquette College of Communication Faculty Research and Publications/Department of Communication This paper is NOT THE PUBLISHED VERSION; but the author’s final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation below. Journalism & Mass Communication Quarterly, Vol. 95, No. 1 (March, 2018): 11-22. DOI. This article is © SAGE Publications and permission has been granted for this version to appear in e- Publications@Marquette. SAGE Publications does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from SAGE Publications. Contents Grounded Theory: Popular, Useful, and Misunderstood.............................................................................. 3 What GT Can Do for Journalism and Mass Communication Research ......................................................... 3 From Method to Methodology
    [Show full text]
  • Comparing the Five Approaches
    Chapter 4 Five Qualitative Approaches to Inquiry 103 with providing illustrative examples that we can continue to curtail such practices. Case study research has experienced growing recognition during the past 30 years, evidenced by its more frequent application in published research and increased avail- ability of reference works (e.g., Thomas, 2015; Yin, 2014). Encouraging the use of case study research is an expressed goal of the editors of the recent Encyclopedia of Case Study Research (Mills, Durepos, & Wiebe, 2010). Engaging researchers are a focus of a number of publications aimed at guiding those new to the approach (e.g., Baxter & Jack, 2008; Flyvbjerg, 2006). Comparing the Five Approaches All five approaches have in common the general process of research that begins with a research problem and proceeds to the questions, the data, the data analysis and interpretations, and the research report. Qualitative researchers have found it helpful to see at this point an overall sketch for each of the five approaches. From these sketches of the five approaches, we can identify fundamental differences amongdistribute. these types of qualitative research. Finally, we compare the five approaches relating the dimensions of foundational considerations (Table 4.1), data procedures (Table 4.2), and research reporting (Table 4.3). or In Table 4.1, we present four dimensions for distinguishing among the founda- tional considerations for the five approaches. At a most fundamental level, the five differ in what they are trying to accomplish—their foci or the primary objectives of the studies. Exploring a life is different from generating a theory or describing the behavior of a cultural group.
    [Show full text]
  • Grounded Theory As an Emergent Method
    CHAPTER 7 Grounded Theory as an Emergent Method Kathy Charmaz uring its 40-year history, grounded the- How does grounded theory fit the defini- ory has served as a major method for tion of an emergent method? In which ways Dconducting emergent qualitative re- does the grounded theory method advance search.1 What is an emergent method? I start the development of emergent methods? with a working definition of an emergent Grounded theory is predicated on an emer- method as inductive, indeterminate, and gent logic. This method starts with a system- open-ended. An emergent method begins atic, inductive approach to collecting and with the empirical world and builds an in- analyzing data to develop theoretical analy- ductive understanding of it as events unfold ses. The method also includes checking and knowledge accrues. Social scientists emergent categories that emerge from suc- who use emergent methods can study re- cessive levels of analysis through hypotheti- search problems that arise in the empirical cal and deductive reasoning. Grounded the- world and can pursue unanticipated direc- ory offers systematic analytic strategies that tions of inquiry in this world. Emergent combine explicitness and flexibility. methods are particularly well suited for Fundamental tenets of the grounded the- studying uncharted, contingent, or dynamic ory method include: (1) minimizing precon- phenomena. These methods also allow for ceived ideas about the research problem and new properties of the studied phenomenon the data, (2) using simultaneous data collec- to appear that, in turn, shape new con- tion and analysis to inform each other, (3) ditions and consequences to be studied.
