DOCSLIB.ORG

What Grounded Theory Is Not Author(S): Roy Suddaby Source: the Academy of Management Journal, Vol

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Grounded Theory Is Not Author(S): Roy Suddaby Source: the Academy of Management Journal, Vol From the Editors: What Grounded Theory Is Not Author(s): Roy Suddaby Source: The Academy of Management Journal, Vol. 49, No. 4 (Aug., 2006), pp. 633-642 Published by: Academy of Management Stable URL: http://www.jstor.org/stable/20159789 Accessed: 20-09-2016 15:32 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms Academy of Management is collaborating with JSTOR to digitize, preserve and extend access to The Academy of Management Journal This content downloaded from 198.137.20.6 on Tue, 20 Sep 2016 15:32:32 UTC All use subject to http://about.jstor.org/terms ? Academy of Management Journal 2006, Vol. 49, No. 4, 633-642. FROM THE EDITORS: WHAT GROUNDED THEORY IS NOT ROY SUDDABY University of Alberta Editor's Note. Three years ago, I invited Robert In the manuscripts I review for AMJ I have seen the (Bob) Gephart to write a "From the Editors" column term "grounded theory" used to describe analysis designed to help authors improve their chances of via correlations, word counts, and pure introspec success when submitting qualitative research to tion. I am not suggesting that these techniques can AMJ. Judging from the increasing number of quali not be used in a grounded theory study. But I note, tative studies that have been accepted and pub with some concern, that "grounded theory" is often lished in AMJ since that time, I would like to think used as rhetorical sleight of hand by authors who that his article, "Qualitative Research and the are unfamiliar with qualitative research and who Academy of Management Journal," has had a pos wish to avoid close description or illumination of itive impact. their methods. More disturbing, perhaps, is that it Continuing in this tradition, I asked Roy Sud becomes apparent, when one pushes them to de daby?an excellent reviewer (and author) of quali scribe their methods, that many authors hold some tative research?to tackle another "big issue" that serious misconceptions about grounded theory. the editorial team has noticed with respect to qual What are these misconceptions? Before reviewing itative submissions to AMJ: overly generic use of them, I offer you a short description of what grounded the term "grounded theory" and confusion regard theory is. Like most difficult subjects, grounded the ing alternative epistemological approaches to qual ory is best understood historically. The methodology itative research. Like Bob before him, Roy has, I was developed by Glaser and Strauss (1967) as a believe, produced an analysis that will greatly ben reaction against the extreme positivism that had per efit those who are relatively new to qualitative re meated most social research. They disputed the view search or who have not yet had much success in that the social and natural sciences dealt with the getting their qualitative research published. Hope same type of subject matter. Specifically, Glaser and fully, Roy's analysis will help even more authors to Strauss challenged prevalent assumptions of "grand succeed, thus allowing AMJ and other journals to theory," the notion that the purpose of social research continue to increase the quality of insights pro is to uncover preexisting and universal explanations vided by rich qualitative studies of individual, or of social behavior. In making their challenge, Glaser ganizational, and institutional phenomena. and Strauss looked to the pragmatism of Charles Sara L. Rynes Saunders Peirce (1839-1914) and early symbolic in teractionists, particularly George Herbert Mead I was not particularly surprised to observe that (1863-1931) and Charles Cooley (1864-1929), each most of the articles identified as "interesting re of whom rejected the notion that scientific truth re search" in a recent AMJ survey were the product of flects an independent external reality. Instead, they qualitative methods (Bartunek, Rynes, & Ireland, argued that scientific truth results from both the act of 2006). New discoveries are always the result of observation and the emerging consensus within a high-risk expeditions into unknown territory. Dar community of observers as they make sense of what win, Columbus, and Freud, each in different ways, they have observed. In this pragmatic approach to were conducting qualitative inquiries. social science research, empirical "reality" is seen as I am continually surprised, however, by the pro the ongoing interpretation of meaning produced by found misunderstanding of what constitutes quali individuals engaged in a common project of observation. tative research. Such confusion is most apparent when authors claim to be using "grounded theory." Glaser and Strauss (1967) proposed grounded theory as a practical method for conducting re search that focuses on the