Grounded Theory Data Generation

Experiencing Information Use for Learning in Developmental Networks

44 3.1.5 Use of Constructivist Grounded Theory in Information Research

Constructivist grounded theory has been successfully used as a methodology in previous studies about information literacy (Herring, 2010;

Lloyd, 2004). The methodology has been valuable for broadening our understanding of information literacy and information practice and forming alternative conceptualisations of information literacy from the lived experiences of particular groups of learners and users of information.

Theories that work towards explicating the research questions arising from such studies are the result of detailed reflections and theme development from analysis of interview data (Charmaz, 2006). This study has resulted in a similar outcome in terms of presenting detailed reflective prose, which explicates the process and experience of the concept of informed learning in the higher education developmental networking context.

3.2 Grounded Theory Data Generation

Regardless of epistemological positioning, researchers agree that the grounded theory is a method designed to study the process people engage in to make meaning of their selves in a particular context. Corbin and Holt suggest that “grounded theorists are not so much interested in individual actors but are more concerned with discovering patterns of action/interaction with changes in conditions, either internal or external to the process itself” (2004, p. 61). Charmaz (2006) emphasises that the focus of data generation and theory building should be on the actions of the participants, rather than static concepts. The focus of this research was on the process related to the lived experience and actions of the participants in their use of information to learn while developmental networking.

Knowledge Ecosystems of Early Career Academics: A Grounded Theory of Experiencing Information Use for Learning in Developmental Networks

45 3.2.1 Research Interviews

To begin to develop an in‐depth understanding of the process of use of information, learning and developmental networking, interviews were used to generate data. Interviewing was the primary method of data generation in this study, and is a common practice for data generation in grounded theory (Charmaz, 2006; Corbin & Strauss, 2008; Dey, 1999; Mills et al., 2006a). Interviews are suitable for this research problem because of the focus on personal viewpoints and experiences. A semi‐structured interview schedule gave the researcher some control over the interview and organisation of findings, while at the same time remaining open and responsive to unexpected issues brought up by interviewees (Gillham, 2000). Interviewing allowed participants to explain the process and experience of how they use information to learn to build their developmental networks. The interviews allowed the researcher and participants to co‐construct the theory through a conversation about their experiences and processes within this information practice.

In following the constructivist grounded theory approach, the interview guide provided a limited number of open‐ended questions as a guide, however it also allowed for flexibility in the conversation (Charmaz, 2006).

The researcher engaged in qualitative interviewing techniques such as active listening, reflection and paraphrasing during the interviews (Charmaz, 2006). Using these practical interviewing techniques facilitated the conversations in a ‘co‐constructive’ manner, thus the data was generated rather than ‘collected’. The initial interview guide is based on questions that arise from theoretical sensitivity constructed during the preliminary literature review and the researcher’s own experiences as an early career academic. After the data was generated and categories began to form, the interview guide was revised to reflect emerging categories and new questions. Additionally, during the interviews, some new questions were developed based on participants’ responses.

Knowledge Ecosystems of Early Career Academics: A Grounded Theory of Experiencing Information Use for Learning in Developmental Networks

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3.2.2 The Participant: Selection and Sampling

The technique of ‘purposive sampling’ (Pickard, 2007) was used to identify and select suitable participants. This allowed the researcher to define specific criteria for participating in the research and to target and locate participants based on these criteria. As the researcher was interested in examining early career academics’ use of information to learn while developmental networking, the following criteria were used. Participants:

1) must be an early career academic ‐ an academic within their first five years of a full time permanent appointment to a university Faculty, who engages in both teaching and research activities;

2) must have significant industry/professional experience before joining academia; and

3) must have experience with networking for professional and personal development towards learning how to be an academic.

The cohorts of potential participants were identified through consideration of their availability, disciplinary diversity and ability to engage with enough data to ‘saturate’ categories. The researcher expected to generate wider and richer networking experiences from participants with relevant industry backgrounds. Industry experience is defined as having worked in a professional position or role in a non‐academic context that consolidates practical understanding of a profession. All participants had between approx 3‐10 years of industry experience relevant to their current teaching and research, and this was important as the knowledge from their industry experiences added to the quality of their teaching and research. Academics with no relevant industry experience were excluded, as they would have

Knowledge Ecosystems of Early Career Academics: A Grounded Theory of Experiencing Information Use for Learning in Developmental Networks

47 provided the researcher with limited data outside of the traditional academic environment.

All participants regarded as ‘early career academics’ in this study are/were employed as full time permanent academic staff in the first five years of their job. In Australia, at the time of this study, it was possible to be employed as an academic full time without completing a doctoral qualification. Some of the participants in this study were enrolled in PhDs, while others have completed their research training, but they were all ‘early career academics’ in full time positions.

Constructivist grounded theory’s data generation process involved reaching theoretical saturation through diversity of data generated from a minimum of ten participants (Charmaz, 2006). Saturation was reached when no new concepts could be constructed from the data. One example of workplace information literacy research using constructivist grounded theory is Lloyd (2004), which used data collected from fourteen participants to successfully reconceptualise information literacy in the workplace context. Herring (2010) is an example of a grounded theory study, which used a combination (or triangulation) of data collection techniques including interviews, observation and questionnaires, within a constructivist grounded theory framework.

3.3 Generating Research Data

Research data were generated from the two phases of this study: 1) phase one consisting of eight semi‐structured interviews and preliminary analysis, and 2) phase two consisting of fourteen semi‐structured interviews (including the first eight interviews) and data analysis incorporating early findings from phase one.