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Qualitative interviewing and grounded theory analysis

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... software. Initially, we familiarized ourselves with the data by reading transcripts and creating first memos (Charmaz & Belgrave, 2012). During open coding, we identified text excerpts and labeled them to describe their content closely related to the transcripts (Charmaz & Belgrave, 2012). ...
... Initially, we familiarized ourselves with the data by reading transcripts and creating first memos (Charmaz & Belgrave, 2012). During open coding, we identified text excerpts and labeled them to describe their content closely related to the transcripts (Charmaz & Belgrave, 2012). ...
... Our initial findings indicated that while these groups contribute to process improvement, the primary responsibility for improvement typically lies within the business departments. As part of theoretical sampling (Charmaz & Belgrave 2012), we adjusted our recruitment strategy and explicitly focused on experts from business departments actively involved in process improvement. ...
Conference Paper
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Process mining currently receives tremendous attention from practice. Many organizations have already adopted process mining or are considering doing so. The increasing adoption of process mining in practice is mirrored by the interest of academia to understand how organizations use this technology. Research on the use of process mining in organizations has found that process mining creates process transparency and studied how organizations use this technology to generate business value. Even though a key goal of the use of process mining is process improvement, there are currently no studies that investigate how organizations employ process mining to do so. In this paper, we address this limitation by means of a qualitative study design. We conducted a total of 30 interviews with process mining experts, which we analyzed using the lenses of reflective and experimental spaces. We develop two models that describe how organizations use process mining to change organizational processes.
... To address the research question, we employed a constant comparative approach to data analysis as it allows us to identify findings through the concurrent reference of literature and data (Charmaz, 2002). Consequently, our data analysis to identify teachers' actual approaches to AI-integrated science instructions will consider not only the broad categories of integrative approaches as elaborated by literature but also the variation in AI integration displayed by analyzed data. ...
... We employed a constant comparative data analysis in a grounded theory tradition (Charmaz, 2002). Our data analysis consisted of three phases (Saldaña, 2013) of open, axial, and selective coding. ...
Article
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The integration of artificial intelligence (AI) into K-12 education is gaining momentum for its potential to enhance AI literacy among students. This study, conducted in a professional development program context, analyzed the approaches teachers took to integrate task-specific AIs into science instructions based on what they learned through PD experiences. Specifically, we focused on the approaches teachers highlighted and discussed in their individual Peer Teaching Videos (PTVs), created as the final learning outcomes of the PD. PTVs are 15–20 min videos showcasing their AI-integrated science instruction for fellow teachers, produced with guidance from the PD instructor and shared on an online platform. Using constant comparative content analysis of PTVs, along with data from surveys and interviews, we identified three approaches teachers used to engage students with AI. These approaches differed in the positionality and depth of integrating AI in students’ science learning: (1) Trying out AI as a digital tool, (2) Training and testing AI as an inquiry practice partner, and (3) Exploring AI as an epistemic system. Although these approaches were initially developed for integrating task-specific AIs, they hold significant relevance in the context of the current surge in the use of generative AI. Specifically, these findings offer instructional implications for integrating AI not only as a technological tool but also in ways that promote a critical understanding of the epistemic processes and outcomes fostered by engaging with both science and AI.
... Our interview protocol was structured to examine how mentors enact different aspects of the cognitive apprenticeship framework without being leading. The coding scheme was developed deductively using identity and cognitive apprenticeship constructs while allowing for emergent themes (Charmaz, 2003). ...
... The interview was developed by two coauthors in close collaboration using a constructivist approach by Charmaz (2003) which explored and defined processes. Questions were developed based on our research questions, discussed, and refined in consultation with other members of the research group. ...
Article
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Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. How teachers and other mentors support the development of professional disciplinary literacies in students is critical to understand as part of supporting more student participation in research. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Analyzing our data from a lens of cognitive apprenticeship, we find that mentors encourage independence by primarily employing the method of “exploration”. We also find that mentors have divergent views on the value of publication within science, versus for student scientists specifically. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing to provide more sequenced support for student scientists.
