Grounded theory and case study

While grounded theory is mainly used for qualitative research (Glaser, 2001) , it is a general method of analysis that accepts qualitative, quantitative, and hybrid data collection from surveys, experiments, and case studies (Glaser, 1978) . However, when combining methods like case study and grounded theory, utmost care must be exercised to ensure that the canons of case study research do not distort true emergence for theory generation (Glaser, 1998 pp. 40-2) . For example, Yin (1994, p. 28) states ‘theory development prior to the collection of any case study data is an essential step in doing case studies.’ This statement, perfectly valid for some case study research, contravenes a key principle of grounded theory. Therefore, when combining case study and grounded theory, the researcher must clearly specify which methodology is driving the investigation.

I used grounded theory as the overarching methodology to study data from an exploratory case study and to drive data acquisition activities within and outside the case study. Yet, the reason for using the grounded theory approach was consistent with the three main reasons suggested by Benbasat et al. (1987) for using a case study strategy in IS research, namely:

The research can study IS in a natural setting, learn the state of the art, and generate theories from practice.

The researcher can answer the questions that lead to an understanding of the nature and complexity of the processes taking place.

It is an appropriate way to research a previously little studied area.

Additionally, as I had professional experience in the substantive area of my study, grounded theory was an appropriate approach because it provided a method to deal with my experience, controlling the risk of introducing bias into the study. This control is achieved by the constant comparative method, which forces researchers to state their assumptions and their own knowledge as data (in the form of memos or self-interviews) and to compare these data with other data from the study. The constant comparison of incidents then validates, modifies, or rejects the expert researchers’ observations. Thus, for researchers with professional experience in the substantive field of their research, constant comparison is a valuable feature of the grounded theory method. To be sure, constant comparison reduces , but cannot completely eliminate, the risk of bias-induced distortions.

For these reasons, seeking to generate theory grounded in case study data was a particularly appropriate strategy for my research. Furthermore, this approach has been tested and detailed by Eisenhardt (1989) and it is one of the preferred ways of doing grounded theory in IS research (Lehmann, 2001b; Maznevski and Chudoba, 2000; Orlikowski, 1993; Urquhart, 2001) . According to Eisenhardt (1989) , using case data to build grounded theory has three major strengths:

Theory building from case studies is likely to produce novel theory; this is so because ‘creative insight often arises from juxtaposition of contradictory or paradoxical evidence’ (p. 546). The process of reconciling these accounts using the constant comparative method forces the analyst to a new gestalt, unfreezing thinking and producing ‘theory with less researcher bias than theory built from incremental studies or armchair, axiomatic deduction’ (p. 546).

The emergent theory ‘is likely to be testable with constructs that can be readily measured and hypotheses that can be proven false’ (p. 547). Due to the close connection between theory and data it is likely that the theory can be further tested and expanded by subsequent studies.

The ‘resultant theory is likely to be empirically valid’ (p. 547). This is so because a level of validation is performed implicitly by constant comparison, questioning the data from the start of the process. ‘This closeness can lead to an intimate sense of things’ that ‘often produces theory which closely mirrors reality’ (p. 547). [ 4 ]

Recent evidence shows that the combination of case studies and grounded theory has been rewarding for IS researchers. For example, Lehmann (2001a, p. 87) claims that:

Applying Grounded Theory to Case Study was very successful. It produced a prolific amount and yielded a great richness of information. … The case settings, furthermore, contained more varied data than could be expected from individual, purely homocentric studies. Efficiency and abundance combined to make this method an exceedingly fruitful one.

According to Dr Anne Persson (Department of Computer Science, University of Skövde, Sweden), ‘I have to say that the combination of case studies and [Grounded Theory] has been very rewarding. I seriously doubt that I would have achieved my goal without that combination’ (personal correspondence, 13 Sept. 2001, 08:27:38). My experience with the method further attests to these expressions of satisfaction.

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Music Education Research: An Introduction

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10 Additional Qualitative Approaches: Ethnography, Grounded Theory, Narrative, and Phenomenology

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This chapter introduces four approaches to inquiry—grounded theory, narrative, phenomenology, and ethnography—that, together with case study, comprise five primary qualitative research designs. The purpose of grounded theory is to develop a unified theoretical explanation for a process, action, or interaction. The theory is “grounded” in data generated with participants who have experienced that process, as opposed to being adopted from existing literature. “Stories lived and told” are the focal point of narrative inquiry. Inquirers elicit, interpret, and report detailed stories of individuals’ life experiences in order to illuminate phenomena or raise questions for readers’ consideration. In phenomenological research, the study’s central phenomenon will be some kind of human experience, such as grief or enjoyment. Analysis focuses on identifying the essence of that phenomenon for individuals who have experienced it. In ethnography, the researcher describes and interprets the shared and learned patterns of a culture-sharing group. The product of inquiry is a rich, complex description of the culture-sharing group at the heart of the study. Exemplar studies drawn from music education illustrate the common types and key features of each design.

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Healthcare Simulation Research pp 127–133 Cite as

Grounded Theory Methodology: Key Principles

  • Walter J. Eppich 6 ,
  • Francisco M. Olmos-Vega 7 , 8 &
  • Christopher J. Watling 9  
  • First Online: 14 November 2019

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Grounded theory (GT) is a common qualitative methodology in health professions education research used to explore the “how”, “what”, and “why” of social processes. With GT researchers aim to understand how study participants interpret reality related to the process in question. However, they risk misapplying the term to studies that do not actually use GT methodology. We outline key features that characterize GT research, namely iterative data collection and analysis, constant comparison, and theoretical sampling. Constructivist GT is a particular form of GT that explicitly recognizes the researcher’s role in knowledge creation throughout the analytic process. Data may be collected through interviews, field observations, video analysis, document review, or a combination of these methods. The analytic process involves several flexible coding phases that move from concrete initial coding to higher level focused codes and finally to axial coding with the goal of a conceptual understanding that is situated in the study context.

  • Constructivist grounded theory
  • Qualitative research
  • Constant comparison

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Walter J. Eppich

Department of Anesthesiology, Faculty of Medicine, Pontificia Universidad Javeriana, Bogotá, Colombia

Francisco M. Olmos-Vega

Anesthesiology Department, Hospital Universitario San Ignacio, Bogotá, Colombia

Departments of Clinical Neurological Sciences and Oncology, Office of Postgraduate Medical Education, Schulich School of Medicine and Dentistry, Western University, London, ON, Canada

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Eppich, W.J., Olmos-Vega, F.M., Watling, C.J. (2019). Grounded Theory Methodology: Key Principles. In: Nestel, D., Hui, J., Kunkler, K., Scerbo, M., Calhoun, A. (eds) Healthcare Simulation Research. Springer, Cham. https://doi.org/10.1007/978-3-030-26837-4_18

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Case and Grounded Theory As Qualitative Research Methods

difference between case study and grounded theory

Case and grounded theory are two methods of qualitative research. Both methods have their roots in sociology and are focused on understanding, explaining, and/or predicting human behavior. They are ideal methods for nursing research, as they are useful for exploring human responses to health problems. The theoretical underpinnings, methodologies, strategies for data collection, requirements for trustworthiness, and examples of research using case and grounded theory are described.

