Introduction to:
Interpretive research
grounded theory
case study
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Interpretive research
Assumption: access to reality (given or
socially constructed) is only through social
constructions such as language,
consciousness and shared meanings
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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
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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)
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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
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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 theorydata iterations)
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Types of generalizations from interpretive
case study (Walsham)
Development of concepts
Generation of theory
Drawing of specific implications
Contribution of reach insight
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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.
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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"
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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.
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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
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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
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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
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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
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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
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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.
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 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
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Case study design
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1.
2.
3.
4.
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
5. The criteria for interpreting the findings
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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
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Sources of evidence
Documentation
Archivial records
Interviews
Direct observations
Participant-observation
Physical artefacts (technological devices,
tools or instruments, a work of art)
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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
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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
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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
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Key characteristics of case studies (Benbasat
et al.(1987) The Case Research Strategy in Studies of Information
Systems, MIS Quarterly)
1.
2.
3.
4.
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10.
11.
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
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