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dc.contributor.authorGhodoosi, Bahareh
dc.contributor.authorTorrisi-Steele, Geraldine
dc.contributor.authorDey, Sharmistha
dc.contributor.editorWang, Viktor
dc.description.abstractGrounded 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.
dc.publisherIGI Global
dc.publisher.placeHershey, PA, United States
dc.relation.ispartofbooktitlePromoting Qualitative Research Methods for Critical Reflection and Change
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchSpecialist studies in education
dc.titleResearching Teaching in Higher Education
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dcterms.bibliographicCitationGhodoosi, B; Torrisi-Steele, G; Dey, S, Researching Teaching in Higher Education, Promoting Qualitative Research Methods for Critical Reflection and Change, 2021, pp. 57-78
gro.hasfulltextNo Full Text
gro.griffith.authorTorrisi, Geraldine G.
gro.griffith.authorDey, Sharmistha

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