interpretive process by Thanks to Sara Rynes for suggesting and commenting analyzing the "the actual production of meanings on this paper. Thanks also to Chet Miller, Jean Bartunek, and concepts used by social actors in real settings" Kristine Fitch, Chris Quinn-Trank, and Marvin Washing (Gephart, 2004: 457). They argued that new theory ton for very helpful comments on early drafts. could be developed by paying careful attention to 633 This content downloaded from 198.137.20.6 on Tue, 20 Sep 2016 15:32:32 UTC All use subject to http://about.jstor.org/terms 634 Academy of Management Journal August the contrast between "the daily realities (what is SIX COMMON MISCONCEPTIONS actually going on) of substantive areas" (Glaser & Grounded Theory Is Not an Excuse to Ignore the Strauss, 1967: 239) and the interpretations of those Literature daily realities made by those who participate in them (the "actors"). They also rejected positivist A common misassumption is that grounded the notions of falsification and hypothesis testing and, ory requires a researcher to enter the field without instead, described an organic process of theory any knowledge of prior research. There are several emergence based on how well data fit conceptual variants of this myth, each based on the false categories identified by an observer, by how well premise that the researcher is a blank sheet devoid the categories explain or predict ongoing interpre of experience or knowledge. An extreme variant is tations, and by how relevant the categories are to the notion that not only must the researcher enter the core issues being observed. Most significantly, the field with a blank mind (i.e., without knowl Glaser and Strauss offered a compromise between edge of the literature and absent prior experience), extreme empiricism and complete relativism by ar but that she or he must also enter the field with a ticulating a middle ground in which systematic blank agenda (i.e., without a defined research ques data collection could be used to develop theories tion). A less extreme, but more problematic, ver that address the interpretive realities of actors in sion suggests that the researcher must defer reading social settings. existing theory until the data are collected and The method described by Glaser and Strauss analyzed. This notion is reflected in manuscripts (1967) is built upon two key concepts: "constant whose authors avoid any mention of prior literature comparison," in which data are collected and ana until their papers' discussions or concluding sec lyzed simultaneously, and "theoretical sampling," tions. In a similar variant, researchers use grounded in which decisions about which data should be theory to tackle a subject that is in "well-tilled collected next are determined by the theory that is soil"?that is, a subject that has attracted a long and being constructed. Both concepts violate long credible history of empirical research?and use standing positivist assumptions about how the re grounded theory as a justification for ignoring prior search process should work. Constant comparison research in formulating their study. contradicts the myth of a clean separation between Leaving aside the question of whether it is even data collection and analysis. Theoretical sampling possible to disregard one's prior knowledge and violates the ideal of hypothesis testing in that the experience, the idea that reasonable research can be direction of new data collection is determined, not conducted without a clear research question and by a priori hypotheses, but by ongoing interpreta absent theory simply defies logic. Such research, as tion of data and emerging conceptual categories. Ronald Coase famously observed, is likely to pro Grounded theory, therefore, is a method that is duce a random "mass of descriptive material wait more appropriate for some questions than others. ing for a theory, or a fire" (Coase, 1988: 230). To Clearly, it is most suited to efforts to understand the tally unstructured research produces totally process by which actors construct meaning out of unstructured manuscripts that are unlikely to make intersubjective experience. Grounded theory it past the desk editor at any credible journal of should also be used in a way that is logically con social science. sistent with key assumptions about social reality The notion of using grounded theory as an ex and how that reality is "known." It is less appro cuse to forgo examining extant literature is perhaps priate, for example, to use grounded theory when more problematic because it is often based on a you seek to make knowledge claims about an ob researcher's desire to discover something new. This jective reality, and more appropriate to do so when desire most often manifests when researchers use you want to make knowledge claims about how grounded theory to tackle well-established areas of individuals interpret reality.
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]