Category: Dissertation Help

Dissertation Help

Dissertation Structure

Dissertation Structure

Your research dissertation may prove to be the longest piece of academic writing you will undertake during your studies, but there are useful methods that will assist you in making the task of writing a dissertation less troublesome. It is important to note that structure is critical along with time management; you should allocate a reasonable amount of time on structuring your dissertation correctly. It will help you gain a better overall grade and having a structured dissertation will keep you on track. This article will outline the typical structure of a dissertation.

Title Page

The dissertation title is an ideal opportunity to tell the reader and academic supervisor what your research is focused on. You will need it to be explicit, concise, on topic, descriptive, and representative of the research topic you have undertaken. More likely than not, there will be a required format for the title page in your research discipline, it is advisable to check how a title page is constructed at your institution, it may be best to check with your supervisor and locate previously written title pages by fellow students. I have written three dissertations during my time spent in education and the illustration below shows how I constructed my dissertation title page;

Dissertation Structure
Dissertation Structure

This tends to be the shortest and most concise section of your thesis or dissertation, but it is advisable in taking great care to write it well. Fundamentally, the abstract is a brief summary of the research undertaken. It should be able to represent the dissertation aim and objectives, and what the results and implications of the research are. In most cases a dissertation abstract is only one page long and you may have to adhere to a word limit, it is worth checking this with your supervisor and university guidelines. Be mindful that the dissertation abstract is an important section of your dissertation or thesis, it will naturally become a document in its own right, and there is a possibility that your dissertation may become registered on an academic database. Now that prospect sounds exciting. As the abstract comes before the main body of the dissertation, it may be prudent to write the abstract at an early stage when constructing your dissertation or thesis. It may form the framework for your research and will act as an aid in identifying the dissertation rationale and findings. This in turn will help formulate the structure of the dissertation.

Click the link to read further information about dissertation abstracts

Acknowledgements

This section is not mandatory and I tend not to include an acknowledgements section in my research. If you decide to include this, it will be an opportunity to mention individuals who have been particularly helpful to you while you have been writing your dissertation. Casting your eye over previously written acknowledgements by fellow students will give you a rough idea of the ways in which different kinds of guidance and support has been appreciated and mentioned. Again, this is not a mandatory section and you will not get downgraded for not including an acknowledge section.

Contents Page and List of Figures

The contents page in its simplest form denotes the structure of the dissertation. Any discrepancy in space devoted to different sections of dissertation content will become noticeable, it is important that the contents outlined in the contents page match the headings and subheadings throughout the document. Be mindful that many universities assess the presentation of a dissertation and the content structure is often seen as a significant contributor towards the final grade of a dissertation. It is recommended that you build a separate contents list for data tables, charts, figures and graphs.

Dissertation Contents
Dissertation Contents

Introduction

In most cases this is the first section of writing the reader encounters after the abstract or executive summary, it is often best to leave its preparation to last as, until then, you will not be totally sure what you are introducing, it is far easier to write an introduction once your dissertation is near to completion. When writing a dissertation the introduction has two primary roles (1) to expand the material summarized in the abstract section and (2) to indicate the content of the dissertation sections. I strongly advise that you include the following points to your dissertation introduction;

  1. Research aims and objectives
  2. Research concepts
  3. Dissertation rationale
  4. Methodology employed and scope
  5. Brief outline of research questions and hypotheses
  6. How collated data was analyzed and where it originated from
  7. Structure of the dissertation

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Literature Review

The main purpose of the literature review is to demonstrate that you have painstakingly explored and understand where your dissertation or thesis fits into the research field you have undertaken, have you identified existing theory and how does this relate to your research? You should be able to demonstrate the ability to identify key scholars and theories applicable to your research dissertation and how you have applied, assessed and critiqued this research. To do this you need to;

  1. Define the current state of research in your chosen subject area
  2. Assess whether there are any closely related areas that you also need to refer to in your research dissertation
  3. Identify any gaps in literature where you argue that further research needs to be explored and added
  4. Explain how you plan to address research gaps

This can lead to a clear statement of the research questions or hypotheses that you will be addressing. Further to the research context, there may be additional research contexts to present in your research. Typically, this would include;

  1. Theoretical or hypothetical context
  2. Methodological or operational context
  3. Practice context
  4. Political context

Undoubtedly, it may prove a little difficult to identify the optimal sequence for the above contexts as your specific research questions can be complex and there may be a handful of reasons why the research is needed in the field of study. It is worthwhile taking additional time to develop a fluid structure as this will help to convince examiners of the relevance of your research and that you understand its significance to field of study. The literature review should also be a straightforward description of how you conducted the research and how you referenced existing literature and theory.

