ERIC Number: EJ1262740
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-3308
EISSN: N/A
The Strengths and Limitations of Using Situational Analysis Grounded Theory as Research Methodology
Uri, Therese
Journal of Ethnographic & Qualitative Research, v10 n2 p135-151 Win 2015
This study used situational grounded theory to explore the potential impact of systemic design on 21st century education. Situational analysis grounded theory (Clarke, 2005) was selected over three other established grounded theory methods because it provided a suitable foundation to chart the complexities of systemic design and contemporary educative issues. Because early grounded theory methodologies served as underpinnings to situational analysis grounded theory, Glaserian, Straussian, and constructivist approaches were briefly examined, particularly for their perspective on "groundedness" (Raffanti, 2006). Then, using a snapshot version of 15 in-depth interviews with design philosophers, teachers, and practitioners, the author navigated through cartographic guidelines applicable to situational analysis. Three main cartographic approaches analyzed the study: situational maps, social worlds/arenas maps, and positional maps. A final map summarized the interview findings. The paper concluded with a discussion of the strengths and the limitations of the study as well as using situational analysis as a research methodology.
Descriptors: Grounded Theory, Qualitative Research, Educational Research, Systems Approach, Design, Data Collection, Sampling, Credibility, Concept Mapping
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A