The Emergence of Critical Realist Grounded Theory: A Transformative Perspective

This research methodology book advances the concept of 'Critical Realist Grounded Theory' (CRGT), building upon Glaser and Strauss' classic grounded theory whilst incorporating critical realism as its philosophical foundation. The approach reconceptualises original grounded theory methodology, enabling researchers to develop theories with causal explanations for observed phenomena.

The comprehensive guide addresses crucial methodological questions including literature review timing and maintaining grounded theory integrity throughout the research process.It draws on Glaser's position that grounded theory should remain open to multiple forms of data and provides systematic yet flexible coding approaches that facilitate theory generation. Whilst not exclusively designed for mixed methods researchers, CRGT specifically accommodates qualitative and quantitative data integration, addressing a significant gap in many grounded theory methodologies.

Through practical examples, the work guides readers through the stages of a complete research project, introduces updated terminology, and explains how original grounded theory terms have been adapted to incorporate critical realist philosophy. This essential resource targets mixed methods and qualitative researchers across social sciences, particularly in educational, sociological, psychological, and allied health fields.

The Emergence of Critical Realist Grounded Theory serves experienced researchers alongside master's degree students completing dissertation research and postgraduate research degree students in MPhil, MRes, PhD, and professional doctorate programmes, providing both the theoretical foundations and practical guidance for this innovative methodological approach.

Ben Looker (Institute of Education, University of Worcester, UK) is a Senior Lecturer in Education and the Research and Knowledge Exchange Co-ordinator for the Institute. He co-leads the Psychology of Education Research Group, and his work focuses on relationships and social contracts in educational settings.

Alison Kington (Institute of Education, University of Worcester, UK) co-leads the Psychology of Education Research Group and has extensive experience in designing and conducting mixed methods research. Her work focuses on the nature, quality, and dynamics of educational relationships and identities.