The literature review reflects on critical points of current knowledge including findings written by prominent scholars, as well as theoretical and methodological contributions to a particular topic. Remember that a literature review is a secondary research source, and as such, do not report any unpublished, developmental or experimental research. Also, a literature review has a prominence in setting the research undertaken within the body of literature and to provide a clear context for the reader. Never forget that academic literature reviews are an integral element for research in nearly every academic field, regardless of the level of study.

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Results and Findings

Many academics perceive the results and findings as the most fascinating and worthwhile elements of a research study, many scholars unearth significant results that can radically change the way a subject area is perceived. Many see this as a Eureka Moment. As a student, you will need to check which style of academic writing is best suited to your field of study. For example a scientific dissertation will have a clear separation between the results and the discussion of results presented; whereas a social science dissertation will contain a findings section that brings the results and discussion together to formulate a conclusion.

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Discussion

The discussion section will allow you to evaluate the research in relation to the wider study, this will ascertain if you have kept your research on topic or not, and if you’ve answered the questions you intended or not. You will be able to refer back to the initial dissertation rationale that you gave for your introduction and literature review sections. You will also be able to see how impactful your research is and discuss what your own research study has added in the respective field. It is important to show that you appreciate the limitations of your research (be realistic) and how these may affect the validity and impact of the research findings. If you have acknowledged certain research limitations, you can report on the implications of your findings for theory, research, and practice in general.

Conclusions and Final Thoughts

Normally, this section of the dissertation tends to be much shorter than the aforementioned discussion. It is not a simple summary of your research by any degree, but needs to conclude concisely the main points that have been unearthed and what they mean for your chosen field of study. Be sure to highlight significant contributions and noteworthy outcomes from the research findings.

Referencing

This critical section of the dissertation needs to be organized, exact and must include all of your references in the required referencing style outlined in your university’s referencing guidelines.

As you add to and edit your dissertation you will probably gain and lose references that you had in earlier document versions. With this in mind, it will be advantageous to version control your documents up until completion (dissertation_v1.1.docx). It is vital to check that all the references contained in your dissertation are referenced accurately within the reference or bibliography section. From my personal experiences, I always checked to see if I could find every reference in the bibliography in the main body of the dissertation this means that you can locate any missing references and add them without running the risk of plagiarism. It is important that you reference all material used, I cannot stress this enough.

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Appendices

This section of the dissertation is very useful indeed. Items that normally appear in the appendices are those that a reader would want to see, but which would take up too much space and disrupt the flow if placed within the main body of the research. You can add your supporting documentation such as research questionnaires, cover letters, statistics, list of acronyms and photographs. It is worthwhile finding out if the appendices count towards the final word limit for your dissertation, normally the appendices do not. Be sure to reference the appendices within the main body of the research where necessary.

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Dissertation Structure Tips

  • Below are some dissertation tips that have proved useful throughout my time spent in education, I am sure that some of the bullet points below will prove useful to you;
  • Write your research as you go along, do this on the fly. Inspiration comes when you have information fresh in your mind if you cannot do this; write it down on a piece of paper and revisit it in the future. There is nothing more frustrating than losing an inspirational moment.
  • It is advantageous to keep track of how your research ideas are developing and writing helps clarify your thought processes. This negates the need to cram in thousands of words at the end of your dissertation this would lead to an imbalanced research project.
  • As previously mentioned, you do not have to start with an introduction; I have always found it easier to write an introduction once I have completed subsequent chapters such as the literature review or methodology. Alternatively, you may prefer to write the introduction first, so you can get your ideas formulated from the outset. There is every chance that you will add to and edit the introduction at some point.
  • Think of each chapter as a mini research project in itself. Each chapter should have a clear and concise introduction and conclusion. Use the chapter conclusion to link back to the overall research question and theoretical linkages to previous chapters.
  • Imagine the main questions and hypotheses of your dissertation as a river, and each chapter is a stream feeding into this, there should be fluidity from start to finish, you do not want to tie the reader up in knots. The individual chapters will contain their own opinions, and go their own way, but they all contribute to the main flow of the research project. Remember that a good dissertation structure is important.
  • Don’t go off on a tangent and don’t create your own bespoke dissertation structure, this will count against you. Always refer to your university guidelines if you are unsure.