... Collected interviews were inductively analyzed with a grounded theory approach, where saturation is achieved by means of constant comparison throughout the study process (Charmaz, 2003(Charmaz, , 2006. According to Charmaz (2003), this approach particularly well fits interviewing's flexible, emergent exploration process. ...
... Collected interviews were inductively analyzed with a grounded theory approach, where saturation is achieved by means of constant comparison throughout the study process (Charmaz, 2003(Charmaz, , 2006. According to Charmaz (2003), this approach particularly well fits interviewing's flexible, emergent exploration process. Transcripts were iteratively coded to readjust and refine the themes that emerged during the interview process, first to understand present themes and then to sort and analyze data, guided by the research questions. ...
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This article recenters physical contexts in mediated communication, drawing on scholarship on communication and space and interviews with gay dating app (GDA) users in Seoul, South Korea. Findings suggested that GDAs virtually expanded the heavily stigmatized population’s everyday capacity to navigate and co-construct (parts of) Seoul as a fluctuating gay place(s) but with ongoing contextualizations through their physical situatedness. Physical gayborhoods’ boundedness shifted as GDAs enabled them to hybridly merge spatial contexts. Rather than simple virtualization, negotiations around societal and in-group stigmas and desires for physically grounded belonging were observed, and the gayborhoods importantly constituted the hybrid space by materially and discursively congregating diverse users. Based on the findings, I propose “layerability,” a topologically specified approach to visibility affordance.
... 2022), that is often employed for this sort of qualitative analysis. Coding and subsequent content analysis followed the principles of Grounded Theory (Gt) (Charmaz and Belgrave, 2012). 1 Following the procedure as illustrated in figure In the next step, axial coding was conducted. Axial coding helps create linkages and relations among the collected data. ...
... elaboration based onCharmaz and Belgrave (2012). ...
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Este artículo explora el futuro del desarrollo sustentable México al 2030 a través de planificación de escenarios; basado en métodos cualitativos de prospectiva: el método Delphi, análisis de impacto cruzado y planificación de escenarios. Los datos primarios provienen de entrevistar a treinta expertos. Los resultados indican convergencia de opinión de expertos respecto a incertidumbres que incluyen mayor riesgo político, empeoramiento de seguridad pública y lento crecimiento económico. Usando metodología de matriz cruzada, se desarrollaron cuatro escenarios que presentan diferentes futuros potenciales para 2030. El más probable es que México incumpla los Objetivos de la Agenda 2030 de la ONU.
... It is a systematic method that aims to create theory from data, inductive, and construct theories based on empirical observations (Brinkmann and Kvale, 2015). Grounded theory is iterative and shall not be standardised (Charmaz and Belgrave, 2012). The gathering of data and the coding of collected data are finished when theoretical saturation is reached, i.e. when the analysis seems to conclude in several certain and definitive understandings, themes, and dimensions, as shown in Fig. 1. ...
... The methodological framework employed for the qualitative analysis of empirical data was developed by Gioia (Gioia et al., 2013). The analysis is performed in a three-step open coding process by dissecting and reviewing the data before it is compared, understood and put in context (Charmaz and Belgrave, 2012). The Gioia method is based on several analyses to develop a data structure that shows how the analysis has developed from first-level coding of interviews, 1st Order Concepts, to second-level coding, 2nd Order Themes, and lately to a more superior abstract level, Aggregated Dimensions (Gioia et al., 2013). ...
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In the context of the circular economy, there is an urgent need for transformation into circular material flows by avoiding waste, reducing extraction of virgin raw materials, and extending product life cycles. Within the construction and real estate industry, the reuse of building materials stands out as a critical strategy for value retention. The objective of this paper is to localise the forefront of the practical implementation of reused materials within the Swedish construction and real estate industry. To achieve this, the current state of reuse practices through the perspective of property companies as clients in decision-making positions was conducted through semi-structured interviews to identify key barriers and enablers associated with reuse. The three most significant barriers that emerged were a lack of measurable economic incentives, the absence of a professional reuse market, and obsolete project management. Conversely, the three most significant enablers were new and improved project management methods, enhancing competence and learning within and beyond organisations, and introduce reuse at an early stage. The results emphasise the need for project management to develop and adopt circular economy principles. This is further understood due to responders highlighting the industry's linear approach as a major obstacle to circularity together with uncertainties related to product performance, responsibilities and economics characterising reuse efforts. However, an industry in transition is witnessed, e.g. by the emergence of new roles which suggests a continued need for focused research in organisational matters.