Two methods of qualitative inquiry axe case method and grounded theory. The two methods will be discussed together because although they have different goals, their roots are in sociology and they employ several of the same strategies for data collection. The goal of case method is to describe a contemporary situation within its real-life context (Stake, 1995; Yin, 2003). The goal of grounded theory is to develop theories that describe or explain particular situations and accurately perceive and present another’s world (Hutchinson, 1993). Both case and grounded theory research methods will be presented and examples provided for use of each in relation to urologic nursing.

Case Method

Case studies are familiar to most nurses. Nurses learned the nursing process using case studies, and you have probably read or heard case presentations at clinical conferences. That familiar case study is similar to, but not the same as, the case research method presented here. Case, as a research method, is an effective research strategy for answering questions that begin with words such as “how” and “why” (Yin, 2003). It is the method of choice when the data to be collected about a situation will come from many sources including people, observation, records, etc. (Yin, 2003). Case method is most useful when the research is focused on a “specific, unique, bounded system” (Stake, 1998, p. 88), and often employs a combination of qualitative and quantitative data collection techniques (Yin, 2003). The focus of the case can be an individual, an event, a family, an organization, or even a place (Mariano, 1995). The uniqueness of case method lies in the focus of the study on the case (Stake, 1998).

A research study can be designed to study a single case, or multiple cases. A single case may be a typical case or it may be something that is unique (Mariano, 1995). For an example of a unique case, consider a client the first author had the opportunity to care for many years ago. An elderly, single male patient had a severe, unrepaired hypospadias. His anatomy was such that the urinary meatus was at the scrotal-penal junction. Although he was near the end of life and unable to communicate at the time, exploring the effect of this problem on his life would have made an interesting case study in which the unit of analysis was the individual with hypospadias.

Multiple cases are used when the researcher is interested in the same issue in different situations, or to understand a particular situation from different perspectives. To use the example of hypospadias again, a researcher might design a multiple case study to understand the decisions parents make surrounding repair of hypospadias in infants with differing severity and in different societies and religions.

Case method is a research design that is often guided by a framework and is useful to investigate a complex contemporary phenomenon using multiple data sources (Yin, 2003). Consider the possibility of studying the process of care for clients who are directly admitted to an inpatient unit for management of kidney stones. The research question for a case study might be, “How do the nurse and patient manage the pain of kidney stones?” The unit of analysis would be pain management for kidney stones. A theoretical framework could provide guidance for data collection. Consider using the Quality Health Outcomes Model (Mitchell, Ferketich, & Jennings, 1998) to guide the research. In this model, the relationship between nursing interventions and patient outcomes is mediated by the client and the health care system. In a case study with the above research question using this model as a framework, the researcher would collect data about each area of the model. Asking the following questions, the researcher would explore the phenomenon of interest according to the model. What nursing interventions were used? How did the client and/or the health care system affect those interventions? Were the interventions effective? It would be important to collect data over time for several patients admitted with similar diagnoses. Eventually the researcher would construct the ideal case, a case study constructed using the data from several cases to describe the pain management strategies used in the particular setting of interest. The product of case research is usually a description of the object of interest. An excellent example of case research in nursing can be found in Zucker (2003).

Grounded Theory

Grounded theory grew out of the theoretical framework of symbolic interaction (Blumer, 1969; Bowers, 1988). This framework can be thought of as the lens or the glasses through which one views the world. In the case of symbolic interaction, the framework arises from sociology and proposes that individuals interpret their experience and create meaning out of those experiences (Bogdan & Biklen, 2003).

For example, suppose a nurse was talking to a group of older women about incontinence. Two of the women seemed quite distressed at the mere mention of the word incontinence. The third woman appeared embarrassed, but had several questions. The fourth woman in the group did not appear to be the least bit uncomfortable and was very willing to share her experience of effectively managing her incontinence with the others. They all agreed that incontinence was not a normal part of aging and that a woman experiencing incontinence should discuss the problem with a health care provider.

Within the group there were both individual and shared meanings in relation to incontinence. Each woman in the group responded to the topic of incontinence in a unique way. This is representative of the individual meanings each woman ascribed to the prospect of experiencing incontinence. Although each woman responded individually, they also had shared meanings about incontinence. These shared meanings provide the basis for interaction between people.

Grounded theory is a qualitative research methodology in which substantive theory is derived through an ongoing process of continually reviewing the data, refining questions, and re- evaluating these changes. The resulting substantive theory is a theory that is applicable to a specific situation. Grounded theory involves a process where “…data collection, analysis, and theory stand in close relationship to each other…One begins with an area of study and what is relevant to that area is allowed to emerge” (Strauss & Corbin, 1998, p. 12). The goal of the developed theory is to illustrate the basic social processes engaged in by the participants in a particular setting. “People sharing common circumstances… experience shared meanings and behaviors that constitute the substance of grounded theory” (fliuchinson, 1993). Strauss and Corbin (1998, p. 12) comment, “grounded theories… are likely to offer insight, enhance understanding, and provide a meaningful guide to action.” Unlike other forms of qualitative research, where the researcher may not want to develop preconceptions through extensive preparatory literature review, grounded theory methodology requires that the researcher enter the field familiar with the literature pertaining to the subject and related ideas (Glaser, 1978). The emergence of themes and a sharper focus occur over time as the participants identify their experiences to the researchers (Stern, 1994). The resulting theory “emerges as an entirely new way of understanding the observations from which it is generated. It is this understanding that permits the development of relevant interventions in the social environment under consideration” (Hutchinson, 1993, p. 182).

The researcher “tries to make the theory flexible enough to make a wide variety of changing situations understandable…[and] general enough to be applicable to the whole picture” (Glaser & Strauss, 1967, p. 242). The researcher’s goal is to inductively develop an “…inclusive, general theory through the analysis of specific social phenomenon” (Hutchinson, 1993, p. 183).

A grounded theory must be accessible and understandable to the people working in the area of the research. For example, suppose a researcher conducted a grounded theory study exploring the process engaged in by women who are not more than 50 years old to manage chronic urge incontinence. The theory should be useful to health care providers who are working with these women. The women themselves should also be able to understand the theory so that they may be better able to understand how to manage their incontinence.

A well-developed grounded theory can be used to assist the user to “understand and analyze ongoing situational realities, to produce and predict change in them, and predict and control consequences both for the object of change and for other parts of the total situation that will be affected” (Glaser & Strauss, 1967, p. 245). The theory should help the user to predict changes in the a\rea of interest based upon the propositions of the theory. For a recent grounded theory nursing research study see Jacelon (2004).

Strategies for Data Collection

In both case and grounded theory methods, the data may come from many sources. In all qualitative research, the researcher does not profess to be an expert about the phenomena of interest. The researcher does not develop hypotheses about the phenomena; rather, he or she observes and questions and then makes sense out of those observations. Common sources for data in clinical case and grounded theory research include interviews, observation, and documents such as client records and system records on staffing, etc.

Interviews. Open-ended, qualitative interviews are conducted with all participants. In the previous example regarding pain management for clients with kidney stones, the researcher may wish to interview the client, the nurse, family members who were with the patient at the onset of pain, nurse aides regarding identification of pain in patients on the unit, physicians, etc. Interviews are unstructured and provide a forum for exploring the phenomena that might be difficult to capture in more structured situations (Fultz & Herzog, 1996).

Participant observation. Participant observation (PO) is a data collection technique in which the members of the research team immerse themselves in the world of the participants (Bowers, 1988). While trying to become immersed in the world of the participants, the team member will simultaneously attempt to maintain a position of questioning those things that the participants take for granted (Bowers, 1988). The plan of observation is dictated by the research questions (Stake, 1995). In the example, the purpose of PO would be to observe the process of care (direct and indirect interventions) and the response to that care in relation to kidney pain. Data gathered through PO would be recorded in descriptive field notes (Bogdan & Biklen, 2003).