Creating a good dissertation structure requires extra time, effort and preparation. “By failing to prepare, you are preparing to fail.” – Benjamin Franklin

Do you have any additional points that could be added to this post?

How to Write a Film Studies Essay

How to Write a Film Studies Essay

Films are designed to be heard and seen, to appeal to our aural and visual senses. Just like any art form, films are also designed to be understood and felt, to appeal to our minds and emotions. The best measure of a film’s credibility is determined through assessing the elements that comprise the whole process. This is achieved through a film study, this post discusses how to write a film studies essay.

Film study essays require more work than movie reviews. This is because they entail that you engage on a level further than storytelling. The essays offer a critical analysis of a complete film. Analyzing a film gives rise to a variety of topics, including the role of propaganda with respect to political and social issues, the influence of cinema on your culture, as well as the emergence of auteur paradigm. The topics are fascinating and they enhance the insight and inspiration of film students. This is a crucial ingredient in the course of writing film studies essays.

The initial step when writing a film studies essay involves narrowing the scope of interest to a specific area. This stage calls for extensive investigation from a wide variety of sources to enhance insight into the area of study. An individual should provide key details and thematic issues under the scope of the study. This enables you to maintain the focus of the film analysis of a scene or sequence that may have escaped the audience’s attention during past viewings. This section also focuses on presenting crucial details on the formalism, genre, historical implications, national background, auteur, and the ideology behind the film. In the course of writing the film analysis, you should pay attention to length, source, and style requirements.

When writing about a specific film, it is always assumed that the targeted audience is familiar with the film under analysis. Such an analysis is always introduced by presenting the major topics of interest while avoiding getting into lengthy details. Special focus should feature while investigating the style and structure of a particular film. This section focuses on the screen events and ignores other outside factors like the historical context, the life history of the director and others. A good film essay should provide the most fascinating and crucial features of the style and structure of the film. Details like sound, lighting, and cinematography contributing to the meaning of the film should also feature.

A good film study essay should also consider the common sequences of form and content. This includes editing, lighting, cinematography, narrative, characterization, thematic concerns and others. This enables the target audience to ascertain how a film diverges or conforms from a genre category. A film study essay writer should consider a film’s historical moment as genre varies with time. At this point, it is important to emphasize the common structures, techniques, and themes associated with the genre of the film. If the genre conforms to expectations, it is necessary to make that acknowledgement.

Analyzing the historical features of a film is an important requirement in writing a film study essay. This approach investigates and positions the unique historical flash of the film’s content, as well as its production or release. You should inquire whether the historical moments /events are depicted in a particular film. Having a historical background enhances the understanding of the narrative or techniques employed in the film. An objective argument should be provided as it will help clarify the film’s place in history. The argument should show how the film relates to the evolutions resulted by technological advancements in the film industry. A film study essay writer should compare the subject matter of specific films to their unique historical moments. A documentation of the reception of a film by a certain audience will come in handy.

Some film studies have theoretical content in their analysis. This form in general requires the writer to have a good comprehension of film history, film technicalities, or film theory. Generally, the essay presents some of the complex and larger structures of the cinema, as well as how the audience understands them. The analysis should center on the national arena,auteur, and the ideology of the film.

Film Studies Essay
Film Studies Essay

An analysis of the national cinema assesses a film through considering each country’s unique mode of studying the cultural implications resulted by these effects. This also helps the audience create the distinction between local and foreign films. It is crucial to determine whether the meaning of the film is changed when a film is observed outside of its culture. After identifying the dominating culture in the film, a cultural research should be carried out to enable a deeper understanding of the themes.

A film’s auteur reflects a director’s individual creative vision and it makes him appear as the film’s author. This is always achieved by a filmmaker who exercises creative management  over his works and possesses a strong personal style. Auteur theory is one of the most persistent  theoretical forms. This analysis focuses on how directors and other dominant figures like actors and producers employ pervasive themes and styles in their volume of work. Though a director rarely has total control over a film, it is important to establish the degree of influence. This will help to ascertain how the historical circumstances of a film’s production promote or discourage the unity of the director’s work. This section should also show the most distinguishing indicators of the director’s control over the film.

