It provides a viable means for scholars and participants to generate a new and emic perspective, and to generate theory that is grounded in the realities of the participants’ daily life experiences.However, the hegemony of traditional research approach gives rise to difficulties for those researchers who wish to pursue an approach that is outside the traditional research conventions.
It provides a viable means for scholars and participants to generate a new and emic perspective, and to generate theory that is grounded in the realities of the participants’ daily life experiences.However, the hegemony of traditional research approach gives rise to difficulties for those researchers who wish to pursue an approach that is outside the traditional research conventions.Tags: Thomas Paine EssayHow To Do DissertationJane Eyre Outline For EssaysMake Essay Longer Microsoft WordBibliography Of EncyclopediaHelp With Personal Statement CvBest Descriptive EssayErnst Cassirer An Essay On ManMusic Producer Business Plan
A key challenge facing research students is how to develop a research proposal that meets academic requirements.
The process of doing a research proposal involves critical analysis of the extant literature in order to map out what is already known about the topic and to identify the gaps in knowledge (Mc Ghee, Marland, & Atkinson,2007; Dunne, 2011).
It identifies key discussion points that students may find useful when engaging with critical audiences, and defending their grounded theory thesis at final examination.
Key discussion points included are: the difference between inductive and deductive inquiry; how grounded theory method of data gathering and analysis provide researchers with a viable means of generating new theory; the primacy of the questions used in data gathering and data analysis; and, the research-theory link as opposed to the theory-research link.
The crux of the problem for many research students undertaking academic degree programmes is that a literature review is required in order to complete the research proposal, application forms for ethical approval and/or financial funding.
At doctoral level, consideration of the theoretical framework underpinning the research study may also be needed in order to satisfy research supervisors and degree requirements.For many research students, including Elliott (2007) and Higgins (2007), they do not set out as “grounded theory” research students.It was only after the required research proposal is completed and grounded theory methodology is selected as the most appropriate methodology that they become Ph D grounded theory research students.For students, these are key issues, not only at the start of their research project, but at the end stage when defending their grounded theory thesis at final examination.Drawing from personal experiences of two Ph D graduates who used classic grounded theory in two universities, one UK (Queen’s University, Belfast) and one Irish (Trinity College Dublin), this paper highlights key lessons learned that may help students who are setting out to use grounded theory method.This identified gaps in the body of knowledge and highlighted that little was known about advanced practitioner’s decision-making in community care settings, and that previous studies assumed clinical decision-making was explained by hypothetico-deductive information processing, intuition or heuristics.It was at this point that Elliott was able to identify the research question, “how do advanced practitioners make clinical decisions in community care contexts?Although each grounded theory research project gives rise to a unique set of challenges, when working in an academic environment that is unfamiliar with grounded theory, there are common problems that many students and researchers experience.Two recurring problems experienced by numerous grounded theory students across Canada and Europe (Luckerhoff & Guillemette, 2011; Walls, Parahoo Fleming, 2010) relate to the initial literature review and use of a theoretical framework.At doctoral level, this is critical, as generating new knowledge is a criterion for the award of a Ph D (e.g.National Framework of Qualifications, undated; Quality Assurance Agency for Higher Education, 2008).