Maintaining Quality: Evaluating Constructivist Grounded Theory Research

60 different contexts that were commonly experienced by the sample of ECAs across the two universities.

3.5 Maintaining Quality: Evaluating Constructivist Grounded Theory Research

Maintaining quality is critical for all research studies to ensure that both the researcher and the research outcomes are credible and trustworthy. In constructivist grounded theory studies, the reciprocal relationships between researcher and research participants in co‐creating meaning and the resultant theory constructed from the context, means that these relationships need to be thoroughly documented through the use of memos as evidence to preserve the quality and credibility of the researcher, the data gathered from research participants and the grounded theory (Birks &

Mills, 2011; Charmaz, 2006).

The issue of quality was continually explored throughout this study through consideration of the following criteria for evaluating constructivist grounded theory research, developed by Kathy Charmaz (2006, p. 216‐17).

These guiding questions were chosen as most suitable for this study, as they reflect the interpretivist constructivist grounded theory approach.

These criteria were used as the basis for reflection and memoing during all key phases of the study, such as data generation, data analysis and theory development.

Credibility

 Has your research achieved intimate familiarity with the setting or topic?

The setting and topic are covered and explored in‐depth by using thorough documentation of the research experience throughout the

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

61 project, and detailed in Chapters Four and Five of this thesis and Appendices.

 Are the data sufficient to merit your claims? Consider the range, number, and depth of observations contained in the data.

Fourteen participants selected from specific criteria related to the topic have provided extensive data from individual in‐depth interviews.

Details of range, number of participants and depth of observations are contained in Appendix A. This is sufficient data for a credible grounded theory study, based on Charmaz’s principle that constructivist grounded theory’s data generation process involves reaching theoretical saturation through diversity of data generated from a minimum of ten participants (Charmaz, 2006).

 Have you made systematic comparisons between observations and between categories?

All interview transcripts were thoroughly coded and checked against the categories formed from constant comparison technique.

 Do the categories cover a wide range of empirical observations?

The categories cover a wide range of observations from interview data with the conceptual model having three main elements of the experience, which contain several different interactions, types of resources which inform learning and types of learning identified from coded interview transcripts.

 Are there strong logical links between the gathered data and your argument and analysis?

There are strong logical links between the interview data and the analysis and discussion, including literature review. These are evident

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62 in the category development tables and memos developed (see Appendices B, D and F)

 Has your research provided enough evidence for your claims to allow the reader to form an independent assessment—and agree with your claims?

Participant quotations are provided for major categories (presented in Chapters Four and Five) and to provide illustrative examples and evidence of informed learning experiences in the relevant contexts.

Originality

 Are your categories fresh? Do they offer new insights?

Yes the categories bring a new and holistic perspective to the concepts and theories of informed learning and academic development, not previously explored by researchers, as identified by the literature review.

 Does your analysis provide a new conceptual rendering of the data?

Yes, the conceptual model of the knowledge ecosystem of early career academics constructed from the data is new and original.

 What is the social and theoretical significance of this work?

From a theoretical perspective, this research can help people gain deeper insight into the informed learning concept for ECAs and their multiple developers. From a practice‐based perspective, this research shows how the concept can begin to be applied to enhance ECA development in a number of spaces and contexts where developmental networks and relationships are formed and maintained.

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63

 How does your grounded theory challenge, extend, or refine current ideas, concepts, and practices?

This grounded theory study extends current concepts and practices by viewing academic development from an informed learning perspective.

It takes into account a very broad range of “informing entities” and the

“interactions” or “processes” they engage in for optimising learning experiences. The study draws together theory from a range of disciplines including information literacy, information behaviour, adult learning, human resource development and communications, alongside data collected from the current sample, to develop a conceptual model that is holistic, interdisciplinary and consisting of key elements and interactions that are adaptable for particular contexts and activities or practices.

Resonance

 Do the categories portray the fullness of the studied experience?

Categories represent the studied experience, in generic and specific contexts where developmental networking is experienced by ECAs.

 Have you revealed both liminal and unstable taken‐for‐granted meanings?

Liminal and taken‐for‐granted meanings are revealed to the extent that they are expressed within participants’ responses. Liminality is revealed through the recognising layers of relationships experience, particularly ‘changing over time’ as participants discuss how they have transitioned and developed over the first years of their ECA roles and previously.

 Have you drawn links between larger collectivities or institutions and individual lives, when the data so indicate?

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64 The relationships between societal, institutional and personal/individual lives are portrayed in the findings. Participants are drawn from across two universities with links discussed in the findings presented in Chapters Four and Five.

 Does your grounded theory make sense to your participants or people who share their circumstances? Does your analysis offer them deeper insights about their lives and worlds?

The study aims to offer the participants, their peers and their supporters deeper insights about their lives and worlds. Some individual participants in this study and other early career academics have commented on early and final presentations or informal discussions with the researcher on the findings and theoretical model, and were able to relate and give informed feedback.

Usefulness

 Does your analysis offer interpretations that people can use in their everyday worlds?

Findings offer interpretations of processes and interactions which people can relate to in their everyday lives, and use to maintain awareness of, and enrich their learning experiences.

 Do your analytic categories suggest any generic processes?

The categories presented in the conceptual model identify generic processes and interactions, which are explored in Chapter Five for specific meanings in different spaces relevant to the study.

 Can the analysis spark further research in other substantive areas?

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65 This analysis has suggested further research into the relationship between information literacy and information behaviour from human‐

information interaction (HII) and experience design (XD) perspectives (see Chapter Six)

 How does your work contribute to knowledge? How does it contribute to making a better world?

This research extends our understanding of the informed learning concept in the academic development context and the experience of developmental networking from an informed learning perspective. The study makes a contribution to both theory and practice of higher education and information literacy. Findings help in identifying key elements and contexts of this specific information experience, to empower current and future ECAs and those who assist in their learning and development, through human‐centred design of learning and technological interfaces.

3.6 Methodology: Conclusion

This chapter has outlined the methodological approach to this study, providing theoretical background of constructivist grounded theory and the two phase‐ process involved in designing and implementing the research methods of data generation, (semi‐structured interviews) and data analysis (coding, constant comparison and memo writing/theory development). The following two chapters present the findings of the research as developed from the data analysis: a general theoretical model in Chapter 4, while Chapter 5 presents detailed informed learning experiences in six spaces where developmental networking commonly occurs.