Documents. Documents can provide a wealth of information about the topic of study. They are most useful when used as supporting evidence for other sources of data (Yin, 2003). Sources of written data in the example of nursing intervention for kidney pain may include client records such as the medical record including operating room records, flow sheets recording input and output, the client Kardex, etc. Documents of interest regarding system include characteristics such as staffing plans for the nursing floor upon which the study will be based, minutes of floor meetings, records of client acuity, and agency policies and procedures relevant to the focus of the study.

Strategies to Enhance Trustworthiness

Trustworthiness in qualitative research is the equivalent of validity in a quantitative study. It is established through ensuring rigor in the process of data collection and analysis. The following techniques are often used.

Bracketing is the process of the researcher becoming self-aware and reflecting on the research process and her own assumptions. For the researcher to become immersed in the experience of the participants, it is vital that she become aware of her own preconceptions, values, and beliefs, temporarily relinquishing her own perspective so as to enter the participant’s world (Bowers, 1988; Hutchinson, 1993). “It is necessary to state clearly our conscious assumptions about that which we are investigating” (Swanson-Kaufman & Schonwald, 1988, p. 99). The purpose of bracketing is to avoid the possibility that the data and the data analysis simply become a reflection of the researcher’s preconceived ideas and values (Mariano, 1995).

Prolonged engagement and persistent observation. The research design provides for prolonged engagement and persistent observation (Ely, Anzul, Friedman, & Gardner, 1991). “The purpose of persistent observation is to identify those characteristics and elements in the setting that are most relevant to the object being studied and focusing on them in detail (Lincoln & Guba, 1985, p. 304). As prolonged engagement provides scope, persistent observation provides depth to the study (Lincoln & Cuba, 1985).

Multiple data sources. A major strength of case study design is the use of multiple data sources (Yin, 2003). The purpose of using multiple data sources is to maximize the range of data that might contribute to the researcher’s understanding of the case (Knafl & Breitmayer, 1991). Multiple sources of evidence will provide opportunities for comparison of data among and between participants as well as between different types of data sources (Stake, 1998).

Participant checking. Participant checking is a process of seeking feedback from the study participants. It is a method of checking the accuracy of the researcher’s interpretations of the experience of the participant. It is part of the process of establishing credibility (Ely et al., 1991). The researcher’s interpretation of the participants’ hospital stay will be discussed at the followup interview 3 months after discharge from the hospital.

Peer researcher support group. A peer researcher support group (Ely et al., 1991) is a valuable strategy for enhancing the quality of qualitative research. Throughout the research process, support group members review and comment on transcripts of participant observation and interviews, discuss memos written by the researcher, and provide a forum for discussing the researcher’s ideas.

The qualitative researcher’s responsibility toward trustworthiness also includes confirmability and dependability of the results. A detailed database should be maintained, and include rich descriptions so that others would be able to comprehend the researcher’s conclusions and the linkages made between the raw data and the findings (Mariano, 1995). The ability to transfer findings defends upon adequate description of the context for the research to allow others to compare their settings to that of the research. Data analysis will be discussed in a future article in this series.

Conclusions

The depth of understanding provided through qualitative research can supply an important source of knowledge to inform the care provided by urologie nurses. Case is particularly appropriate for indepth exploration of real clinical situations. Grounded theory is an excellent tool for understanding the social processes at work as patients learn to manage new or chronic health conditions. Both methods provide insight to answer challenging and complex clinical questions. Practicing nurses are encouraged to seek out experienced qualitative researchers to mentor the rigorous process of bringing forth trustworthy, insightful findings. Guidance through the journey of selecting a design, collecting rich data, completing the appropriate depth of analysis, and preparing an interesting and informative manuscript, can provide practicing nurses with opportunities to use case or grounded theory methods to add the spark of a new dimension of challenge, insight, and illumination to their professional work.

Note: The writing of this article was partially funded by the Center for Self and Family Management for Vulnerable Populations (T32NR008346).

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Cynthia S. Jacelon, PhD, RN, CRRN-A, is an Assistant Professor, School for Nursin\g, University of Massachusetts, Amherst, MA, and a Postdoctoral Fellow, Center for Self and Family Management for Vulnerable Populations, Yale School of Nursing, New Haven, CT.

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Grounded theory: what makes a grounded theory study?

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  • 1 School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield HD1 3DH, UK.
  • 2 Centre for Applied Research in Health, University of Huddersfield and Calderdale and Huddersfield NHS Foundation Trust, UK.
  • PMID: 33772270
  • DOI: 10.1093/eurjcn/zvaa034

Grounded theory (GT) is both a research method and a research methodology. There are several different ways of doing GT which reflect the different viewpoints of the originators. For those who are new to this approach to conducting qualitative research, this can be confusing. In this article, we outline the key characteristics of GT and describe the role of the literature review in three common GT approaches, illustrated using exemplar studies.

Keywords: Grounded theory; Literature review; Qualitative research.

Published on behalf of the European Society of Cardiology. All rights reserved. © The Author(s) 2021. For permissions, please email: [email protected].

  • Grounded Theory
  • Qualitative Research
  • Research Design*
  • Review Literature as Topic

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Developing theory with the grounded-theory approach and thematic analysis.

  • Experimental Psychology
  • Statistical Analysis
  • Stereotypes

Grounded theory is an approach by which theory is extended from qualitative analysis (Charmaz, 1990; Walsh, 2014). It began nearly 5 decades ago (Glaser & Straus, 1967) and has since developed and diversified (Heath & Cowley, 2004). This article outlines a process of thematic analysis directed by the grounded-theory approach and discusses the conditions under which this process is most suitable, using examples from my work with a research team on my master’s thesis about gender-role conceptions among Latinas (Heydarian, 2016).

The use of thematic analysis driven by grounded theory is particularly informative for this area of cultural research. The prominent literature of Latina gender studies in the social sciences promotes a stereotypical image of Latinas as submissive and dependent; the grounded-theory approach to thematic analysis allowed me to explore the detail and nuances of how Latina women themselves describe the Latina experience. From my own analyses, I found that Latinas view the experience of being a woman in Latina culture as a complex identity beyond stereotypes. The study participants noted that their identity changes and evolves in different situations and across the lifespan. These findings have implications for how Latinas are viewed and treated in social-science research, setting the stage for future directions in sociocultural and clinical studies.

Grounded Theory in Data Collection

Grounded theory is an approach whereby the researcher refers back to the literature relevant to the research topic and to qualitative observations throughout data collection and analysis. Review of the literature and qualitative data can help shape subsequent data collection and analysis according to new perspectives that arise from reference to previous research and participants’ observations. During the data-collection stage, the researcher may realize previously unanticipated characteristics of the construct by analyzing participants’ responses and consequently refine subsequent data collection.

Grounded Theory in Thematic Analysis

The grounded-theory approach also may be applied to the data-analysis stage of a study. This process involves the critical review of responses to determine appropriate coding and the formation of themes from those codes. Researchers can conduct thematic analyses on the transcriptions of participants’ responses to interview questions, other dialogue, or responses to open-ended questions (Braun & Clarke, 2006; Pope & Mays, 1995). I examined responses to the question “What it is like to be ‘feminine’ and ‘motherly?’” from a semistructured interview.

