The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Philosophical Paradigms, Grounded Theory, and Perspectives on Emergence
Open accessAbstract
The purpose of this article is to present a plausible framework to initiate discussion regarding the concept of emergence in grounded theory. Using ontological and epistemological positions to develop three research paradigms, and applying these paradigms to various uptakes of grounded theory demonstrates differences in the definition of emergence. Discovery emergence is presented as a unidirectional relationship between the constituent parts (data) and the emergent property (theory) observed by an external postpositivist grounded theorist. Mechanistic emergence is presented as having a bidirectional relationship between the constituent part (data) and the emergent property (theory) observed by an external constructionist grounded theorist. Finally, reflective emergence is presented as having a bidirectional relationship between the constituent parts (data) and the emergent property (theory) interpreted by an interpretivist grounded theorist.
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Cites
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,666
Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory
Corbin, J., & Strauss, A. (2008) · SAGE · doi:10.4135/9781452230153 · Cited by 12,136
Understanding and Evaluating Qualitative Research
Fossey, E., Harvey, C., Mcdermott, F., & Davidson, L. (2002) · Australian & New Zealand Journal of Psychiatry · doi:10.1046/j.1440-1614.2002.01100.x · Cited by 2,311
The Development of Constructivist Grounded Theory
Mills, J., Bonner, A., & Francis, K. (2006) · International Journal of Qualitative Methods · doi:10.1177/160940690600500103 · Cited by 1,678
Grounded theory: reflections on the emergence vs. forcing debate
Boychuk Duchscher, J. E., & Morgan, D. (2004) · Journal of Advanced Nursing · doi:10.1111/j.1365-2648.2004.03249.x · Cited by 241
Cited by
Silverio, S. A., Varman, N., Barry, Z., Khazaezadeh, N., Rajasingam, D., Magee, L. A., & Matthew, J. (2023) · BMC Public Health · doi:10.1186/s12889-023-17505-7 · Cited by 32
Pedagogical design: Bridging learning theory and learning analytics
Banihashem, K., & Macfadyen, L. P. (2021) · Canadian Journal of Learning and Technology · doi:10.21432/cjlt27959 · Cited by 31
Silverio, S. A., De Backer, K., Dasgupta, T., Torres, O., Easter, A., Khazaezadeh, N., Rajasingam, D., Wolfe, I., Sandall, J., & Magee, L. A. (2022) · eClinicalMedicine · doi:10.1016/j.eclinm.2022.101433 · Cited by 26
Zheng, Q., Yin, X., Liu, L., Jevitt, C., Fu, D., Sun, Y., & Yu, X. (2024) · International Journal of Nursing Studies · doi:10.1016/j.ijnurstu.2024.104863 · Cited by 18
Benton, M., Hotung, N., Bird, J., Ismail, K., & Silverio, S. A. (2025) · Journal of Health Psychology · doi:10.1177/13591053241241863 · Cited by 15
Metadata
- Authors
- Levers, M.-J. D.
- Venue
- Sage Open
- Publisher
- SAGE Publications
- Published
- 2013-01-01
- Volume
- 3
- Issue
- 4
- ISSN
- 2158-2440 (ISSN-L)
- OpenAlex
- W2113897684
- Cited by
- 347
- References
- 5
- FWCI
- 14.37
- Type
- journal article
- Language
- en
- Open access
- gold
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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