Introduction to: Interpretive research grounded theory case study inf5220 - 27 October 2005

Interpretive research Assumption: access to reality (given or socially constructed) is only through social constructions such as language, consciousness and shared meanings inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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) inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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) inf5220 - 27 October 2005

Types of generalizations from interpretive case study (Walsham) Development of concepts Generation of theory Drawing of specific implications Contribution of reach insight inf5220 - 27 October 2005

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. inf5220 - 27 October 2005

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" inf5220 - 27 October 2005

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. inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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. inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

Sources of evidence Documentation Archivial records Interviews Direct observations Participant-observation Physical artefacts (technological devices, tools or instruments, a work of art) inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005

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 inf5220 - 27 October 2005