Preparing and Revising the Codebook

The researcher first develops a preliminary codebook — a predetermined set of constructs and their associated definitions and characteristics. (This codebook will be refined throughout analysis.) This is determined a priori from the existing literature, the proposed research questions, and consultations with experts familiar with the constructs of interest. For example, one construct that emerged in my study of Latinas’ perspectives of gender roles was familismo — prioritizing, providing for, and taking care of the family (Castillo, Perez, Castillo, & Ghosheh, 2010; Guzmán, 2011; Heydarian, 2016; Lugo-Steidel & Contreras, 2003). Codes initially assigned to one theme may be moved to another theme during later stages of the analysis.

The researcher then will need to select certain themes to report. This selection is based on what the researcher determines to be the smallest-sized theme of interest for answering the research question (i.e., what is the smallest number of people who gave a response that fits within that theme?) and the practices of the field. The researcher also may choose to highlight themes of particular theoretical interest.

During this final stage of coding, subthemes may be identified. These may emerge when several participants give similar detailed descriptions of a characteristic of the theme. For example, a subtheme of the theme familismo may include taking care of children (Heydarian, 2016).

The Coding Process

The coding process entails reading through the data and list of response codes, referring back to the original interview transcriptions, and reassigning response codes to different themes that best represent them. Ideally, the researcher should analyze the data with a team of two or more research assistants familiar with the codebook and coding procedures.

After response codes are identified, researchers can sort them into themes. Both theory-driven (deductive) and data-driven (inductive) stages of analysis can be used to generate themes from the response codes. The researcher and research assistants independently examine the response-code data for theory-driven themes according to the codebook, then meet to resolve coding discrepancies and identify quotes that did not fit within the theory-driven themes. Then the members of the research team independently can examine the response codes that did not fit within the predetermined deductive themes and identify new, inductively derived themes. It is important for the raters to carry out this stage independently so that their interpretations of the data are not influenced by others. The team constructs new themes that are not described by previous literature, with corresponding definitions to capture the prevalent characteristics described by the participants. For example, one previously unidentified construct associated with marianismo — the constellation of stereotypes associated with women in Latina culture — is empowerment (Heydarian, 2016). Our research team identified an internal empowerment theme and an external empowerment theme. Internal empowerment refers to the sense of a strong identity and self-confidence; external empowerment refers to the desire and self-efficacy to make a positive change in one’s own life and in the community.

The research team will meet again following the second stage of independent coding to consult on the quotes that were not assigned to either the deductive theme or the inductive theme. After the discussion of possible inductive themes, the primary researcher reviews all of the coding and arrives upon a final codebook.

Limitations and Strengths

The grounded-theory approach to qualitative data analysis is heavily directed by the primary researcher. This element of the approach can introduce bias into the analysis. The primary researcher must carefully consider the perspectives of the research-team members and the research participants by revisiting the data several times when revising the codebook. The research team that I worked with for the study on gender-role perspectives of Latinas contributed greatly to shaping the codebook and findings of the study, and ultimately helped contribute to the field.

The grounded-theory approach is useful when the area of study is new. It also is helpful for identifying details of constructs. In addition to themes and subthemes related to familismo and empowerment, we discovered themes capturing perspectives about beauty, interpersonal manners, and human qualities (e.g., being loving and caring). When the researcher carefully considers other perspectives and is well versed in the existing literature related to the research topic, the analysis can make a great contribution to shaping theory. œ

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 , 77–101.

Castillo, L. G., Perez, F. V., Castillo, R., & Ghosheh, M. R. (2010). Construction and initial validation of the Marianismo Beliefs Scale. Counseling Psychology Quarterly, 23 , 163–175. doi:10.1080/09515071003776036

Charmaz, K. (1990). ‘Discovering’ chronic illness: Using grounded theory. Social Science Medicine , 30 , 1161–1172.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory . Hawthorne, NY: Aldine Publishing Company.

Guzmán, C. E. (2011). Toward a new conceptualization of marianismo : Validation of the Guzm á n Marianismo Inventory (Unpublished doctoral dissertation). Retrieved from ProQuest. (3534136)

Heydarian, N. M. (2016). Perspectives of feminine cultural gender role values from Latina leaders and community residents (Unpublished master’s thesis). Retrieved from ProQuest.

Heath, H., & Cowley, S. (2004). Developing a grounded theory approach: A comparison of Glasser and Strauss. International Journal of Nursing Studies , 41 , 141–150.

Lugo-Steidel, A. G., & Contreras, J. M. (2003). A new familism scale for use with Latino populations. Hispanic Journal of Behavioral Sciences , 25 , 312–330.

Pope, C., & Mays, N. (1995). Reaching the parts other methods cannot reach: An introduction to qualitative methods in health and health services research. Journal of Behavioral Medicine, 311 , 42–45.

Walsh, I. (2014). Using grounded theory to avoid research misconduct in management science. Grounded Theory Review , 13 . Retrieved from http://groundedtheoryreview.com/2014/06/22/using-grounded-theory-to-avoid-research misconduct-in-management-science/

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Nazanin Mina Heydarian is a doctoral candidate in the University of Texas at El Paso’s Health Psychology program. Her research interests include medical decision-making and prejudice as well as attitudes and attributions about people with disabilities and chronic medical conditions.

difference between case study and grounded theory

Careers Up Close: Joel Anderson on Gender and Sexual Prejudices, the Freedoms of Academic Research, and the Importance of Collaboration

Joel Anderson, a senior research fellow at both Australian Catholic University and La Trobe University, researches group processes, with a specific interest on prejudice, stigma, and stereotypes.

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Qualitative Research in Corporate Communication

A blogs@baruch site, chapter 4: five qualitative approaches to inquiry.

In this chapter Creswell guides novice researchers (us) as we work through the early stages of selecting a qualitative research approach. The text outlines the origins, uses, features, procedures and potential challenges of each approach and provides a great overview. Why identify our approach to qualitative inquiry now? To offer a way of organizing our ideas and to ground them in the scholarly literature (69). The author includes a chart on page 104 that provides a convenient comparison of major features.

The 5 approaches are NARRATIVE RESEARCH, PHENOMENOLOGY, GROUNDED RESEARCH, ETHNOGRAPHY, and CASE STUDY.

NARRATIVE RESEARCH

In contrast to the other approaches, narrative can be a research method or an area of study in and of itself. Creswell focuses on the former, and defines it as a study of experiences “as expressed in lived and told stories of individuals” (70). This approach emerged out of a literary, storytelling tradition and has been used in many social science disciplines.

Narrative researchers collect stories, documents, and group conversations about the lived and told experiences of one or two individuals. They record the stories using interview, observation, documents and images and then report the experiences and chronologically order the meaning of those experiences. Other defining features are available on p. 72.

These are the primary types of narrative:

  • Biographical study, writing and recording the experiences of another person’s life.
  • Autoethnography, in which the writing and recording is done by the subject of the study (e.g., in a journal).
  • Life history, portraying one person’s entire life.
  • Oral history, reflections of events, their causes and effects.

For all of the research approaches, Creswell first recommends determining if the particular approach is an appropriate tool for your research question. In this case, narrative research methodology doesn’t follow a rigid process but is described as informal gathering of data.