... This qualitative study used inductive and emergent data collection methods rooted in phenomenology and grounded theory approaches (Charmaz, 2000;Charmaz & Belgrave, 2012;Guest et al., 2013b). Grounded theory guided the data analysis, and we used multidimensional thematic analysis to surface significant ideas and themes in the data (Charmaz, 2000;Guest et al., 2013a). ...
... We conducted a thematic analysis using Nvivo (Saldaña, 2013). Interviews and reflection session transcripts as well as field notes were coded line-by-line during a first round of open coding both for theoretical concepts that shaped research questions (Saldaña, 2013) and for emergent concepts (Charmaz & Belgrave 2002). Terms taken from students' conversation were used as code labels to bring student voice into the coding process. ...
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This paper presents a case study of an environmental stewardship program run by Rocking the Boat (RTB), a Bronx-based positive youth development organization. We sought to understand how youth identity development during participation in environmental stewardship activities links to processes of shifting social representations. We examine how stewardship activities offer youth opportunities to re-script a wider narrative that contests racialized stigmatization of their city. We used an engaged scholarship approach and a variety of qualitative methods to investigate these questions. We found that youth who participated in environmental stewardship activities at Rocking the Boat engaged in a process of identity construction that enabled them to contest the hegemonic, racialized representations of Bronx-based stigma. Environmental activities, alongside other crucial positive youth development activities at RTB, serve as “loci of resistance” (Sisson Prog Hum Geogr 45:659–681, 2021) against territorial stigmatization of the Bronx.
... We continued to probe the data by engaging in an iterative lineby-line coding of our data to ensure the relevance of our BSPs, since we had not elaborated any a priori hypotheses. In addition, recurrent phrases were identified and 'analytically converted' (Charmaz, 2002;Thomas, 2006) to fit into these categories. ...
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In this paper, we examine how managers 'make meaning' of business tournament rituals (BTRs)-recognition-based contests in which participating firms get social endorsements and winners receive prestigious awards. In exploring two UK BTRs, we found that managerial orienting systems, made up of beliefs about the identity of their firm, competitors, and customers, and what it takes to compete in their environments, drive managers to compete in BTRs. Their interpretive view of BTRs as sources of strategic capabilities and hard market power, we argue, is constructed, and projected to the viewing public through a set of four distinct but 'durationally indi-visible' temporal frames: validating identity and values, competence signalling, product/service differentiation, and market and industry visibility; these may operate in combination or serially account for the observed managerial preoccupation with BTRs. We discuss the implications of our findings for theory, practice, and future research.
... Lawrence Venuti gave the concept of two techniques employed by the translators, foreignization and domestication (Venuti, 1995). Additionally, (Charmaz and Belgrave, 2012) propounds a method of analysis of interviews taken by a researcher. She goes on to say that interviews for data collection is a plausible way to validate your data. ...
Article
The following study aims to find out the attitudes of the undergraduate students of 8th semester, studying at National University of Modern Languages, Islamabad, about the two techniques of translation, foreignization and domestication. The concept of foreignization and domestication was put forwarded by an American translation theorist, Lawrence Venuti, in 1995 in his work A Translator’s Invisibility. Two translated paragraphs of Ismat Chughtai’s short story, Do Hath, are given to the students. One is written using domestication, and the other is written leaving imprints of the source culture. The research is exploratory as interviews are conducted to corroborate the study. For analysis of interviews, Kathy Charmaz’s model of interview analysis is used. The model was given in 2012 in Charmaz’s book about the Grounded Theory. It is found that the students of the English Department of NUML, Islamabad, who have studied Translation Studies as a subject in their previous semester (7th semester), asserts that the technique of foreignization should be prioritized while translating texts from Urdu to English.
