Qualitative Methodologies: Ethnography, Phenomenology, Grounded Theory and More
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Descriptive AI Ethics: Collecting and Understanding the Public Opinion
Descriptive AI Ethics: Collecting and Understanding the Public Opinion GABRIEL LIMA, School of Computing, KAIST and Data Science Group, IBS, Republic of Korea MEEYOUNG CHA, Data Science Group, IBS and School of Computing, KAIST, Republic of Korea There is a growing need for data-driven research efforts on how the public perceives the ethical, moral, and legal issues of autonomous AI systems. The current debate on the responsibility gap posed by these systems is one such example. This work proposes a mixed AI ethics model that allows normative and descriptive research to complement each other, by aiding scholarly discussion with data gathered from the public. We discuss its implications on bridging the gap between optimistic and pessimistic views towards AI systems’ deployment. 1 INTRODUCTION In light of the significant changes artificial intelligence (AI) systems bring to society, many scholars discuss whether and how their influence can be positive and negative [21]. As we start to encounter AI systems in various morally and legally salient environments, some have begun to explore how the current responsibility ascription practices might be adapted to meet such new technologies [19, 33]. A critical viewpoint today is that autonomous and self-learning AI systems pose a so-called responsibility gap [27]. These systems’ autonomy challenges human control over them [13], while their adaptability leads to unpredictability. Hence, it might infeasible to trace back responsibility to a specific entity if these systems cause any harm. Considering responsibility practices as the adoption of certain attitudes towards an agent [40], scholarly work has also posed the question of whether AI systems are appropriate subjects of such practices [15, 29, 37] — e.g., they might “have a body to kick,” yet they “have no soul to damn” [4]. -
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. -
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. -
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 -
An Invitation to Qualitative Research
CHAPTER 1 An Invitation to Qualitative Research n recent years, binge drinking has caused considerable concern among admin - istrators at colleges and universities, compelled by statistics that show marked Iincreases in such behavior. A qualitative researcher studying this topic would seek to go behind the statistics to understand the issue. Recently, we attended a fac - ulty meeting that addressed the problem of binge drinking and heard concerned faculty and administrators suggest some of the following solutions: • stricter campus policies with enforced consequences • more faculty-student socials with alcohol for those over 21 years old • more bus trips into the city to local sites such as major museums to get students interested in other pastimes Although well-intentioned, these folks were grasping at straws. This is because although they were armed with statistics indicating binge drinking was prevalent and thus could identify a problem, they had no information about why this trend was occurring. Without understanding this issue on a meaningful level, it is diffi - cult to remedy. At this point, we invite you to spend 5 to 10 minutes jotting down a list of questions you think are important to investigate as we try to better under - stand the phenomenon of binge drinking at college. What Is Qualitative Research? The qualitative approach to research is a unique grounding—the position from which to conduct research—that fosters particular ways of asking questions and particular ways of thinking through problems. As noted in the opening dis - cussion of binge drinking in college, the questions asked in this type of research usually begin with words like how, why, or what. -
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 -
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. -
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. -
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. -
CH 01 Study Guide
Okami Study Guide: Chapter 1 1 Chapter in Review 1. Psychology is the scientific study of mental processes and events (mind) and any potentially observable or measureable activity of a living organism (behavior). Psychological science uses methods grounded in modern scientific knowledge to conduct research in order to advance psychological knowledge. Variable topics and points of view characterize psychology. 2. Although people have always been interested in questions of mental life and the connection between mind and behavior, psychology as a concept did not exist in the ancient world. Early attempts to treat psychological questions include the teachings of Buddha, Aristotle, Chinese philosophers such as Confucius and Lao- tze, and Renaissance philosophers such as René Decartes (dualism) and John Locke (British empiricism). 3. Scientific psychology was born during the late 19th century as a union between philosophy and biology. Some important early schools of scientific psychology include structuralism (Titchener), functionalism (James), psychoanalysis (Freud), behaviorism (Watson, Skinner), and humanism (Rogers, Maslow). 4. Psychology today is distinguished by employment setting (university, hospital, business, clinic) and focus (research or application of research to solving real- world problems); by the psychologist’s field of study (e.g., developmental psychology, clinical psychology, cognitive psychology, etc.); and by the psychologist’s perspective, or point of view. Contemporary perspectives include cognitive, biobehavioral, psychodynamic, evolutionary, sociocultural, and positive psychology. 5. Science is an empirical method of gaining knowledge of the natural world. It is not the only empirical method of gaining this knowledge, but it is the best one. This is because science is less prone to bias than other methods, has built-in methods to change errors in thinking, and constantly refines knowledge gained in the past. -
Phenomenology: a Philosophy and Method of Inquiry
Journal of Education and Educational Developement Discussion Phenomenology: A Philosophy and Method of Inquiry Sadruddin Bahadur Qutoshi Karakorum International University, Pakistan [email protected] Abstract Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl’ (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers’ posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant’s point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences. Keywords: descriptive nature, interpretative nature, method of inquiry, phenomenology, philosophy Introduction Phenomenology as a philosophy provides a theoretical guideline to researchers to understand phenomena at the level of subjective reality. -
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.