The author provides recommendations for methodologies on pps 74-76 and introduces two interesting concepts unique to narrative research: 1) Restorying is the process of gathering stories, analyzing them for key elements, then rewriting (restorying) to position them within a chronological sequence. 2) Creswell describes a collaboration that occurs between participants and researchers during the collection of stories in which both gain valuable life insight as a result of the process.

Narrative research involves collecting extensive information from participants; this is its primary challenge. But ethical issues surrounding the stories may present weightier difficulties, such as questions of the story’s ownership, how to handle varied impressions of its veracity, and managing conflicting information. For further reading on the activities of narrative researchers Creswell recommends Clandinin and Connelly’s Narrative Inquiry (2000).

PHENOMENOLOGY

Phenomenology is a way to study an idea or concept that holds a common meaning for a small group (3-15) of individuals. The approach centers around lived experiences of a particular phenomenon, such as grief, and guides researchers to distill individual experiences to an essential concept. Phenomenological research generally hones in on a single concept or idea in a narrow setting such as “professional growth” or “caring relationship.”

The evolution of phenomenology from its philosophical roots with Heidegger’s and Sartre’s writing often emerges in current researchers’ exploration of the ideas (77). In contrast to the other four approaches, phenomenology’s tradition is important for establishing themes in the data. In addition to its relationship to philosophy, another key phenomenology feature is bracketing, a process by which the researcher identifies and sets aside any personal experience with the phenomena under study (78).

Phenomenology has two main subsets. Hermeneutic, by which a researcher first follows his/her own abiding concern or interest in a phenomenon; then reflects upon the essential themes that constitute the nature of this lived experience; describex the phenomenon; crafts an interpretation and finally mediates the different resultant meanings. The second type, transcendental, is more empirical and focused on a data analysis method outlined on page 80.

Cresswell favors a systematic methodology outlined by Moustakas (1994) in which participants are asked two broad, general questions: 1) What have you experienced in terms of the phenomenon? 2) What context of situations have typically influenced your experiences of the phenomenon? For some researchers, the author believes phenomenology may be too structured. He also mentions the additional challenge of identifying a sample of participants who share the same phenomenon experience.

Creswell recommends two sources for further reading on phenomenology: Moustakas’s Phenomenological Research Methods (1994) and van Manen’s Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (1990).

GROUNDED THEORY RESEARCH

Grounded theory seeks to generate or discover a theory-a general explanation– for a social process, action or interaction shaped by the views of participants (p. 83). One key factor in grounded theory is that it does not come “off the shelf” but is “grounded” from data collected from a large sample. Creswell recommends an approach to this qualitative research prescribed by Corbin & Strauss (2007).

The author describes several defining features of grounded theory research (85). The first is that it focuses on a process or actions that has “movement” over time. Two examples of processes provided include the development of a general education program or “supporting faculty become good researchers.” An important aspect of data collection in this research is “memoing.” In which the researcher “writes down ideas as data are collected and analyzed,” usually from interviews.

Data collection is best be described as a “zigzag” process of going out to the field to gather information and then back to the office to analyze it and back out to the field. The author discusses various ways of coding the information into major categories of information (p. 86).

Another approach to grounded theory is that of Charmaz (2006). Creswell notes that Charmaz “places more emphasis on the views, values, belief, feelings, assumptions and ideologies of individuals than on the methods of research.” (p. 87)

The author states that this is a good design to use when there isn’t a theory available to “explain or understand a process.” (p. 88). Creswell further notes that the research question will focus on “understanding how individuals experience the process and identify steps in the process” that can often involve 20 to 60 interviews.

Some challenges in using this design is that the researcher must set aside “theoretical ideas or notions so that the analytic, substantive theory can emerge.” (p. 89) It is also important that the researcher understand that the primary outcome of this research is a “theory with specific components: a central phenomenon, causal conditions, strategies, conditions and context, and consequences,” according to Corbin & Strauss’ (p. 90). However, if a researcher wants a less structured approach the Charmaz (2006) method is recommended.

ETHNOGRAPHIC RESEARCH

Ethnography is a qualitative research design in which the unit of analysis is typically greater than 20 participants and focuses on an “entire culture-sharing group.” (Harris, 1968). In this approach, the “research describes and interprets the shared and learned patterns of values, behaviors, beliefs, and language” of the group. The method involves extended observations through “participant observation, in which the researcher is immersed in the day-to-day lives of the people and observes and interviews the group participants.” (p. 90).

Creswell notes that there is a lack of orthodoxy in ethnographic research with many pluralistic approaches. He lists a number of other researchers (p.91) but states that he draws on Fetterman’s (2009) and Wolcott’s (2008a) approaches in this text.

Some defining features of ethnographic research are listed on pages 91 and 92. They include that: it “focuses on developing a complex, complete description of the culture of a group, a culture-sharing group;” that ethnography however “is not the study of a culture, but a study of the social behaviors of an identifiable group of people;” that the group “has been intact and interacting for long enough to develop discernable working patterns,” and that ethnographers start with a theory drawn from “cognitive science to understand belief and ideas” or materialist theories (Marxism, acculturation, innovation, etc.)

Some types of ethnographies include “confessional ethnography, life history, autoethnography, feminist ethnography, visual ethnography,”etc., however, Creswell emphasizes two popular forms. The first is the realist ethnography-used by cultural anthropologists, it is “an objective account of a situation, typically written in the third-person point of view and reporting objectively on the information learned from participants.” (p. 93). The second is the critical ethnography in which the author advocates for groups marginalized in society (Thomas, 1993). This type of research is typically conducted by “politically minded individuals who seek through their research, to speak out against inequality and domination” (Carspecken & Apple, 1992). (p. 94).

The procedures for conducting an ethnography are listed on p. 94-96. One key element in these procedures is the gathering of information where the group works or lives through fieldwork (Wolcott, 2008a); and respecting the daily lives of these individuals at the site of study. Some key challenges in this type of research are that one must have an “understanding of cultural anthropology, the meaning of a social-cultural system, and the concepts typically explored by those studying cultures. Also, data collection requires a lot of time on the field. (p. 96)

CASE STUDY RESEARCH

In case study research, defined as the “the study of a case within a real-life contemporary context or setting” Creswell takes the perspective that such research “is a methodology: a type of design in qualitative research that may be an object of study, as well as a product of inquiry.” Further, case studies have bounded systems, are detailed and use multiple sources of information (p. 97). Creswell references the work of Stake (1995) and Yin (2009) because of their systematic handling of the subject.

The author draws attention to several features of the case study approach, but emphasizes a critical element “is to define a case that can be bounded or described within certain parameters, such as a specific place and time.” Other components of the research method include its intent-which may take the form of intrinsic case study or instrumental case study (p. 98); its reliance on in-depth understanding; and its utilization of case descriptions, themes or specific situations. Finally, researchers typically conclude case studies with “assertions” from their learning (p. 99).

The text touches on several types of case studies that can be differentiated by size, activity or intent and that can involve single or multiple cases (p.99). In instances of collective case study design where the researcher may use multiple case studies to examine one issue, the text recommends Yin (2009) logic of replication be used. Creswell goes on to point out that if the researcher wishes to generalize from findings, care needs to be taken to select representative cases. This could be useful, time-saving information for class members considering this method.

In outlining procedures for conducting a case study (p.100), Creswell recommends “that investigators first consider what type of case study is most promising and useful” and advocates cases that show different perspectives on a problem, process or event.” Data analysis can be holistic (considering the entire case) or embedded (using specific aspects of the case).