The political and social implications of a film are captured in its ideological analysis. Every film has an objective to pass a particular message to the society. An ample film study essay should have a clear underlying message that the film is trying to pass to the society. An analysis of culture, gender, characterization and other tenets help reveal the main message(s) in the film. Ideology can also be broken down into Hollywood Hegemony (observes how classical film designs distort and dominate people’s perception), class analysis( investigates how economic and social arrangements are represented in and surrounding a film influence and reflect the distribution of social command), feminist analysis ( investigates the level of women representation in front and behind the camera both positively and negatively), race studies( determines how various races have been positively or negatively embodied behind and in front of the camera, post colonial analysis ( from an international perception, how the subjugation and subsequent reemergence of native culture is revealed and represented in a particular film.

Before writing a film studies essay, one should offer a brief overview of the narration. However, care should be taken to avoid coming up with a synopsis of the film’s story as it is more of an analysis. The author should reveal plot complications or the film’s ending only if they relay directly to the analysis. If possible, a writer should write the film analysis with the movie at hand. A sufficient understanding of the films sould be reflected by the writer before embarking on writing the analysis. If the analysis is about a part of the movie shot from the point of view of one of the actors, one should write about the subjective camera task. A proper utilization of a film making terms will strengthen the command of the film studies essay.

How To Write A Good Dissertation

Dissertation Introduction Examples

Dissertation Introduction Examples

Title: dissertation introduction examples – Writing a dissertation introduction is perceived as a relatively straightforward aspect of the dissertation writing process. The reason for this may be that we often find typical components in an introduction that we can use, regardless of the study we are writing. One of the challenges of writing a good introduction, however, is to be brief, and to stay focused. An incoherent or unfocused introduction, or one that is over lengthy, may detract from the overall grade of the dissertation and will not create a good impression on the reader(s). Be mindful that you should avoid being anecdotal in your introduction (i.e. writing as if you are telling a story) and you will also need to avoid wasting words by stating the obvious and writing a series of over-generalised statements. Below you will find some helpful suggestions for writing an effective dissertation introduction:

  • To write a fascinating opening sentence that will keep the reader’s attention focused
  • Not to say everything you have to say in the introduction – save some of your good material for later sections of the dissertation
  • To try to keep the reader engaged and to make them read on
  • To ensure that there is a direct relationship between the introduction and the remainder of the dissertation, do not deviate from the key objectives
  • To ensure that you do not promise what cannot be fulfilled or what goes beyond what can reasonably be expected
Dissertation Introduction Examples
Dissertation Introduction Examples

The reason for this is that in a longer piece of writing such as a dissertation, it becomes more important to remind the reader of what you are doing and why you are doing it, before each chapter continues. Because of its length, there will be more opportunity to introduce a sense of debate into the introduction to a dissertation; and you will have time to bring in a wider range of references from outside. It is a good idea in a chapter introduction to remind the reader what happened in the previous chapter. Many academic experts have identified a number of key components of an introduction. It will not always be necessary or desirable to include all of them, but they will generally be used in some combination or other, in order to introduce an academic argument:

  • A statement of the importance of the subject
  • Mention of previous work on the subject
  • A justification for dealing with the subject
  • A statement of your objectives
  • A statement of the limitations of the work
  • A mention of some of the differing viewpoints on the subject
  • A definition of the topic being discussed

I hope you enjoyed reading this post on dissertation introduction examples and how it may assist you in your own research endeavors. If you enjoyed reading this post on, I would be very grateful if you could help spread this knowledge by emailing this post to a friend, or sharing it on Twitter or Facebook. Thank you.

Question: Where Can I Find Dissertation Introduction Examples?

Answer: Dissertation Introduction Examples

Example Dissertation Abstracts

Dissertation Abstracts

Title: Example Dissertation Abstracts – So, what is a dissertation abstract? Many academic institutions across different countries have contrasting views to what a dissertation abstract is. At study-aids.co.uk we believe that an abstract, in its purest form, is a concise summary of the entire dissertation this includes the dissertation topic, rationale and overview of the conclusions. A primary objective of an abstract is to provide the reader with a firm understanding of the content of the dissertation; this would include a concise synopsis of the dissertation aims and objectives.

