What sort of grounded theorist are you? How do you know? Are there any pointers that might help you identify your methodological fit? It is really important to clarify what type of grounded theorist you might be right from the beginning. 

The easiest way to begin is to scan several seminal works. Essentially, methodological choice can be limited to three main versions. While Morse et al. (2009) suggest there are many more versions of the methodology, the most popular choices are:

• Glaser (1978, 1998, 2001, 2003, 2005); 

• Strauss and Corbin (1998) or Corbin and Strauss (2008);

• Charmaz (2006, 2009).

I recommend a quick perusal of Glaser (1998). If you are what is now known as a "classic" grounded theorist you will quickly understand what Glaser has to say about research, and appreciate his comments on participants identifying the research problem. Going into a research project prepared to put professional interests aside in the interests of participants identifying their concern in a particular situation will be an attractive way to start researching. You will welcome the notion of "trusting in emergence", have no difficulty at all coping with constant comparison of data, and be sensitive to the fact that knowledge development surely begins with knowledge generation rather that knowledge verification. The suggestion that classic grounded theory is a-philosophical is likely significant. Perhaps you already understand that you are very different to phenomenological researchers who want to study philosophy  in-depth? The focus on identifying group patterns of behaviour in grounded theory will appeal, however. Above all, referral to conceptualisation and generating a theoretical explanation of a substantive area will not send you  running for the hills. Those beliefs will resonate with you and how you see your world. This type of grounded theorist wants to look at the whole and is respectful of the timelessness of this version of grounded theory. If you are still not sure there are some excellent examples of Glaser's grounded theory in Glaser and Holton (2007) and in Artinian, Giske, and Cone (2009). 

If you are unconvinced though it might be wise to read further. For instance, if you began arguing with me as you read that last paragraph, it may well be you are not a classic grounded theorist after all. You might be more at home with the Strauss and Corbin model (Strauss & Corbin, 1998; Corbin & Strauss, 2008) that provides intricate detail about specific research techniques and procedures. Their axial coding model, which studies conditions and dimensions of a situation, appeals to many potential grounded theory researchers. You may not end up with a theory that explains what is meaningful to the participants managing a problem, but you will be carefully guided through the research process. Students right across the world have found this version of grounded theory helpful. Glaser (1992)  criticises it on the grounds that it emphasises "forced conceptual description" (p. 5). Nonetheless, this form of grounded theory appeals to researchers that want a clear philosophical base for theory development. Reference to symbolic interactionism will comfort you, your supervisors, not to mention your dissertation committee, as will the coding paradigm with all its intricacies. Structured detail reassures the novice researcher and provides clear boundaries of what to look for in specific situations, how, where, when, and why. If line by line analysis has you sighing with pleasure this model may be for you. If, on the other hand, detail tests your patience, if you are concerned that the participant voice may not be heard in your research, there is another option. 

Maybe the specific techniques of the Strauss and Corbin model are too constraining? Perhaps you are a person who needs a flexible approach for your research? Possibly you are already impatient with the notion of constant comparative analysis? If that sounds like you, there is a popular alternative with the Charmaz (2006, 2009) constructivist version of grounded theory. Do you value individual's story telling? Do you come alive when you can analyse an individual's interpretation of an experience? Do you become argumentative when a "classic" grounded theorist states his or her research question is: "what is the main concern of ….. and how do you manage that". The idea that individuals might have one main concern offends you and any mention of "managing a situation" is insensitive. Charmaz's argument that there are multiple realities in the world and "generalisation are partial, conditional and situated in time and space" (p. 141) interests you. Co-constructing data with your participants and recognising the subjectivity that influences their lives is in keeping with your value system. Conceptualisation and the idea of finding a core category is much less interesting, as is presenting an abstract account of an experience. What is important is the participant's narrative. Rich, accurate detailed descriptions are much more meaningful. Themes, not concepts and categories, are attractive, as is the notion of locating your participants in a world where the emphasis is on external locus of controls. This makes sense to you.  If the freedom to situate participants under the banner of constructivism draws you, themes tempt you, and finding a core category upsets you, this version might appeal.  

These observations come from working alongside students trying to find their place in grounded theory methodology. The rule of thumb is that, if a particular version of grounded theory appeals to you, you will read more and more. Reading as much as you can comes easily. If, though you struggle to understand a version from page two, your attention wanders, and you find yourself arguing with the writer, there is likely a dissonance between your innate belief systems, your way of thinking, and that particular version. 

Your patterns of thinking influence who you become as a researcher. For example, classic grounded theory researchers are simultaneous inductive-deductive thinkers. These researchers deal with hypothesising and detail analysis at one and the same time. Strauss and Corbin grounded theorists that struggle with abstract theory development are strong concrete thinkers, while Charmaz grounded theorists are at ease with interpretive analysis, ill at ease with critical analysis. 

As you check out the different versions be careful not to force yourself into a mould to please others for whatever reason. Finding your true identity as a researcher is crucial for the successful completion of your project. Adopting a methodology that is incongruent with your innate value system and way of thinking is unhealthy. If methodological choice is at odds with who you are, problems will emerge during data analysis, which is a clear indicator of thinking ability.

Artinian, B. M., Giske, T., & Cone, P. H. (2009). Glaserian grounded theory in nursing research: Trusting emergence. New York: Springer.

Charmaz, K. (2006). Constructing grounded theory. A practical guide through qualitative analysis. London: Sage.

Charmaz, K. (2009). Shifting the grounds: Constructivist grounded theory methods. In J. M. Morse, P. N. Stern, J. M. Corbin, B. Bowers, & A. E. Clarke, (Eds.). Developing grounded theory: The second generation (pp. 127-154). Walnut Creek, CA: University of Arizona Press.

Corbin, J. A., & Strauss, A. (2008). Basics of qualitative research, 3rd ed. Thousand Oaks, CA: Sage.

Glaser, B. G. (1992). Emergence vs forcing: Basics of grounded theory analysis. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2001). The grounded theory perspective: Conceptualization contrasted with description. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2002). Constructivist grounded theory? Forum Qualitative Social Research, 3(3).

Glaser, B. G. (2003). The grounded theory perspective 11: Description's remodelling of grounded theory. Mill Valley, CA: Sociology Press.

Glaser, B. G. (2005). The grounded theory perspective 3: Theoretical coding. Mill Valley, CA: Sociology Press.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing.

Glaser, B. G.,  & Holton, J. (Eds.). (2007). The Grounded Theory Seminar Reader. Mill Valley, CA: Sociology Press

Morse, J.M., Stern, P.N., Corbin, J.M., Bowers, B., & Clarke, A.E. (2009). Developing grounded theory: The second generation. Walnut Creek, CA: University of Arizona Press.

© Antoinette McCallin, December 2009