Some of the challenges of case study research are determining the scope of the research and deciding on the bounded system and determining whether to study the case itself or how the case illustrates an issue. In the instance of multiple cases, the author makes the somewhat counter intuitive assertion that “the study of more than one case dilutes the overall analysis” (p. 101).

THE FIVE APPROACHES COMPARED

Creswell gives an overview of the commonality of the five research methods (p. 102) before explaining key differences among more similar seeming types of research, e.g. narrative research, ethnography. Here the author underlines that “the types of data one would collect and analyze would differ considerably.” He uses the example of the study of a single individual to make his argument, recommending narrative research instead of ethnography, which has a broader scope and case study, which may involve multiple cases.

In considering differences, Creswell puts forth that the research methods accomplish divergent goals, have different origins and employ distinct methods of analyzing data – the author underlines the data analysis stage as being the most exaggerated point of difference (p. 103). The final product, “the result of each approach, the written report, takes shape from all the processes before it.

In Table 4.1 (p. 104) Creswell provides a framework table that contrasts the characteristics of the five qualitative approaches. Given its stated suitability for both “journal-article length study” and dissertation or book-length work, class members may find it a handy reference for the mini study assignment and beyond.

Tricia Chambers, Eric Lugo, Kathryn Lineberger

8 thoughts on “ CHAPTER 4: Five Qualitative Approaches to Inquiry ”

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I plan to use Narrative Research in my paper. It would be nice if I can know some recording skills of group conversation. I agree, Hui! There were none detailed in this chapter though. ~KL Haha, guess I can get some from google then.

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For the mini-study, I’m hoping to use narrative research. Initially, I was planning on it as well as content analysis for my thesis in the fall, but after reading this chapter, I have some more work to do! Phenomenology or grounded theory might be better suited for what I want to accomplish. Needless to say, this chapter review got me thinking!

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It seems to me that my area of interest might be carried out best with an ethnographic study. Since I want to look at communicators in the performing arts industry, I think that fits the description of a culture sharing group. The method also seems to fit what I would hope to do for my study, observe participants in their workplace and conduct interviews.

However, I would like to look more into the idea of overlapping approaches because I think it would also be interesting to look at specific PR campaigns or marketing campaigns carried out by my participants and this would likely fall under the case-study approach.

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This chapter is definitely most useful for the initial phase of the research paper. For my research, I want to look into understanding consumer behavior and specific aspects of a company’s behavior/marketing tactics (maybe CSR) that affects its brand perception (using Dole Food Company). In taking this direction for my study, I think I’m stuck somewhere between phenomenology or ethnographic research.

I think my research might align more with phenomenography, because I don’t know if I’ll exactly be looking into any specific subcultures as ethnographic research does.

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This chapter definitely got me thinking about what I’d like to accomplish with my mini-study and later on my thesis. What I’ve been exposed to the most in the corporate communications program are case studies because they’re part of learning. Logically it seems that Phenomenology or Ethnographic research is where my research idea will lead me, but I’m still in the phase of getting a refined research question of out my bigger ideas. At least now I know the routes I can go.

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I would like to know if the five categories of the attributes related to illness representation were defined through the research, or beforehand? You mention the researchers were able to use these attributes to formulate their hypothesis and I was wondering if it was defined by them then how would this effect results because I think I want to define some factors myself, but I don’t want to introduce any bias? Should I even worry about this?

Hi Sheena, you might ask the Chapter 5 team about this. ~KL

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That was a great break down of the different types of studies presented in the book. This was very helpful to me as I was unsure of what type of study I was going to do, but after reading this summary I have a much better idea. I want to study putting loved ones in a nursing home versus seeking out home-based alternatives, and I think a phenomenological study is where I am leaning towards.

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I feel strongly pulled to the phenomenological framework, even though it’s definition is causing me the most confusion! I Anti-corporate sentiment is a human experience, and I think it would be interesting to find a small group of anarchists or anti-capitalists or just young people who participated in the Occupy movement and understand their concept of this phenomena.

I will need to determine whether a phenomenological study allows for methods interpretation outside interviews or focus groups. I feel that much of what I am studying is a phenomenon perpetuated by the media, and I would like to incorporate content analysis and document research into my analysis.

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Integrating the grounded theory method and case study research methodology within is research: a possible 'road map'.

Mohanad Halaweh , De Monfort University Follow Christine Fidler , De Monfort University Follow Steve McRobb , De Monfort University Follow

Grounded theory is used by many IS researchers. Sometimes they apply it as a method and sometimes they apply it as a methodology. This different application stems from the debate between Glaser and Strauss; the originators of this theory. Some IS research implies the simultaneous use of case study and grounded theory. However, no conceptual/theoretical research for IS researchers yet specifies how grounded theory can be used as a method to be embraced within an interpretive case study strategy, to define a research methodology. This paper is therefore written to help IS researchers who are considering the use of grounded theory as a data analysis method in a manner compatible with the case study strategy, by first justifying the use of Strauss’s approach in this integration and secondly showing how this integration might be achieved.

Recommended Citation

Halaweh, Mohanad; Fidler, Christine; and McRobb, Steve, "Integrating the Grounded Theory Method and Case Study Research Methodology Within IS Research: A Possible 'Road Map'" (2008). ICIS 2008 Proceedings . 165. https://aisel.aisnet.org/icis2008/165

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  • v.18(11); 2016 Nov

Observation in Grounded Theory and Ethnography: What are the Differences?

Tahereh fathi najafi.

1 PhD Student in Reproductive Health, Student Research Committee, Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IR Iran

Robab Latifnejad Roudsari

2 Associated Professor, Evidence-Based Care Research Centre, Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, IR Iran

Hossein Ebrahimipour

3 Associate Professor in Health Services Management, Management and Social Determinant of Health Research Center, School of Health, Mashhad University of Medical Sciences, Department of Health Care Management

Narjes Bahri

Dear Editor,

Concurrently with the development of qualitative research methods, the tools of data collection have also greatly developed. Observation along with an interview helps researchers to understand the participants’ experiences in more depth. The observation means applying eyes more than ears and tongue through the data collection process. It is also a practice for better understanding of the facts and their relationship to each other, which is achieved by the use of all five senses ( 1 ).

The observation in qualitative research differs from observation in daily routines ( 2 ). Daily observation is just limited to people’s visual sense, but observation in qualitative research is the use of all senses to better understand the phenomenon ( 2 ). A qualitative researcher is looking for an answer to these two questions: "What do people do" and "why do they do it?". Also careful observation is a very useful method used to understand the hidden meanings of a phenomenon ( 2 ).

Grounded theory and ethnography are two research methodologies which use observation as data collection tool. However, there are differences in the focus of observation in these two methodologies. The objective of this paper is to discuss the differences between the focus of observation in grounded theory and ethnography. Grounded theory allows the researcher to explore the process of the occurrence of a social process in a particular context and is used in order to study the social processes in human interactions, the structure, and the process that led to it. The widespread use of grounded theory in explaining the social processes is related to its underlying philosophical perspective, which is a symbolic interaction ( 3 ). Apparently, observation in ethnography is like as grounded theory and the other qualitative studies but ethnography observers have more holistic views. In a way, Charmaz believes that the observer in the grounded theory, according to the objectives of the research, discusses the details of only one aspect of the research, whereas the observer in the ethnographies examines the details of all the aspects available, therefore, she believes that the observation in grounded theory has a narrower lens than in ethnographies ( 4 ).