... According to Charmaz (2012), interviews allow for participants to define what they mean and explain their point of view, and as such she recommended the use of multiple sequential interviews in grounded theory studies as they allow the researcher to revisit discussions and check the interpretations about 'what is happening'. The data collection itself consisted of three semi-structured interviews that lasted between 26 and 87 min. ...
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High-quality health education in schools plays a critical role in the formation of young people by developing the attitudes, beliefs, and skills needed to adopt and maintain healthy behaviours throughout their lives. Curriculum reform processes ensure that health education is adequately preparing adolescents for the world today and in the future. However, there is little consideration given to the teachers implementing these curriculum reforms, and their ability to integrate changes as they shape their learning and teaching. In this paper, we discuss the worldviews and beliefs of the teachers delivering health education in Western Australia. We present findings from a doctoral grounded theory study within secondary schools to explain the process teachers use as they approach curriculum, particularly after a reform. We investigate how teachers struggle to decide how to present themselves and the new curriculum content in class. Our findings evidence that teachers have determined gender and sexuality content to be controversial, uncomfortable, difficult to teach but also a favourite to teach. Teachers have expressed uncertainty as to what to say in class and have called for further guidance to teach these important life lessons. Curriculums need to constantly change to keep pace with a changing world, so how do we do this in a way that supports teachers and ultimately produces the best education for young people?
... Constructivist grounded theory (Charmaz 2006) assumes a relativist approach, acknowledges multiple standpoints and realities, and takes a reflexive stance towards actions, situations, and participants. Constructivist grounded theory acknowledges that qualitative interviewing can provide an in-depth exploration of an aspect of life about which the interviewee has substantial experience and can elicit views of the person's subjective world (Charmaz 2003). ...
Article
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Dzieci w rodzinach z doświadczeniem migracji często są rozdarte między zachowaniem języka odziedziczonego/ojczystego a nabyciem biegłości w języku kraju, w którym obecnie mieszkają. Znajomość języka społeczeństwa goszczącego pomaga dzieciom odnieść sukces w szkole i później znaleźć dobrą pracę, a umiejętność posługiwania się językiem odziedziczonym ułatwia komunikację w rodzinie. Zdobycie kompetencji w obu językach jednak nie zawsze jest łatwe. Jest to szczególnie skomplikowane w rodzinach wielopokoleniowych i takich, w których rodzice posługują się różnymi językami odziedziczonymi/ojczystymi. W szkołach dynamika jest zróżnicowana w zależności od liczby osób posługujących się poszczególnymi językami. W artykule analizujemy dynamikę w rodzinach i szkołach dzieci, których co najmniej jedno z rodziców urodziło się poza Polską. Pytamy, kto jest odpowiedzialny za umiejętność posługiwania się przez dzieci jednym lub obydwoma językami i analizujemy sposoby integracji i/lub wykluczenia dzieci-migrantów ze względu na język, którym się posługują. Badamy te kwestie w ramach teorii ugruntowanej (grounded theory). Dane empiryczne pochodzą z badań etnograficznych prowadzonych w Poznaniu i Wrocławiu z udziałem dzieci migrujących i ich rodzin, nauczycieli i asystentów międzykulturowych.
... To maintain reflectivity in the research process, reflective notes were made, and the researcher also recorded observational experiences. In addition, writing notes, observational notes, and methodological notes were done to accurately interpret the data as expressed by the participants [10] . The interviewers were a number of university members who had received the necessary trainings to create a more friendly relationship with the participants. ...
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BACKGROUND Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students. MATERIALS AND METHODS In a qualitative study using the grounded theory approach, the classroom behavior of 21 students from different medical fields was assessed. Purposeful and theoretical sampling methods were used. Data collection tools were semi-structured interviews. Sampling was continued until saturation, and data analysis was performed according to the Corbin and Strauss 2015 approach. The study was done from 2020 until 2023. RESULTS The results of the data analysis were divided into three main categories (representation scene, behavioral representation, and representation effect) and nine subcategories. The representation scene consisted of the following subcategories: learner features, teacher and teaching features, classroom environment, and educational content. Behavioral representation was the second category and included groupism, the behavioral continuum, and students’ expectations. The representation effect was the third category and included academic progress and positive and negative emotions. CONCLUSION Students’ classroom behavior is affected by various factors. Professors and policymakers of educational programs can strengthen the positive classroom behaviors of medical students in the shadow of learning theories by recognizing, paying attention, and planning to get closer to educating students with professional behavior and performance.
