Roderick, Carol (2009) Learning classic grounded theory: An account of the journey and advice for new researchers. Grounded Theory Review, 8 (2). pp. 49-63. ISSN 15561542

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Abstract

Graduate students who employ CGT for their theses or dissertations predominantly learn the methodology on their own. As a distinct methodology, CGT is challenging to employ. This challenge increases further when graduate students encounter poor advice from dissertation supervisors who are unfamiliar with the methodology, or attempt to incorporate elements from the many alternative and modified versions of grounded theory presented in the literature. This article provides an account of one student's experience learning CGT to complete her doctoral dissertation. It is hoped that this article will assist other new researchers to anticipate some of the confusion, challenges, and insights, and growth that they may encounter in their first CGT study. The article concludes with advice for new researchers including: seek expertise, engage in community, just do it, know self, and balance challenge and support.

Item Type:	Article
Uncontrolled Keywords:	Academic dissertations, Graduate students, Grounded theory, Measurement errors, Qualitative research, Research bias, Research management, RESEARCH — Methodology, Social sciences — Methodology
Divisions:	Faculty and Curriculum Development Centre
Date Deposited:	14 Mar 2017 21:47
Last Modified:	20 Dec 2021 17:15
URI:	https://openresearch.ocadu.ca/id/eprint/1488

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