    [Show full text]
  • Grounded Theory Research Methods in Architecture & Design
    THE POWER OF WORDS: GROUNDED THEORY RESEARCH METHODS IN ARCHITECTURE & DESIGN Christina Bollo1, Tom Collins2 1University of British Columbia, Vancouver, British Columbia 2Ball State University, Muncie, Indiana ABSTRACT: Grounded Theory (GT) is a systematic methodology used to reveal patterns in qualitative data and to develop theoretical positions or frameworks from these patterns—the theory is “grounded” in the words. Since its inception in the late 1960s, GT has emerged as a preeminent qualitative research methodology and is widely used in diverse disciplines such as nursing, education, and the social sciences where researchers look to better understand the why and how questions related to human decision making and action—questions that frequently interest architects and designers. Grounded Theory is a robust and intuitive approach and set of procedures suitable for a wide variety of architectural research objectives that should be considered and used more often. It can be used as a stand-alone qualitative method or in conjunction with quantitative methods as part of a mixed methods approach. This paper includes an elegant plan of action for researchers who are not content to let the richness of interviews and observations go to waste. The process for beginning a Grounded Theory analysis is laid out simply with key references highlighted. GT is equally powerful in analyzing existing data, resulting in new answers and unexpected questions. KEYWORDS: Grounded Theory, qualitative methods, participant narratives, research methods, complexity INTRODUCTION Architectural researchers and practitioners often rely on various qualitative research methods. Grounded Theory (GT) is one of several qualitative methodological traditions. Other traditions include narrative psychology, phenomenology, ethnography, incident technique, intuitive inquiry, etc.
    [Show full text]
  • CHALLENGES to GROUNDED THEORY the Specificity of Grounded Theory As a Social Science Theory
    Lars Mjøset Department of Sociology and Human Geography University of Oslo PO Box 1096, Blindern 0317 Oslo Norway [email protected] Paper for the 37th World congress of the International Institute of Sociology, Stockholm July 5-9, 2005 CHALLENGES TO GROUNDED THEORY The specificity of grounded theory as a social science theory The following two schemes are drawn from a comparison of the various meanings given to the term “theory” in social science (Mjøset 2001, revised Mjøset 2004). Table 1 challenges the persistent dualism invoked in discussions on the philosophy of the social sciences. A distinction between three practical philosophies of social science — common attitudes (habits of thought) among groups of researchers — are offered as a more productive alternative. Very briefly Any scholar who has done social reserch for some time knows that a large group of social scientists conduct research and legitimate what they are doing in ways that refer to routines similar to those employed in various natural sciences (experimental designs, mathematical modelling techniques, etc.). We also know that there is another group of scholars who proceed in ways that remind us of work in the humanities (interpreting texts, reconstructing culturally significant events, reflecting on the existential challenges of our time, etc.). I do not mean that they rigidly copy these other fields of science, but that their inspiration is mainly drawn from models and philosophies of science relating to these fields, and they communicate well with the two other camps respectively. But let us think of a third group, one which is not usually distinguished.
    [Show full text]
  • 1 Glossary Adapting Coding from Grounded Theory: a Data-Driven
    Glossary Adapting coding from grounded theory: a data-driven strategy for generating categories, adapting open coding from grounded theory. It involves three steps: (1) identifying concepts in your material, based on similarities and differences; (2) grouping similar concepts into categories; (3) generating structure by distinguishing between main categories and subcategories. Blind coding: see coding. CAQDAS: computer-aided qualitative data analysis software. Category: Categories are the building blocks of coding frames, each category corresponding to a relevant meaning. Categories can be main categories or subcategories. Main category (dimension): captures aspects of meaning on which your analysis is focused. Residual category (miscellaneous category): functions as a container for unanticipated information that is relevant to your research question, but is not described by any of the other, substantive (sub)categories in your coding frame. Subcategory: captures what is said with respect to your main categories. Co-occurrence (of categories): Categories are said to co-occur if the same unit of analysis has been assigned to these (main) categories or if adjacent units of coding have been assigned to these categories. Examining your findings for co-occurrences is part of data exploration towards presenting your results in qualitative style. Coder: person who does the coding in QCA. Coding: The term has a broad meaning in qualitative research in general and a narrow meaning specific to QCA. In the broader sense ‘coding’ is used as an umbrella term to refer to a variety of methods for analysing qualitative data and establishing links between data, other data, and concepts. In the context of QCA, ‘coding’ refers to that step in QCA where you assign a unit of your material (a unit of coding) to one of the (sub)categories in your coding frame.
