Grounded Theory Methodology 24

Grounded theory is a systematic qualitative methodology in the social sciences with the purpose of constructing theory “grounded” in data (Corbin & Strauss, 2015). It is a comparative and interactive method that offers a flexible set of inductive strategies for collecting and analysing qualitative data (Charmaz, 2006). It has the capacity to create rich descriptions and understanding of social life (Walker & Myrick, 2006). The process of the analysis involves comparing data while coding data, keeping the researcher interacting with the data throughout the process. It provides a framework for qualitative analyses while also allowing for flexibility within its methodology in order to provide the best method for obtaining data from the study’s participants. In grounded theory, the researcher explores general questions around a research topic or question using data collected from participants who can describe and elaborate on the topic of interest (Corbin & Strauss, 2015). The backgrounds and assumptions of grounded theorists are acknowledged and become part of the analyses while allowing for the data to create new views during the research (Corbin & Strauss, 2015). Grounded theory is useful for studies of special populations, including those with ASD, in that it addresses research questions around individual processes, interpersonal relations, and the interactions between individuals and larger social processes (Charmaz 2006).

Grounded theory design, as a systematic qualitative procedure, is used when the researcher wants to develop a broad theory or description of a process to understand phenomena in context-specific settings. It allows the researcher to explore the inner experiences of the participants and to explore areas not yet thoroughly researched. This comprehensive approach to the study of phenomena utilizes an open and flexible design that is not offered in quantitative methods.

Grounded theory is considered to be both an art and a science (Corbin & Strauss, 2015). It is an art insofar as it uses flexible and creative procedures to solve analytical problems. It is a science, not in the traditional sense of experimental design and hypothesis-testing, but because interpretations are grounded in data. In all qualitative

analyses, including grounded theory, there should be a balance between the art and the science (Corbin & Strauss, 2015). This can be achieved as the researcher is sensitive to her own interpretations that come from her own experiences by keeping an ongoing record of her thoughts and perspectives—by being aware of this influence when analyzing the research and constantly comparing the data against itself, a balance between the art and science of grounded theory may be achieved.

In grounded theory, theory generation and analysis of the data are simultaneous and iterative processes. The concepts from which the theory are constructed come from the data and are not chosen prior to beginning the research (Corbin & Strauss, 2015). The analysis derived from the initial data steers the researcher towards the next set of data in an ongoing cycle throughout the research process until, hopefully, a theory can be achieved.

Grounded theory generates a theory from the “ground up” which provides a better description than borrowing a theory “off the shelf” because it fits the very situation in which the study takes place (Creswell, 2012). Through this approach, the theory is known to work in practice and is sensitive to the individuals in the study. It represents the complexities of the participants’ experiences, especially for studying special populations in education, where existing theories can have little applicability (Creswell, 2012).

Corbin and Strauss’ (2015) version of grounded theory involves a coding process that consists of three types: open, axial and selective coding. Open coding is the process of breaking down, examining, comparing, conceptualizing, and categorizing data (Strauss & Corbin, 1990). Open coding is the first stage of analysis referring to the descriptive process of naming and categorizing phenomena through a close examination of the data where the data are labeled and grouped into categories according to the properties and dimensions of these properties found within the data. Axial coding is the procedure where data are put together in new ways after open coding, by making connections between categories and their subcategories. In axial coding, the researcher is still concerned with the development of a category, however this development is now moved beyond the level of simply looking at properties and dimensions with its focus on higher level categories that move further away from descriptive data and closer to conceptual analyses. Selective

coding is the process of selecting a core category while systematically relating it to other categories and further refining and developing these categories (Strauss & Corbin, 1990). The process of defining the core category is ultimately the basis for grounded theory (Strauss & Corbin, 1990; Babchuk, 1996; Corbin & Strauss, 2015).

Corbin and Strauss recommend starting with a research question, unlike their predecessor Glaser who believed in the more laissez-faire approach of using a ‘fit and grab’ technique, where theories and concepts are judged upon their usefulness in serving particular purposes and contexts (i.e. Do they fit? Do they work? Do they have grab?; Williams & Vogt, 2011). Corbin and Strauss believe that “the research question in a grounded theory study is a statement that identifies the phenomenon to be studied” and may help guide the researcher in the beginning to set the parameters of the project and the methods to be used for data gathering and analysis (Corbin & Strauss, 2015). This approach was attractive to me because it allows for some flexibility. As Strauss and Corbin state “while we set these procedures and techniques before you, we do not wish to imply rigid adherence to them” (Strauss & Corbin, 1990). Adaptations and modifications may be made to the methodology, without straying too far, to adhere to the purpose of grounded theory, which is to ultimately generate a theory from the “ground up”. Research in adult education is beginning to use grounded theory as the choice of methodology to explore the wide range of problem areas and practice settings in educational institutions (Babchuk, 1996). However, it has been noted that many researchers stray too far from the methodology when attempting to utilize the flexibility of the approach. As such, grounded theory has been used as an all-encompassing term in adult education to incorporate the wide range of procedures and practices that are being used by researchers (Babchuk, 1996). Therefore, it is essential to provide clarity and thorough description of the methods used within grounded theory for any particular study, especially when dealing with special populations who may require modifications to certain procedures. Adult education is a discipline that currently lacks a well-developed theoretical foundation (Babchuk, 1996). By utilizing a methodology with a focus on theory generation, grounded theory holds much promise for studying a special population in adult education. Grounded theory’s emphasis on the processes by which individuals construct meaning within their social context provides a useful methodology in helping investigate the experiences of individuals with ASD (Smith & Sharp, 2013).