Writing Grounded Theory Thesis

Writing Grounded Theory Thesis-44
In keeping with the traditional research perspective, Hart (1998) suggests that a prior literature review in the substantive area helps the researcher to think rigorously about the topic and develop a conceptual map of the subject area, thus ensuring that the subject area is researchable before the research commences.

In keeping with the traditional research perspective, Hart (1998) suggests that a prior literature review in the substantive area helps the researcher to think rigorously about the topic and develop a conceptual map of the subject area, thus ensuring that the subject area is researchable before the research commences.

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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).

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).

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?A critical review of the literature is used to generate the research question and consequently, for many students, precedes the selection of a research methodology.In other words, students complete a literature review for the purpose of generating a research question, and it is at this stage they are in a position to select an appropriate methodology to answer the research question.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.The aim of this paper is to help grounded theory research students deal with challenges arising from doing grounded theory research within an academic context and meeting the requirements of their degree programmes.The status of grounded theory research method in academia is contested (Bryant & Charmaz, 2007); insofar as it is considered that some aspects of grounded theory method do not conform to traditional conventions of academic research.Many of the tensions between grounded theory and traditional research stem from differences that are rooted in the differences between inductive and deductive enquiry.A key feature of grounded theory is it provides for inductive enquiry, a means of generating new theory and new understandings, and requires researchers to identify the research problem from the research participants’ perspectives.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.

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