While sociology scholars emphasize on the role of culture in shaping human behavior, researchers who adopt symbolic interactionism prefer to observe human behavior in present and changeable circumstances and consider it as an active issue ( 5 ). Therefore, the dynamic approach in dealing with symbolic interactionism and the static approach in ethnographies separate the path of these two ( 2 ).

Furthermore, due to the research method being convergent, by focusing on actions-interactions in the grounded theory studies and interactions in ethnographic approaches, it can be acknowledged that these two methods are different ( 6 ). In the grounded theory, the researcher relies more on the phenomenon and the process and revolves all field notes around these two issues, which results to the researchers concepts becoming senses of actions and interactions. He also moves from setting the process details, but in ethnography the focus is more on the social setting ( 7 ). On the other hand, the approach of ethnography is often in a way that focuses on issues such as religious beliefs and networks of kinship or culture in specific communities and pays more attention to structure than process; therefore, it deals with observation with respect to the purpose and the title of the research ( 8 ). However, field notes in ethnography describe the research subject as an object, without considering the available process which is incorporated in it ( 9 , 10 ).

Moving from data to the analysis and back enables the researcher to get a full mastery over the data and prevents the researcher from dodging in the data analysis. Moreover, this helps the theoretical purity of the output of the study to be increased, however the lack of a two-way path for observation in the ethnographic studies only increases the amount of data, which sometimes may lead to confusion of the novice researchers because it has not been as focused on as an observation in the grounded theory studies ( 11 ).

Sometimes the mass of data with no relationship to each other is a common problem in ethnographic observations ( 4 ). However, the observation of grounded theory, due to explaining the process incorporated in the phenomenon, creates a comprehensive picture and leads the observer to shift from the state of being completely inactive, which exists in ethnographical observation, towards the desired scene and the scenes surrounding it, and with a very careful observation through scrutinizing the evolution of social processes, actively ( 4 ). Charmaz states that researchers have faced a dilemma trying to identify the knowledge and enhance the understanding of the phenomenon, one way is around the subject and the other is the entrance way ( 4 ). She believes that the ethnographers choose the second option, and the grounded theorists, initially conduct their study around the subject to get a complete picture of the phenomenon from outside. Then in order to proceed they may enter the second option. However, they eventually will be able to provide a comprehensive picture of the phenomenon from different perspectives and views ( 4 ). Table 1 showed some differences.

Conflict of Interest: No conflict of interest exists.

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Difference Between Grounded Theory and Ethnography

• Categorized under Mathematics & Statistics , Psychology , Science | Difference Between Grounded Theory and Ethnography

Grounded theory and ethnography are useful in qualitative studies in various social science fields. They are both systematic and inductive approaches in exploring cultural phenomena. However, grounded theory is firmly based on symbolic interaction with a new theory as an end result while ethnography has several forms with more holistic views. The following discussions further tackle such distinctions.

difference between case study and grounded theory

What is Grounded Theory?

Grounded theory is a methodical and inductive approach in gathering and analyzing emerging patterns in data. It seeks to interpret how human beings understand their world and the other beings who interact with them. Hence, the job of the grounded theorist is to verify the research participants’ reality and look into the socially-shared meanings which influence behaviors.

This is credited to American sociologists, Barney Glaser, and Anselm Strauss. With their research on dying patients, they developed the constant comparative method which evolved to grounded theory method.   The following are the usual steps in grounded theory research:

  • Question or collection of qualitative data
  • Review of collected data
  • Coding of themes which have been extracted
  • Grouping of codes into concepts and then into categories
  • A new theory is conceptualized from the categories

The advantages of this theory include its organized and clear presentation, the liberty to be able to construct theories, and its applicability in various fields such as psychiatry, psychology, sociology, medicine, management, industry, and education. Hence, it has high ecological validity, novelty, and parsimony.

difference between case study and grounded theory

What is Ethnography?

Ethnography came from the Greek words “ethos” which means “folk” or “nation” and “grapho” which means “write”. It is the methodological study of people and cultures which entails the researcher to observe participants from their perspectives. This design has many forms which includes life history, feminist, and confessional; two of its common forms are realist and critical. Realist ethnography uses a traditional approach from the third person’s perspective to promote objectivity. This is often used by cultural anthropologists and the researcher has the final say on how the information should be presented and interpreted. Critical ethnography advocates the causes of marginalized groups and aims to empower people. These ethnographers are usually politically minded and address issues on power, inequity, and repression.

The group’s culture is presented graphically and in writing; thus, ethnography can have a double meaning. The conceptual development of ethnography is attributed to Gerhard Friedrich Muller, a history and geography professor while the first known modern ethnographer is Bernardino de Sahagun, a Franciscan priest.

As a qualitative method, it observes practices and relationships without the strict employment of a deductive framework.   An ethnographic study features the system of meanings in the existence of a cultural group. It is most appropriate for exploring beliefs, issues, language, and other cultural systems. The following are the general methods in conducting an ethnographic research:

  • Evaluation if ethnography is the most suitable approach
  • Identifying and locating the most appropriate group
  • Selection of cultural themes, theories, or issues
  • Determine which ethnography type to utilize
  • Information collection
  • Data analysis
  • Generalizations of the participants’ and researchers’ views

Difference between Grounded Theory and Ethnography

Philosophical perspective.

Grounded theory is greatly influenced by symbolic interaction which seeks to gain more knowledge about the world by looking into how humans interact, specifically with the use of symbols such as language. On the other hand, ethnography is more holistic in approach and is not often assessed regarding philosophical standpoints.

General Aim

The general aim of grounded theory is to study emerging patterns which lead to a theory while that of ethnography is to gain rich and holistic generalizations of a group’s behavior and their location.

Grounded theory is credited to American sociologists, Barney Glaser, and Anselm Strauss while ethnography’s concept development is attributed to Gerhard Friedrich Muller while the first known modern ethnographer is Bernardino de Sahagun.

Grounded theory has no distinct forms while ethnography has several which includes life history, feminist, and confessional; two of its common forms are realist and critical.

The usual steps in grounded theory research are data collection and review, theme coding, categorizing codes, and theory conceptualization while those of ethnography are population identification, theme selection, ethnography type specification, data collection and analysis, and generalizations.

The advantages of grounded theory include high ecological validity, novelty, and parsimony. Regarding ethnography, the benefits include addressing unpopular or ignored issues, and providing avenues for ethnographer’s creativity.

Disadvantages

The criticisms of grounded theory include its being misunderstood as a “theory”, its vague notion of being “grounded”, and some have misgivings regarding its claim to develop inductive knowledge. The disadvantages of ethnography include the risk for bias since the ethnographer’s intuitions are tapped, its long duration and high cost since it may take time to establish trust with the participants, and some groups may be difficult to access.

Grounded Theory vs Ethnography: Comparison Chart

difference between case study and grounded theory

Summary of Grounded Theory vs Ethnography

  • Both are systematic and inductive approaches in exploring cultural phenomena
  • Grounded theory is based on symbolic interaction theory while ethnography is more holistic in approach.
  • Grounded theory aims to identify emerging patterns and to conceptualize a theory while ethnography seeks to generate holistic etic and emic insights.
  • Unlike grounded theory, ethnography has distinct forms.
  • The advantages of grounded theory include high ecological validity, novelty, and parsimony while those of ethnography include addressing unpopular or ignored issues, and providing avenue for ethnographer’s creativity.
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Cite APA 7 Brown, g. (2019, August 27). Difference Between Grounded Theory and Ethnography. Difference Between Similar Terms and Objects. http://www.differencebetween.net/science/difference-between-grounded-theory-and-ethnography/. MLA 8 Brown, gene. "Difference Between Grounded Theory and Ethnography." Difference Between Similar Terms and Objects, 27 August, 2019, http://www.differencebetween.net/science/difference-between-grounded-theory-and-ethnography/.

