Tips Choosing A Dissertation Topic

Six Tips When Choosing a Dissertation Topic

Choosing a dissertation topic is the first and most important part of the dissertation writing process. You should be interested in the topic and the research needs to be easily readable, fluid, informative, attainable and more importantly to answer the research question posed by the author. There needs to be adequate and readily available facts to comfortably help you accomplish your dissertation research project. Below are six methods which may help you discover a dissertation title and to kick start the writing process and more importantly help you in choosing a dissertation topic.

Choosing a Dissertation Topic
Choosing a Dissertation Topic

1. Make the Topic Interesting and Informative

A lot of researchers and student undertaking a dissertation project of spend months, if not years composing their dissertation. You should choose a topic that you are familiar with and have a good understanding of. If you are not enthusiastic about a topic then there is a high probability that you will waste a lot of research time and effort. Image yourself as the reader and try to make your dissertation stimulating.

2. Attainable and Solvable Dissertation Topics

Can the questions or hypotheses in the dissertation be answered and is the topics too broad with no real relevance to your field of research? If you are about to write a Marketing Dissertation try not to write a dissertation outside of this subject field, make it relevant and informative to individuals within the marketing arena. Make sure you can answer the questions within the time frame set by your university or supervisor, I am aware of so many students failing their dissertation project because they ran out of time, or they hurried their research resulting in a lower grade. Try to break your research into attainable milestones and be realistic when doing this.

3. Be Organized

Organization is so critical when you are looking to start a dissertation project. From experience I suggest you have a well structured electronic filing system on your computer. Create folders to mirror the dissertation chapters, try to keep all your files in one location and make sure to back this up from time to time. Don’t have files located on numerous computers and folder structures as you will lose track and valuable time. Also use folders to keep copies of printouts and photocopied material, this will prove useful when conducting a Literature Review or Appendix Section of the dissertation. Try to identify best days to conduct your research, weekend is a good time as you can reflect on the material gathered during the previous week and you can identify what material you need in the forthcoming weeks.

4. Expand on Existing Material You Have Written

If you intend to write a Business Dissertation take a look at what you have already written in previous modules or classes in degree. You will be surprised on how much you have already written and how relevant the material is to your project. From my experiences of writing dissertations, you can use existing literature already identified in previous modules, this is also true of academic models, structure and you may extend a previous topic you have written about and turn that into your own dissertation topic. Inspiration can be found within oneself.

5. Original and Meaningful Content

There are many dissertation topics and ideas that are interesting, attainable and solvable however, someone else may have already covered the topics you are looking into. It is safe to say that if your dissertation supervisor lectures a class of 200 students on the current global economic environment, a significant number of students will write their dissertation topic relating to this subject area. Try to find gaps in existing research or a void in current knowledge, this will make your research more readable and you will get a lot of satisfaction from it. This will prove useful experience when you leave university and start your career in employment. Groundbreaking dissertation research tends to be unique and highly thought provoking whilst adding a valuable contribution to the subject area.

6.  Relax and Compose Yourself

Lets be honest, dissertations are in-depth and complex to write if you have never written a dissertation or thesis before. You need to gather your thoughts and do not go off on a different tangent when writing your dissertation. Try to visualize who will be reading your dissertation, in reality on a handful of fellow students and your dissertation supervisor will read your dissertation and it is highly unlikely that it will make the cover of The Wall Street Journal. Don’t be afraid to use the writing style you have adopted at university whilst paying careful consideration to your university guidelines. Remember, writing your dissertation is one of the most satisfying aspects of undertaking a degree or professional university qualification. Writing your dissertation can prove enjoyable and you will benefit from a sense of accomplishment once you have completed it.

To summarize, your dissertation must be interesting, relevant to the subject area you are acquainted with and you must answer the questions and hypotheses presented. Be organized, look at your existing writing contributions, don’t be afraid and make sure you complete your dissertation on time. Hopefully, the tips on choosing a dissertation topic will prove useful to you.

What Is A Dissertation

What Is A Dissertation?

Many students ask us the question – What Is A Dissertation?… Well, your dissertation will be the most challenging aspect of your university study. It may also be an unfamiliar mode of assessment that requires you to engage independently with your subject matter, at a level of both breadth and detail that is perhaps not typical of most other forms of assessment. A crucial aspect of all this is to ensure that you are aware of all the elements involved in the dissertation writing process and that you allow yourself adequate time to do your dissertation topic justice. At most universities around the world, a dissertation or thesis is an extended piece of academic writing based on extensive reading of a subject area and independent research at an undergraduate or postgraduate level. Having been the longest established sample dissertations website we are here to assist and support you in preparing your own dissertation project by giving you some general information on how a dissertation is structured and what a dissertation is.

Many of you will be expected to construct and submit your own original idea for a dissertation topic, though students in certain disciplines (e.g. business) may either be given a specific topic, or expected to choose from a list of suitable projects. Nonetheless, it is advisable that you start to think about your choice of dissertation topic at the earliest possible early stage of your final year, if not earlier. Let’s make no mistake about it, your dissertation research project is probably the single most important task you will undertake whilst at university or college, and is often a key indicator of your true capabilities as a student and researcher. In addition to the information contained in this article, you must refer to the instructions and guidelines outlined in your nominated study program. It is worth noting that different subject areas have different expectations, referencing styles and support mechanisms for the dissertation. For example, in some areas you are able to formulate your own dissertation title, whilst in others you will be required to choose from a list of predefined titles. The content and structure of a dissertation can differ across national boundaries and level of study.