It is important to note that the abstract will help a reader decide whether to read the whole dissertation or thesis in detail, or skip to the key findings. It is important to write an engaging and meaningful abstract so that you can inspire interest in your dissertation. Some students write a disjointed abstract which leads to low interest shown towards the dissertation, it is advisable that you engage the reader from the outset. Be mindful that a dissertation abstract is not an introduction its primary purpose is to summarise not introduce, many students lose sight of this.

In most cases the abstract is found at the beginning of the dissertation immediately after the dissertation title page. Dissertation or thesis abstracts tend to be separate from the main body of research and are often held in a university’s database of dissertation abstracts, there will be many dissertation abstracts contained within your university’s database. You may find that the abstract is available but not the entire dissertation project, you will have to contact the author to gain access to the research if this is the case. Nonetheless, you will get a clear understanding of the dissertation project from the contents of the abstract.

How Long Should A Dissertation Abstract Be?

As previously mentioned, dissertation abstracts differ depending on institution, location and level of study. A typical undergraduate and postgraduate dissertation abstract written at a UK university will be approximately 350 words in length. It is worthwhile noting that word count is important, 350 words will be adequate provided you write concisely and are summarizing your dissertation. Be mindful that academic electronic databases automatically truncate abstracts beyond a certain length. It is safe to say that academic databases such as ETHOS and JSTOR will omit sections of the abstract if it is deemed too long or convoluted, 350 words would suffice.

How To Write A Good Dissertation Abstract

Writing a good dissertation abstract has its perils, there is so much reference material and advice available at your disposal but in some cases this advice appears confusing and often conflicts with what you already know. We suggest you consult your university library in the first instance and have a conversation with your dissertation tutor; this will definitely set you on the correct path.

There are key points of interest you need to include in your abstract. Why did you undertake the study? What were you examining or investigating in the dissertation project. Be sure to return to your research question and ensure you have defined it concisely and succinctly. A good opening is often, “This dissertation study tested…”, “This dissertation study investigated…”, “This dissertation study examines…”. A dissertation abstract example will be included in this post.

It is advisable to include what was done and how you achieved it. Be precise, don’t make broad statements. This is will differ depending on whether your dissertation is an empirical or a literature review structured research project. What did you find? Include specific outcomes and highlight conclusions on the research you will present. “The results from the survey questionnaire found that 83% of UK respondents are not aware that the European Court of Human Rights impacts the UK law system…”. “There was a significant relationship between low employee morale and high employee turnover…”

Dissertation Abstracts
Dissertation Abstracts

Example Dissertation Abstracts

This dissertation study examines what drives the children of the self-employed to enter self-employment themselves. In the aftermath of the financial crisis and from the subsequent development that many working places have been outsourced, the Danish government has elaborated an initiative to increase the rate of entrepreneurs to support economic growth in Denmark.

It has been found that it is the enterprises of those new entrepreneurs, which are the primary engine in creating new jobs. However, research shows that despite the Danish welfare system, which provides safety in terms of unemployment, Danes are very reluctant in becoming entrepreneurs. One exception to this rule is the children of entrepreneurs. Their chances of entering self-employment are much higher, as investigated on basis of statistical data from IDA.

Through a constructive approach, this dissertation seeks to investigate what drives the children of the self-employed to enter self-employment themselves in their later life. This investigation is performed on three cases of second generation self-employed. The theories used in this dissertation to investigate the aforementioned are all within the constructivist paradigm. Building on Karl Weicks sense making theory, this dissertation views sense making as meaning constructed through stories.

Those stories are analysed with a narrative framework, through this analytical tool the construction of motivational and supportive parameters are analysed. Furthermore, building on discourse theory of Laclau and Mouffe, this dissertation views social reality as constructed through language, in respect of articulations and discourses. Those discourses are analysed through the application of discourse analysis. With this analytical tool the articulation of the difference between the self-employed and the employee, and also the articulation of the upbringing of the second generation self-employed are analysed. Lastly, the analyses are being integrated through the sense making perspective.

Finally, the dissertation concludes that the exposure to the self-employed as a role-model in childhood, plus the insight and emotional values attached to the identity of being self-employed, on one hand gives aspirations to enter self-employment, but on the other hand excludes the second generation self-employed from choosing a career as an employee.