In the write-up, you mentioned that grounded theory does not have a distinct form but ethnography does and you attributed Feminist, life history, confessional, ….to ethnography. However, this information was/is interchanged in the comparison chart. Kindly check. Thanks.

I find your write up very educative.

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COMMENTS

  1. PDF Comparing Case Study and Grounded Theory as Qualitative ...

    Methodology This article is based on a review of existing literature on the definitions and characteristics of case study and grounded theory approaches in qualitative research. The study reviewed relevant literatures including journals and books. 3. Case Study, Ground Theory Definitions and Characteristics

  2. Grounded Theory: A Guide for Exploratory Studies in Management Research

    While studies using grounded theory in management research are becoming more popular, these are often mixed with the case study approach, or they provide contradictory guidelines on how to use it. The aim of this paper is to provide a clear guide for researchers who wish to use grounded theory in exploratory studies in management research.

  3. Grounded theory research: A design framework for novice researchers

    The aim of all research is to advance, refine and expand a body of knowledge, establish facts and/or reach new conclusions using systematic inquiry and disciplined methods. 1 The research design is the plan or strategy researchers use to answer the research question, which is underpinned by philosophy, methodology and methods. 2 Birks 3 defines ...

  4. PDF Five Qualitative Approaches to Inquiry

    Questions for Discussion • What are a narrative study, a phenomenology, a grounded theory, an ethnog- raphy, and a case study? • What are the procedures and challenges to using each approach to qualitative research? • What are some similarities and differences among the five approaches? Narrative Research Definition and Background

  5. Research MethodologyOverview of Qualitative Research

    Enhancing the validity of the data, as well reliability and ethical issues in qualitative research are described. Qualitative research is an accessible way for chaplains to contribute new knowledge about the sacred dimension of people's lived experience. Keywords: chaplaincy, ethnography, grounded theory, phenomenology, qualitative research.

  6. Grounded theory and case study

    While grounded theory is mainly used for qualitative research (Glaser, 2001), it is a general method of analysis that accepts qualitative, quantitative, and hybrid data collection from surveys, experiments, and case studies (Glaser, 1978).

  7. Narrative Inquiry, Phenomenology, and Grounded Theory in ...

    Phenomenology Grounded theory Qualitative research Download chapter PDF Introduction Qualitative research is an advanced process of systematic investigation with its assumptions, philosophical foundations, and interpretive frameworks (Creswell, 2012; Merriam & Tisdell, 2016 ).

  8. Additional Qualitative Approaches: Ethnography, Grounded Theory

    This chapter introduces four approaches to inquiry—grounded theory, narrative, phenomenology, and ethnography—that, together with case study, comprise five primary qualitative research designs. The purpose of grounded theory is to develop a unified theoretical explanation for a process, action, or interaction such as professional growth or ...

  9. Grounded theory research: A design framework for novice researchers

    Grounded theory is a well-known methodology employed in many research studies. Qualitative and quantitative data generation techniques can be used in a grounded theory study. Grounded theory sets out to discover or construct theory from data, systematically obtained and analysed using comparative analysis.

  10. Grounded Theory Methodology: Key Principles

    Grounded theory (GT) is a common qualitative methodology in health professions education research used to explore the "how", "what", and "why" of social processes. With GT researchers aim to understand how study participants interpret reality related to the process in question. However, they risk misapplying the term to studies that ...

  11. Comparisons of Adaptations in Grounded Theory and Phenomenology

    The differences between the two scholars pivoted the emergence of different GT adaptations that diverged following their ... (2017). A Comparative analysis of two qualitative methods: Deciding between grounded theory and phenomenology for your research. Vocational Training: Research and ... Case Study Research for Business. 2012. SAGE Knowledge ...

  12. Case and Grounded Theory As Qualitative Research Methods

    Written By: Sam Savage Published Date: February 24, 2005 Last Edited: February 24, 2005 Case and grounded theory are two methods of qualitative research. Both methods have their roots in...

  13. Distinguishing Between the Types of Grounded Theory

    Rather than relying on past analyses or assumptions to highlight the right answers to the wrong questions, grounded theory pushes researchers to be enthusiastic and driven towards finding the right answers to the right questions.

  14. Grounded theory: what makes a grounded theory study?

    Grounded theory (GT) is both a research method and a research methodology. There are several different ways of doing GT which reflect the different viewpoints of the originators. For those who are new to this approach to conducting qualitative research, this can be confusing. In this article, we outline the key characteristics of GT and ...

  15. Integrating the Grounded Theory Method and Case Study Research

    This paper is therefore written to help IS researchers who are considering the use of grounded theory as a data analysis method in a manner compatible with the case study strategy, by first justifying the use of Strauss's approach in this integration and secondly showing how this integration might be achieved.

  16. What's the difference between case study and grounded theory research

    Julian Dehmer Hanzehogeschool Groningen What's the difference between case study and grounded theory research? Does it make sense to use both? Does one only use one research strategy or several?...

  17. Grounded theory

    Grounded theory is a systematic methodology that has been largely applied to qualitative research conducted by social scientists.The methodology involves the construction of hypotheses and theories through the collecting and analysis of data. Grounded theory involves the application of inductive reasoning.The methodology contrasts with the hypothetico-deductive model used in traditional ...

  18. Developing Theory With the Grounded-Theory Approach and Thematic

    The grounded-theory approach is useful when the area of study is new. It also is helpful for identifying details of constructs. In addition to themes and subthemes related to familismo and empowerment, we discovered themes capturing perspectives about beauty, interpersonal manners, and human qualities (e.g., being loving and caring).

  19. CHAPTER 4: Five Qualitative Approaches to Inquiry

    GROUNDED THEORY RESEARCH. Grounded theory seeks to generate or discover a theory-a general explanation- for a social process, action or interaction shaped by the views of participants (p. 83). One key factor in grounded theory is that it does not come "off the shelf" but is "grounded" from data collected from a large sample.

  20. Integrating the Grounded Theory Method and Case Study Research

    Grounded theory is used by many IS researchers. Sometimes they apply it as a method and sometimes they apply it as a methodology. This different application stems from the debate between Glaser and Strauss; the originators of this theory. Some IS research implies the simultaneous use of case study and grounded theory. However, no conceptual/theoretical research for IS researchers yet specifies ...

  21. PDF 1. How is IPA different than other qualitative approaches such as

    Thanks for this question. IPA is different from other qualitative approaches in terms of aims, theoretical foundation or assumptions, and processes. This would be a really long response, if I tried to compare it to multiple other approaches, so I will focus just on grounded theory in this response.

  22. Observation in Grounded Theory and Ethnography: What are the Differences?

    The objective of this paper is to discuss the differences between the focus of observation in grounded theory and ethnography. Grounded theory allows the researcher to explore the process of the occurrence of a social process in a particular context and is used in order to study the social processes in human interactions, the structure, and the ...

  23. Difference Between Grounded Theory and Ethnography

    Grounded theory is a methodical and inductive approach in gathering and analyzing emerging patterns in data. It seeks to interpret how human beings understand their world and the other beings who interact with them.