Emergence of Critical Realist Grounded Theory
Product details
- ISBN 9781032845449
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 27 Jul 2026
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This research methodology book advances the concept of Critical Realist Grounded Theory (CRGT), building upon Glaser and Strauss' classic grounded theory while 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 redefines "all is data" and provides systematic yet flexible coding approaches that facilitate theory generation. While not exclusively designed for mixed methods researchers, Critical Realist Grounded Theory 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 Masters students completing dissertation research and postgraduate research degree students in MPhil, MRes, PhD, and professional doctorate programs, providing both the theoretical foundations and practical guidance for this innovative methodological approach.
Dr 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 is a member of the Social Psychology of Education Research Group.
Professor Alison Kington (Institute of Education, University of Worcester, UK) leads the Social Psychology of Education Research Group and has extensive experience of designing and conducting mixed methods research. Her current work focuses on the nature, quality and dynamics of educational relationships and identities.