Did you manage to find some relevant research strategies of your own in this post? What are your thoughts on writing a dissertation abstract and how would you implementing them? Feel free to let us know in the comments.

Collection of Dissertation Abstracts

Sample Dissertations

Research Essay Grounded Theory

Grounded Theory

Grounded theory and case study both have been utilized by the researchers using a qualitative approach to investigate about a phenomenon. Despite the illustration of the usefulness of grounded theory and case study as a means of studying a phenomenon from a qualitative perspective, there are certain drawbacks that limit the effective incorporation of these tools as a part of the research.

This section intends to highlight the major challenges a researcher is likely to face in the implementation of grounded theory and case study as a mode of inquiry. The analysis will focus on the issues related to sampling, validity, reliability, and bias. The synthesis of findings will be used as a platform for determining a suitable strategic course of action for the researcher for exploring the impact of technology on ethics in the banking sector.

Challenges Associated with Grounded Theory

Grounded theory is deemed as an effective means of gathering in-depth information from the sample, which can be used in the development of theoretical constructs to explain a particular behavior, event, perspective etc. However the limitations associated with the sampling, validity, reliability and bias seem to raise concerns among scholars about the reliance on it as a tool of qualitative investigation.

Sampling

Sampling in case of grounded theory has taken on a different approach from other research instruments associated with the quantitative domain. Suddaby (2006) stated that the earlier proponents of grounded theory have identified the sampling process consisting of identification of relevancy of data on the basis of the evolving understanding about the theoretical underpinnings. Such an approach is likely to expose a researcher to the limitations embedded in the simultaneous use of sampling and theoretical development.

Draucker, Martsolf, Ross and Rusk (2007) pointed out another limitation embedded in the use of sampling in grounded theory by asserting that the absence of a structured guide for the implementation of theoretical sampling tends to create difficulty for the researchers. The scholars even if well versed in the use of sampling for grounded theory may face issues in the implementation of the process at any stage of data collection. Therefore, indicating an important area of consideration for the scholars.

Grounded Theory Dissertation
Grounded Theory Dissertation

Another challenge in the implementation of sampling in grounded theory is that it follows an entirely different approach in comparison to the positivist philosophical foundations of research. It has also been observed that the grounded theory’s approach of using the collected data as a source of judgment for sampling negates the notion of development of hypotheses and their relative testing (Suddaby, 2006). The emerging sampling framework depicts a loosely coordinated idea of sampling, deviating from the essence of sampling techniques reflected in positivist methodology.

The use of theoretical sampling also poses the challenge of determining the sample size beforehand, as in case of quantitative modes of inquiry, or other qualitative means of data collection. Starks and Trinidad (2007) indicated that the sampling process for grounded theory continues with the inclusion of individuals as research participants, until the investigator is able to attain ‘theoretical saturation’. The ambiguity of the criterion for theoretical saturation encourages the use of great deal of subjectivity in determining the achievement of this objective. Such issues in sampling methodology may limit the scope of applicability of grounded theory.

Validity

The degree of validity associated with the data obtained through the use of grounded theory has also been challenged by the scholars (Lomborg & Kirkevold, 2003). One group of thought has emerged, arguing that the core elements used for defining the validity of a quantitative approach can’t have parallel application within the domain of qualitative research. As noted by Corbin and Strauss (1990) in order to comprehend the degree of validity of grounded theory as a qualitative tool of investigation, alterations need to be made in the framework illustrating the construct of validity.

Various researchers have offered an alternative perspective to the concept of validity, considering the application of internal and external validity incompatible with the philosophical basis of qualitative research (Sandelowski, 1993; Stenbacka, 2001; Davies & Dodd, 2002).

These scholars suggest that the application of validity in quantitative research doesn’t bear the same valence in qualitative approach. The concept of qualitative validity as proposed by Sandelowski, (2003) is based on the perception of the reader about the degree of trustworthiness and credibility that can be associated with the research, thus adding a great deal of subjectivity in the decision. Such an approach carries the issue of the use of subjective opinion in evaluation of the quality of a scholarly work, leaving the possibility of erroneous perception.

A more refined approach has been presented by Rolfe (2006) who has considered the use of the criterion of credibility and transferability as an alternative approach to internal and external validity respectively. However, the use of these components also poses challenge to the qualitative research as the proponents of quantitative approach argue for the effectiveness of the factors of credibility and transferability. Credibility may provide sound arguments pertaining to the validity of the findings of grounded theory from the perspective of the people who were involved in the sample of the study, however similar perspective may not be found among others (Sandelowski, 1993).

