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Researching Teaching in Higher Education: Grounded Theory Concepts

Researching Teaching in Higher Education: Grounded Theory Concepts

Bahareh Ghodoosi, Geraldine Torrisi-Steele, Sharmistha Dey
Copyright: © 2021 |Pages: 22
ISBN13: 9781799876007|ISBN10: 1799876004|ISBN13 Softcover: 9781799890829|EISBN13: 9781799876014
DOI: 10.4018/978-1-7998-7600-7.ch004
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MLA

Ghodoosi, Bahareh, et al. "Researching Teaching in Higher Education: Grounded Theory Concepts." Promoting Qualitative Research Methods for Critical Reflection and Change, edited by Viktor Wang, IGI Global, 2021, pp. 57-78. https://doi.org/10.4018/978-1-7998-7600-7.ch004

APA

Ghodoosi, B., Torrisi-Steele, G., & Dey, S. (2021). Researching Teaching in Higher Education: Grounded Theory Concepts. In V. Wang (Ed.), Promoting Qualitative Research Methods for Critical Reflection and Change (pp. 57-78). IGI Global. https://doi.org/10.4018/978-1-7998-7600-7.ch004

Chicago

Ghodoosi, Bahareh, Geraldine Torrisi-Steele, and Sharmistha Dey. "Researching Teaching in Higher Education: Grounded Theory Concepts." In Promoting Qualitative Research Methods for Critical Reflection and Change, edited by Viktor Wang, 57-78. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7600-7.ch004

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Abstract

Grounded theory, since Glaser and Strauss conceived of it, has been applied to myriad research situations. Variation characterises the use of grounded theory, and the landscape of grounded theory is ‘messy' and difficult to navigate, especially for novice researchers, and subsequently, many existing studies lack transparency and detail, employing only loosely grounded theory methodologies. The authors argue for the value of grounded theory research in education, especially for teacher researchers, but this value can only be realised if researchers attend in-depth to articulating clearly their methodologies and justifying how the methodology can be considered grounded theory. In the chapter, the authors aim to provide a primer on grounded theory, and to stimulate discussion around grounded theory as a research method in teaching, especially in higher education, for the purpose of generating knowledge as a basis for improving the quality of university teaching.

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