This paper considers the practical implementation of constructivist grounded theory principles in a study of widening participation in Irish higher education. Following a brief introduction to the research study upon which this paper draws, a rationale is provided for the use of grounded theory and the objectivist–constructivist nexus is examined. Grounded theory was regarded as a valuable methodology to employ in the area of social justice-oriented widening participation research; however, objectivist approaches were found to be problematic. This paper identifies key principles informing a constructivist grounded theory research design and subsequently focuses on what these principles might ‘look like’, in practice, through an exploration of three key processes I employed in my grounded theory study. These processes provide examples of how researchers might adapt grounded theory methods, in a constructivist fashion, to better align the methodology with social justice-oriented research.
CITATION STYLE
Keane, E. (2015). Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education. International Journal of Social Research Methodology, 18(4), 415–431. https://doi.org/10.1080/13645579.2014.923622
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