Reliability

The issue of reliability is also a key challenge the researcher has to face while deploying grounded theory as a means of inquiry, because the subjective nature of analysis makes it an intricate process. Golafshani (2003) indicated that within the sphere of qualitative investigation, researchers are more likely to focus on the criterion of dependability, illustrating the ability of the future researchers to replicate the findings.

However, Parry (1998) argued that the inability of the future researchers to replicate the grounded theory in an exact manner also poses a challenge to the reliability of the findings generated during the research process. For the quantitative approaches, the degree of reliability is easier to determine as compared to the qualitative methods.

Sandelowski (1993) indicated that critics have viewed the use of means such as dependability as a potential source of threat for the level of validity of a grounded theory research. At one hand the incorporation of feedback from other researchers in the form of member or peer checking has been deemed to add to the degree of dependability or reliability of the findings, as the peers or other scholars can provide an unbiased perspective towards the accuracy of sample and its related findings. On the other hand, Sandelowski (1993) argued that such an approach should be incorporated in the methodology with caution as it can have a negative impact on the reliability of the findings and inferences.

Bias in Grounded Theory

The bias involved in the research process can also decrease the degree of trustworthiness and dependability of the inferences drawn from grounded theory. Although within the context of the application of grounded theory as a means of investigation, the researcher is required to identify the sources which can induce biased perspective in the perception of the researcher during the theory development process (Jones & Alony, 2011).

However, such process of acknowledgement doesn’t guarantee that all possible biases involved in the exploration and construct development have been identified. There remains a possibility of overlooking sources of bias as trivial, which may in fact have a significant influence on the research process.

Another source of bias which can decrease the degree of reliability and validity of findings is the bias originating from the respondents, which has been identified as double hermeneutic and the Hawthorne effect (Jones & Alony, 2011). The researcher may find it difficult to identify how participants alter their responses on the basis of the knowledge they have attained during the investigation. Secondly, Hawthorne effect can also manifest itself in the form of behaviors that emerge as a means of forming a positive impression on the researcher, thus polluting the accurate version of reality.

A researcher using grounded theory needs to identify the sources of bias originating from his own ideas about an event, situation, behavior etc, which may be a daunting task, as the biased perception may prevent the researcher from acknowledging the presence of such issues. The inclination to follow preconceived ideas about the area of investigation can also result in filtering out of limited scope of information, and overlooking some important area of concern as it doesn’t seem to fit in the frame of reference adopted in the study (Parker & Roffey, 1997).

Furthermore, the researcher also needs to mitigate the ill effects of participant’s bias on the research findings, through a similar process of identification and control (Corbin & Strauss, 1990).  However, the effectiveness of the process can be challenged with the ability of the researcher to handle the identification of bias and sorting out relevant and accurate information from the participants. Considering the dual bias eminent in grounded theory, the researcher would need to be extra cautious in data collection, analysis and interpretation, as bias can seep into the investigation process during any of these stages, challenging the process of effectiveness of bias identification and handling .

References

Corbin, Juliet M., and Anselm Strauss. “Grounded theory research: Procedures, canons, and evaluative criteria.” Qualitative sociology 13.1 (1990): 3-21.

Draucker, Claire B., et al. “Theoretical sampling and category development in grounded theory.” Qualitative health research 17.8 (2007): 1137-1148.

Golafshani, Nahid. “Understanding reliability and validity in qualitative research.” The qualitative report 8.4 (2003): 597-607.

Jones, Michael, and Irit Alony. “Guiding the use of grounded theory in doctoral studies–An example from the Australian film industry.” (2011): 95.

Parker, Lee D., and Bet H. Roffey. “Methodological themes: back to the drawing board: revisiting grounded theory and the everyday accountant’s and manager’s reality.” Accounting, Auditing & Accountability Journal 10.2 (1997): 212-247.

Suddaby, Roy. “From the editors: What grounded theory is not.” Academy of management journal 49.4 (2006): 633-642.

Sandelowski, Margarete. “Rigor or rigor mortis: The problem of rigor in qualitative research revisited.” Advances in nursing science 16.2 (1993): 1-8.

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