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Not everything that counts can be counted,
and not everything that can be countedcounts -Albert Einstein
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outline
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Introduction
Who developed it?
Developed by Barney Glaser and AnslemStrauss in 1967 as a general qualitative data
analysis approach where it is further developed
to become grounded theory method.
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IntroductionDefinition:
It is an inductive data analysis in qualitative research where
newly collected data is compared with previous data that was
collected in earlier studies.
This is done continuously as the theories are forming, and
consistently being enhanced, then being confirmed or
disregarded all together when new data surfaces from data
collection. (Savenye & Robinson, 1996)
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IntroductionDefinition:
Meaning the strategy involves taking one piece of
data and comparing it with all others that may besimilar or different in order to develop
conceptualization of the possible relations between
various pieces of data.
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Where is it applied?
A1
Applying constant comparative and discourse analysis
to virtual worlds research by (Leong, Joseph, &Boulay, 2010)
A2 The use of information by environmental planners: aqualitative study using grounded methodology by
Mutshawa, A. (2009)
A3
Patients action during their cardiac event: qualitativestudy exploring differences and modifiable factorsby Ruston, A., Clayton, J., & Calnan, M. (1998)
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Where is it applied?
A4
To explore where and how learning takes place in a
networked leadership and development learningprogramme for SMEs by Peter, S. (2010)
A5 Tenure and Promotion Considerations: An Analysis of
Cultural Issues by Ovington, J. et al.
A6
The role of schools perceived human resource policies inteachers professional development activities: a comparativestudy of innovations toward competence-based education bySeezink, A., & Poell, R. (2011)
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Purpose of the articles
A1
To show that by combining multiple dataanalysis methods to attain the different typesof research questions.
RQ: Students reactions to an experimental
course taught online in Second Life.
A2
To examine the use of information byenvironmental planners.
RQ: Factors that help influence and explainbehaviour exhibited by environmental planners.
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Purpose of the articles
A3
To explore the circumstances and factors thatexplain variations in response to a cardiacevent.
To identify potentially modifiable factors.
A4
To explore where and how learning takesplace in a networked leadership anddevelopment learning programme forSMEs
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Purpose of the articles
A5
To review a selected sample ofliterature on tenure decision-making andpresent a model for productivity analysis
A6
This study investigates professional developmentactivities taken by teachers in order to play new roles incompetence-based education programs.
RQ: Types of professional development activitiesundertaken by teachers, how these activities differamong schools and extent of ability to identify elementsof approach
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sampling
A1 Students in a six-week graduate educationaltechnology elective summer course.
A2 44 officers working or connected to the 5
councils in Botswana.
A3 43 patients and 21 other people present at
the time of the cardiac event.
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sampling
A4
The study uses one cohort of LEAD that
consisted of 25 small business ownermanagers.
A5 18 articles, 7 letters to the editor and 5
faculty handbooks
A6 30 PVSE teachers from nine different
schools
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Data collection
Article 1
I. Classroom observations or video recording of
the use of virtual world in world classsessions.
II. Students discourse in written text, including
students blogs, chat box text andasynchronous discussion postings.
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Data collectionArticle 2
Interviews with the 44 officers needed to explain onthe environmental issues and planning to:
1)define general terms and how information use torelate factors
2) explore the findings in depth,
3)develop relationship and find example,
4) search for evidence to refute the finding
5) have more open discussion to confirm the findings.
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Data collection
Article 3
i. Semi structured face to face interview with
the patients admitted to two districthospitals for a cardiac event.
ii. Semi structures face to face interview with
the patients associates.
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Data collection
Article 4
i. Interviews and observations by the
researcher to provide information on howLEAD was impacting them both personallyand professionally.
ii. Information were thematically analysed andidentified, hence used in the networkedlearning.
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Data collection
Article 5
Reviewing literature to assess thespecific requirements in awarding
tenures
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Data collection
Article 5
Semi-structured interviews (open-ended questions)
conducted with an interview protocol to explore on:
i. Respondents background
ii. Implementation of teachers professional
development activities, SOAP principles andIPM.
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Findings & data analysis
A1
Via CCA, the salient theme in the studentsreactions were;
a) students frustration with technical issues andlearning functionalities of virtual worlds,
b) need for socialization, and c) appreciation for the potential of virtual world for
teaching and learning.
The analysis has implication on how students learnin
the virtual worlds and the changing roles ofinstructorsin virtual worlds as well.
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Findings & data analysis
A2
After CCA, there were 8 main categories
discovered; motivators, role context,dynamic project information context,experiential knowledge, patent ofinformation use, informational power,
strategies for participation, and situatedpower.
The analysis has implication in showing on
how the information used by the plannersempowerstheir decision and behavioursduring the environmental planning process.
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Findings & data analysis
A3
The interviews were tape recorded. The data were divided into 3 groups
(1) Non delayers
(2) Delayers (3) Extended delayers
The data were then analyzed usingthe constant comparative method
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Findings & data analysis
A4
Five learning spaces wereidentified to show where thedelegates were learning onLEAD, namely:
LEAD, 2. reflective 3. Social 4.Peer-to-peer and 5.future
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Findings & data analysis
A5
Through CCA, the factors that universityadministrators need to evaluate beforeawarding of tenure and promotion arecategorized for example; the candidatesability to increase competence, size offaculty, organizational structure, contextvariables, and teaching versus researchcommitment
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Findings & data analysis
A6
Interviews were fully transcribed, followed by acoding procedure where core concepts were codedinto 11 main categories and 62 sub categories.
Data collected were compared between categories
The analysis has implication on views of teachers onprofessional and career development, theirmotivation to participation in development activities
and actual learning in the process.
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Conclusion
Strengths Weaknesse
Effectiveness
CCA is useful in
identifying importantand prominentthemes or conceptsfrom a broad
exploratoryapproach but
Rigidity of data
due to the use of
multiple coders anddata sources somewill disregard therigor of data
collection andanalysis. (Leong etal., 2010)
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Conclusion
Strengths Weakness
Generates analytical
data whichcontribute tounderstanding
Time consuming
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Conclusion
On Etic versus Emic dilemma
Most studies assumed to put emphasis on emicapproach (Douglas, 2003)
but sometimes there are failures by theresearchers to differentiate between these twotypes of approach when interpreting data causingconfusion in coding/conception of data categories,making it unreliable for generalization. (Zubaran,2009)