... Data sources consisted of audiotapes, videotapes, and transcriptions of the study sessions. Initial emic, open coding was employed to identify themes in students' responses (Charmaz, 2002(Charmaz, , 2006Strauss & Corbin, 1990). Two researchers independently watched session videos and documented insights regarding students' responses to study scenarios. ...
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Action at a distance describes causal relationships in which causes and effects act at a distance. Many concepts in life and in science involve action at a distance, such as a remote control activating a television or magnets repelling each other without touching. Some forms occur within the same attentional frame, such as two magnets on a table, making it possible to observe the covariation relationships between them. Others occur at an attentional distance, obscured by space or other variables that make it difficult to perceive covariation. The term action at an attentional distance (A@AD) underscores this distinction (Grotzer & Solis, 2015). Previous research demonstrated that elementary students experience difficulties in interpreting A@AD but can reason about it through mediating mechanisms. The present study extended this work to characterize kindergarteners’ reasoning about A@AD within familiar and unfamiliar contexts. Twenty-five kindergarteners participated in two interview sessions where they were presented with hypothetical scenarios and asked to reason about the possibility of A@AD. Results revealed that in certain cases young students accepted and described A@AD, and this was informed by their familiarity with the context, availability of possible explanatory mechanisms, access to covariation information, and attention to their own interventions.
... We did this by balancing between objectivist and constructivist assumptions in order to safeguard against any risk of dismissing prior theory to the point of ignoring the links between data and sensitizing concepts. At the same time, however, we refrained from preconceptions that would shape the data analysis (Charmaz & Belgrave, 2012). ...
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The job crafting theory implies, but does not explicitly present the relationship between the self and the job. To fill the gap, we theorize upon the holistic view of the self, and selfergy, a new concept reflecting the unique manner by which employees craft their jobs. Based on the principles of the self‐determination theory, we have advanced the job crafting theory by incorporating the concept of ‘selfergy’ to capture the integration of the self in the job crafting process. We conducted an inductive qualitative study, based on the Gioia methodology, consisted of 29 semi‐structured interviews, within the field of education. The findings highlight that selfergy is a bi‐dimensional concept manifested through personalized crafting and self‐revelation. It is immersed in all job crafting forms (cognitive, task, relationship) and further expressed as selfergetic job crafting. By adopting a sensemaking approach, we present a process model that shows the transition from cognitive to behavioral crafting and the way selfergy is integrated within those. The study introduces the role of emerging themes in the job crafting theory, such as the role of practical wisdom and other/me orientations in the judgment phase as well as the outcome of the personal mark. The findings shed light on the importance of selfergy at work and provide insights to facilitate employees' transition to the selfergetic job crafting process. The outcomes are applicable to the education sector, as well as others with deeper ethical, emotional, and societal implications enabling employees to align with the requirements of the future workplace.
... After this, I narrowed in on IBEC, inquiring into their experiences of the given program, and how they see themselves applying any knowledge gained into their futures. Interviews at both institutions frequently resulted in personal narratives, alongside reflective and interactive discussions led by the participants' themes of interest (see Charmez, 2002). Interviews averaged around two hours-with a few doubling this length-and took place online inside personal environments (e.g., apartments, familial property). ...
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This article examines everyday International Baccalaureate Educator Certificate (IBEC) environments in Japanese higher education through a theoretical framework of whiteness. Exploring dissonances shaped by English and constructivism at two universities, I argue that communities challenge Anglo-American and Euro-American epistemologies imbued within globalist education. I call for scholarship on whiteness to better prioritize decloaking its plethora of still concealed artifacts, an issue I elucidate with two examples in language and pedagogy.