    [Show full text]
  • Informed Grounded Theory
    Informed grounded theory Robert Thornberg Linköping University Post Print N.B.: When citing this work, cite the original article. This is an electronic version of an article published in: Robert Thornberg , Informed grounded theory, 2012, Scandinavian Journal of Educational Research, (56), 3, 243-259. Scandinavian Journal of Educational Research is available online at informaworldTM: http://dx.doi.org/10.1080/00313831.2011.581686 Copyright: Taylor & Francis (Routledge) http://www.routledge.com/ Postprint available at: Linköping University Electronic Press http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69969 Informed Grounded Theory Robert Thornberg Linköping University, Sweden There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) pre- sents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity. Keywords: grounded theory, literature, qualitative analysis, constructivism, theoretical sensitivity Informed Grounded Theory The grounded theory (GT) approach is a widely cited and frequently used approach in a wide range of disciplines and subject areas, including the field of qualitative research in education (for examples of recently publicized GT studies in educational research, see Cherubini, Niemczyk, Hodson, & McGean, 2010; Drugli, Clifford, & Larsson, 2008; Givon & Court, 2010; Leino, 2006; Smart & Brent, 2010).
    [Show full text]
  • Grounded Theory: a Methodological Spiral from Positivism to Postmodernism
    JAN RESEARCH METHODOLOGY Grounded theory: a methodological spiral from positivism to postmodernism Jane Mills, Ysanne Chapman, Ann Bonner & Karen Francis Accepted for publication 22 December 2006 Jane Mills MN RN MILLS J., CHAPMAN Y., BONNER A. & FRANCIS K. (2007) Grounded theory: a PhD Candidate methodological spiral from positivism to postmodernism. Journal of Advanced School of Nursing and Midwifery, Monash Nursing 58(1), 72–79 University, Churchill, Victoria, Australia doi: 10.1111/j.1365-2648.2007.04228.x Ysanne Chapman PhD RN Associate Professor of Nursing Abstract School of Nursing and Midwifery, Monash Title. Grounded theory: a methodological spiral from positivism to postmodernism University, Churchill, Victoria, Australia Aim. Our aim in this paper is to explain a methodological/methods package devised to incorporate situational and social world mapping with frame analysis, based on a Ann Bonner PhD RN grounded theory study of Australian rural nurses’ experiences of mentoring. Senior Lecturer Background. Situational analysis, as conceived by Adele Clarke, shifts the research School of Nursing Sciences, James Cook methodology of grounded theory from being located within a postpositivist para- University, Townsville, Queensland, digm to a postmodern paradigm. Clarke uses three types of maps during this pro- Australia cess: situational, social world and positional, in combination with discourse Karen Francis PhD RN analysis. Professor of Rural Nursing Method. During our grounded theory study, the process of concurrent interview School of Nursing and Midwifery, Monash data generation and analysis incorporated situational and social world mapping University, Churchill, Victoria, Australia techniques. An outcome of this was our increased awareness of how outside actors influenced participants in their constructions of mentoring.
    [Show full text]
  • Grounded Theory As an Approach for Exploring the Effect of Cultural Memory on Psychosocial Well-Being in Historic Urban Landscap
    social sciences $€ £ ¥ Article Grounded Theory as an Approach for Exploring the Effect of Cultural Memory on Psychosocial Well-Being in Historic Urban Landscapes Fatmaelzahraa Hussein 1,2,* , John Stephens 1 and Reena Tiwari 1 1 School of Design and Built Environment, Curtin University, Perth, WA 6845, Australia; [email protected] (J.S.); [email protected] (R.T.) 2 Department of Architectural Engineering, High Institute of Engineering and Technology, El Behira 22699, Egypt * Correspondence: [email protected]; Tel.: +61-469606078 Received: 26 October 2020; Accepted: 23 November 2020; Published: 27 November 2020 Abstract: Although grounded theory (GT) has emerged as a popular research approach across multiple areas of social science, it has been less widely taken up by researchers working in the fields of urban planning and design. The application of GT enables uniquely innovative insights to be gained from qualitative data, but it has attracted criticism and brings its own challenges. This paper proposes a methodology that could be applied by other researchers in the field of urban research. Utilising constructivist GT as a qualitative approach, this research investigates how cultural memory impacts the psychosocial well-being and quality of life (QoL) of users of, and visitors to, historic urban landscapes (HULs). Based on the findings, it can be posited that the application of GT yields a rich and nuanced understanding of how users of HULs experience the settings in which they live, and the impact and significance on human psychosocial well-being of the cultural memories incarnated within such settings. The current paper also contends that GT enables researchers studying the built environment to construct inductively based theories.
    [Show full text]