What Is A Dissertation
What Is A Dissertation

The structure of an undergraduate dissertation written at a UK university can differ immensely to an undergraduate dissertation written at a North American university. This is due to how learning content is delivered and taught and many words can be used interchangeably. For example a dissertation abstract can be referred to as a dissertation synopsis. Similarly, a dissertation appendix can be referred to as an annexure. Some universities encourage The Harvard System of referencing while other universities prefer citing dissertations using the APA, MLA, Chicago and AAA Styles, the list goes on. Nonetheless, a dissertation is, in essence, a piece of research submitted in support of submission for an academic degree or professional qualification presenting the author’s research and findings. Never lose sight of this. We at study-aids.co.uk will give an insightful overview to what a dissertation is:

A Dissertation Adheres To Certain Fundamental Principles Of Academic Writing:

  • It is a structured piece of writing that develops a clear line of thought in response to a central question or plan.
  • What Is A Dissertation?… A dissertation is an extended piece of work, usually divided into chapters, and containing a significantly more detailed examination of your subject matter and evidence than is the case for most essays.
  • Because you usually have much more responsibility in choosing your research topic, and for sourcing supporting material, your dissertation provides evidence of your ability to carry out highly independent study and research.
  • You are typically expected to be clear about the methodology you have used to gather and evaluate your evidence. This aspect of producing a dissertation has much greater emphasis than in a typical essay or assignment.
  • Those of you undertaking analysis of quantitative data must similarly ensure that you adhere to the methodological requirements expected within your academic discipline and that you utilise the appropriate software such as SPSS and SYSTAT. You must satisfy yourself as to these requirements within your subject area.

It is highly advisable for you to ask your supervisor where you can find details of any regulations about your dissertation, such as its word count, structure and submission details. You should pay special attention to this. Hopefully, we have answered your question of what is a dissertation.

Dissertation Structure

Abstract

The length of the Abstract should be no more than 300-500 words, but not included in the formal word count.

The purpose of this very short section is to tell the reader something about the contents. About 1/3 of the Abstract should explain what you intended to do (parameters). The other 2/3rds should tell the reader what you did, including recommendations.

The Abstract may duplicate some material included in the Introduction and/or Conclusion

Introduction

The length of the Introduction should be about 10% of the whole dissertation.

The Introduction gives you the opportunity to provide your reader with an overview of the dissertation. Firstly, introduce the topic; secondly, outline the key areas to be covered; and identify your primary aims and objectives.

The background section should be short and securely focused on the topic, real statistical data can be included.

Larger themes, as well as specific topics, should be identified

Literature Review

The length of the Literature review should be about 20% of whole dissertation.

This chapter gives you an opportunity to show the reader that you have learned to analyse and to synthesise the views of others in relation to your own research programme.

The Literature Review is NOT a Book Review. Contents of books and articles are only useful if particular points have some direct relevance to your dissertation. In Literature Review you should compare and contrast ideas, theories and/or views relevant to your proposed research topic. Keep in mind that at least 10 references should be discussed and 3-4 different models or theories or views should be mentioned.

At the end of this chapter, identify the principal research questions to be addressed in the dissertation. These will form the basis of your dissertation in the subsequent chapter on Research Methodology.

Research Methodology

The Research Methodology chapter in length should be about 20% of whole dissertation.

This chapter gives you an opportunity to discuss the research programme that you have designed for your dissertation.

Begin by reviewing briefly some common methods advocated for structuring research programmes.

Then look again at the research questions formulated at the end of the Literature Review. Select the kind of programme best suited for addressing those particular research questions, and discus the reasons prompting your decision.

Discuss the research strategies adopted, the collection procedures selected and the difficulties and/or problems encountered.

Findings and Discussion

You might divide this chapter for two like:

    • Analysis of Findings
    • Discussion

This is the largest and probably the most important part in assessing your research by examiners. The length of this section should be about 30% of the whole dissertation.

The Findings and Discussion chapter gives you an opportunity to discuss your research findings.

Your findings may be derived from the analyses of statistical data, interviews, questionnaires or any viable combination of instruments used for research collection and the measurement of data.

Link important points of this chapter back to principle ideas in the Literature Review with the evidence obtained in your own research.

End this chapter with a brief summary of you findings. This, in turn, should set the scene for the concluding chapter.

Conclusions and Recommendations

Again you can divide this chapter on two smaller parts:

  • Conclusions
  • Recommendations or Recommendations from the future studies

This chapter in lengths should be about 15% of the whole dissertation.

The Conclusions and Recommendations chapter gives you the opportunity to evaluate the effectiveness of your research programme and to offer recommendations, if desired.

Conclusions can be rather short, because the bulk of the analysis and synthesis of material will probably have taken place in the chapter of Findings and Discussion.

In your Conclusions be sure that all of the questions raised in the Literature Review have been addressed. Weigh the final results of your research against the original aims and objectives of the dissertation. Anomalies, for example, can be important and interesting.

Add recommendations if you desired. Ideas for further research and/or some strategies advocated for better management of the issue or the enterprise are particularly useful.

Bibliography

Not included in the word count

This part of the dissertation gives you the opportunity to show the reader what research sources were used in your dissertation.

All books articles, sources of statistical data and web sites used in the dissertation must be listed in the bibliography. Additional sources consulted should be also be placed in the bibliography

Entries in the Bibliography should be placed in alphabetical order. Web sites, however, should be grouped together separately at the end of the Bibliography.

Appendices

Not included in the word count

This part of the dissertation gives you an opportunity to add interesting research material to your dissertation.

Interview summaries and sample questionnaires, for example, should appear in the Appendices

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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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