... Data collection and analysis were conducted concurrently. First, utilising an inductive interpretative analysis based on constructivist grounded theory (Charmaz 1990;Charmaz and Belgrave 2012), IH (re)familiarised herself with the transcripts by mapping out the social, relational and discursive elements of each interview (Clarke 2003;Clarke and Friese 2007). This involved writing memos which outlined the ideas that had come Other auto-immune conditions Inflammatory bowel disease (IBD) Type 1 diabetes Auto-immune skin conditions (e.g. ...
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Young adults living with chronic illness often experience considerable uncertainty across the emotional, cultural and medical spheres of their everyday lives. The process of seeking, receiving and reckoning with a diagnosis has frequently been an in‐road for qualitative examinations of these experiences. As a result, the biomedical diagnosis has often taken centre stage in research concerning how uncertainty is managed and/or more stability is found. However, the significance of diagnosis can shift over time, and in many cases, the promise of diagnosis deteriorates as life unfolds. This study draws on a series of in‐depth qualitative interviews with 33 young adults (ages 19–29) living with a range of chronic illnesses, which include auto‐immune illnesses, fatigue syndromes and neurological conditions. Undertaking an inductive interpretative analysis based on constructivist grounded theory, we examine the role and meaning of diagnosis for our participants and find that they iteratively de‐centre diagnosis in various circumstances. We suggest that while the way young adults manage chronic illness may involve seeking a diagnosis, navigating the shortcomings of diagnosis takes a significant emotional toll, and a failure to recognise this work is one important way that the experience of chronic illness when young can be misunderstood.
... To determine what tactics are pro-Ukrainian cyber-actors using on Telegram to resist Russia's invasion, we conducted a qualitative thematic analysis of sampled posts inspired by "process coding," an analytical framework that defines codes as "gerunds ("-ing" words) exclusively to connote action in the data" (Charmaz, 2002 as cited by Saldaña, 2009, p. 77) that is particularly suited to action "in response to situations, or problems, often with the purpose of reaching a goal or handling a problem" (Strauss & Corbin, 2003, pp. 96-97). ...
... The research team followed Charmaz's focused coding methodology [10] to select codes that effectively captured the principal themes present in the data as well as the processes observed during the FDGs. Themes that identified active processes, interactions, and discussions leading to overarching participant groupings and defining generic intelligence analysts' values in technological systems were of particular interest. ...
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Intelligence analysis involves gathering, analyzing, and interpreting vast amounts of information from diverse sources to generate accurate and timely insights. Tailored tools hold great promise in providing individualized support, enhancing efficiency, and facilitating the identification of crucial intelligence gaps and trends where traditional tools fail. The effectiveness of tailored tools depends on an analyst’s unique needs and motivations, as well as the broader context in which they operate. This paper describes a series of focus discovery exercises that revealed a distinct hierarchy of needs for intelligence analysts. This reflection on the balance between competing needs is of particular value in the context of intelligence analysis, where the compartmentalization required for security can make it difficult to group design patterns in stakeholder values. We hope that this study will enable the development of more effective tools, supporting the well-being and performance of intelligence analysts as well as the organizations they serve.
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Despite the growing recognition of gendered approaches to artistic and creative work, research exploring how men perform their gender through artistic work, or how work in the arts intersects with masculinity, remains limited. This article aims to fill this gap. Drawing on biographical interviews with Japanese classical musicians, it explores how men construct their gender identity through work in a feminized environment, navigating the oppressions of the father-provider model of masculinity prevalent in Japanese society. I show that by embodying behaviors and attitudes coded as feminine and unmanly, Japanese musicians hybridize their masculinities. Man and masculinity scholars have found that while the hybridization of masculinity is a manifestation of social change in gender relations, it tends to obscure existing inequalities and reproduce systems of power and dominance. This article examines whether hybrid masculinities also entail a reworking of gender, thereby promoting a more equitable gender order. To account for the potential change in the system of inequalities, I bring the concept of hybrid masculinity into conversation with a performative theory of (re)doing gender. I show that while the enactments of hybrid (hegemonic) masculinities among Japanese musicians often result in the restoration of the system of dominance, some performances can be interpreted as anticipating change, especially in the realm of reproduction. I argue that in order to make sense of the hybridization of masculinities, we should also consider the socio-cultural context in which they are situated.
