1. Introduction to: Interpretive research grounded theory case study
inf October 2005

2. Interpretive research
Assumption: access to reality (given or socially constructed) is only through social constructions such as language, consciousness and shared meanings
inf October 2005

3. Interpretive research
Interpretive studies generally attempt to understand phenomena through the meanings that people assign to them
Interpretive research does not predefine dependent and independent variables, but focuses on the full complexity of human sense making as the situation emerges
inf October 2005

4. Interpretive research in IS
interpretive methods of research in IS are "aimed at producing an understanding of the context of the information system, and the process whereby the information system influences and is influenced by the context" (Walsham)
inf October 2005

5. Interpetive research: use of theory
Initial guide to design and data collection
Initial theoretical framework
Sensibility to data
Danger of not-seeing
Part of an iterative process of data collection and analysis
Being open to field data
Modify initial assumptions and theories
A final product of the research
Concepts
Conceptual framework
inf October 2005

6. Interpretive research: empirical work
Access to other people’s interpretations
Own role as researcher
Outside observer – not direct involvement
Involved researcher (action r, participant obs.)
Evidence: interview as primary data source
Styles of interview
Reporting media
Reporting fieldwork
Credibility: document your process of data collection
Importance of details (research site, motivation for choices, num of people, data sources, ... and theory-data iterations)
inf October 2005

7. Types of generalizations from interpretive case study (Walsham)
Development of concepts
Generation of theory
Drawing of specific implications
Contribution of reach insight
inf October 2005

8. Principles for conducting and evaluating interpretive research Klein and Myers 1999, MISQ
The fundamental principle of the hermeneutic circle.
The principle of contextualization.
The principle of interaction between the researchers and the subjects.
The principle of abstraction and generalization.
The principle of dialogical reasoning.
The principle of multiple interpretations.
The principle of suspicion.
inf October 2005

9. Grounded Theory Barney Glaser and Anselm Strauss (1967)
They criticized the "overemphasis in current sociology on the verification of theory, and a resultant de-emphasis on the prior step of discovering what concepts and hypotheses are relevant for the area that one wishes to research“
"(...) we are also trying, through this book, to strengthen the mandate for generating theory, to help provide a defense against doctrinaire approaches to verification (...). It should also help students to defend themselves against verifiers who would teach them to deny the validity of their own scientific intelligence"
inf October 2005

10. Grounded Theory as Theory
It is inductively derived from the study of the phenomenon it represents.
It is discovered, developed, and provisionally verified through systematic data collection and anlysis of data pertaining to that phenomenon.
Data collection, analysis and theory stand in reciprocal relationship with each other.
One does not begin with a theory, then prove it.
One begins with an area of study and what is relevant to that area is allowed to emerge.
Strauss and Corbin (1990) Basic of Qualitative Research, Sage.
inf October 2005

11. Grounded Theory as a methodology
Emphasis on empirical material as basis for conceptualization.
Gathering reach empirical material from a variety of sources.
Open data collection
Recording data systematically
the emphasis is on exploring the nuances of the data by constantly asking, 'of what is this an example?'
Develop dense and grouded concepts and categories
inf October 2005

12. Defining Grounded Theory
”grounded theory methods are a set of flexible analytic guidelines that enable researchers to focus their data collection and to build inductive middle-range theories through successive levels of data anlysis and conceptual development”
Charmaz, K. (2005) ”Grounded Theory in the 21st Century” in The Sage Handbook of Qualitative Research
inf October 2005

13. Grounded Theory: data analysis
Open coding
concepts, categories, properties, code notes
Memo writing
Axial coding
Focus on relations
Connections between categories
Causal conditions, intervening conditions...
Selective coding
inf October 2005

14. Grounded Theory Conflicting principles: Emergence
Of categories from data
Theoretical sensitivity
Researchers’ ability to see relevant data
To identify theoretical relevant phenomena
Strauss/Glaser discussion
inf October 2005

15. Case Study Yin, R. (1994) Case Study Research, Sage
A method of research/a research strategy (not linked to part. method of data collection)
Advantages/disadvantages depending on:
Type of research question
Control over behavioural events
Focus on contemporary as opposed to historical phenomena
Preferred when:
”How” and ”why” questions
Little control over events
Focus on contemporary phenomena within real-life context
inf October 2005

16. Defining Case study Distinguishing characteristics:
It attempts to examine a contemporary phenomenon in its real-life context;
Expecially when the boundaries between phenomenon and context are not clearly evident;
Different from: experiment and historical analysis.
inf October 2005

17. Exploratory case study
To develop pertinent hypothesis and propositions for futher inquiry
”what are the ways of making schools effective?”
Descriptive case study
To describe the incidence or prevalence of a phenomenon
Es. Political attitudes
Explanatory case study
To trace operational links over time
inf October 2005

18. Case study design five components of research design:
A study's questions
Its propositions, if any
Its unit(s) of analysis
The logic linking the data to the propositions
The criteria for interpreting the findings
inf October 2005

19. Case study: required skills for data collection
Ask good question
Be a good listner
Be adaptive and flexible (new = opportunity; not always as planned)
Have a firm grasp on the issue (relevant events and information)
Not mechanical recording
Recognize deviations, contradictions
Be unbiased by preconceived notions
Be open to contrary findings
inf October 2005

20. Sources of evidence Documentation Archivial records Interviews
Direct observations
Participant-observation
Physical artefacts (technological devices, tools or instruments, a work of art)
inf October 2005

21. Three Principles of data collection
Principle 1:Use multiple sources of evidence
Single source: problems of accuracy and trustworthiness
Triangulation: rationale for using multiple sources of evidence
Construct validity
More expensive/time consuming/need different skills
inf October 2005

22. Three Principles of data collection
Principle 2: Create a case study database
Need to separate between collected evidence and final report
Increases reliability
Contents: notes, documents, quantitative data, narratives
Other people should be able to access data
inf October 2005

23. Three Principles of data collection
Principle 3: Maintain a chain of evidence
To allow an external observer to follow the derivation to any evidence
Trace steps
From conclusions to research questions
From research questions to conclusions
Final report ↔ database ↔ evidence and circumstances ↔ procedures and questions in protocol ↔ initial research questions
inf October 2005

24. Key characteristics of case studies (Benbasat et al
Key characteristics of case studies (Benbasat et al.(1987) The Case Research Strategy in Studies of Information Systems, MIS Quarterly)
Phenomenon is examined in a natural setting
Data are collected by multiple means
One or few entities (person, group or organization) are examined
The complexity of the unit is studied intensively
The investigator should have a receptive attitude towards exploration
No experimental controls or manipulation are involved
The investigator may not specify the set of dependent and independent variables in advance
The results derived depend heavily on the integrative powers of the investigator
Changes in site selection and data collection methods could take place as the investigator develops new hypotheses
Useful to study ”how” and ”why” questions
The focus is on contemporary events
inf October 2005