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در سال‌های اخیر استفاده از روش نظریه زمینه‌ای در نظام‌های علمی مرتبط با محیط ساخته شده و به طور خاص طراحی و برنامه‌ریزی شهری افزایش یافته است. از طرفی، عدم توجه کافی پژوهشگران به مبانی و ملاحظات روش‌شناختی نظریه زمینه‌ای و خوانش‌های آن، گاهی به گونه‌ای از روش‌شناسی با خوانش‌های التقاطی منجر شده که فاقد و ناقض ماهیت روش نظریه زمینه‌ای و ملاحظات اولیه خوانش موردنظر از آن بوده است. با این وجود، بررسی و ارزیابی کیفیت این‌گونه پژوهش‌ها در نظام‌های علمی مرتبط با محیط ساخته شده و به طور خاص طراحی و برنامه‌ریزی شهری کمتر انجام شده است. از این رو هدف مطالعه حاضر، ارزیابی نظام‌مندِ مطالعه‌های انجام شده با استفاده از روش نظریه زمینه‌ای در برنامه‌ریزی و طراحی شهری به منظور شناخت استفاده اصولی از این روش در این عرصه از دانش و ارائه پیشنهاداتی برای کاربردهای آتی است. در این راستا انتخاب پژوهش‌های مورد بررسی با جست وجوی نظام‌مند مقالات منتشر شده در پایگاه‌های معتبر علمی فارسی‌زبان با استفاده از روش مرور نظام‌مند انجام شده است. پس از غربالگری مطالعات موجود بر اساس معیارهای مشخص شده، 44 مطالعه منتشر شده تا سال 1399 انتخاب و بر اساس معیارهای ارزیابی روش نظریه زمینه‌ای مورد ارزیابی قرار گرفتند. نتایج ارزیابی روش‌شناختی پژوهش‌های انجام شده مبتنی بر روش نظریه زمینه‌ای نشان داد با وجود اقبال فزاینده به استفاده از این روش در مطالعات حوزه برنامه‌ریزی و طراحی شهری، بسیاری از این پژوهش‌ها در کاربست کامل و دقیق اصول و مراحل روش نظریه زمینه‌ای و خوانش‌های آن ناموفق بوده‌اند و نتیجه آنها به جای نظریه به عنوان دستاورد مورد انتظار از کاربست این روش به صورت دیاگرام، مدل و چارچوب مفهومی تنزل پیدا کرده است. همچنین نتایج بررسی حاضر نشان داد بهره‌گیری صرف برخی پژوهش‌ها از مجموعه‌ای از تکنیک‌های روش نظریه زمینه‌ای مانند کدگذاری و یا نگارش یادداشت‌های تحلیلی و غفلت از فرایندهای مهمی از قبیل نمونه‌گیری نظری، مقایسه مستمر و تحلیل عمیق مقوله‌ها موجب شده تا این مطالعه‌ها از عرصه توصیف فراتر نرفته و ضمن اکتفا به ارائه تم‌ها و روایت‌های تشریحی، کمتر به تولید نظریه به عنوان هدف روش نظریه زمینه‌ای دست یابند. بر اساس یافته‌های این مقاله، ارتقای کیفیت پژوهش‌های مبتنی بر روش نظریه زمینه‌ای در حوزه برنامه‌ریزی و طراحی شهری نیازمند شناخت صحیح پژوهشگران از ماهیت، ویژگی‌ها و اصول نظریه زمینه‌ای و آگاهی عمیق از خوانش‌های این روش و تفاوت‌های آنها به منظور تناسب‌سنجی و توجیه انتخاب خوانش مناسب بر اساس اهداف و ویژگی‌های پژوهش است.
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Translating Graduate Qualitative Methods into Undergraduate Teaching: Intensive Interviewing as a Case Example
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Stories of Suffering: Subjects' Stories and Research Narratives
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Pp. 116-26 in More Grounded Theory: A Reader
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