Supporting a grounded theory with an audit trail: an illustration

Bowen, Glenn A.

doi:10.1080/13645570802156196

Cited by 112 publications

(103 citation statements)

References 11 publications

(10 reference statements)

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“…I dealt with bias by extensively journaling my personal beliefs, values, and judgments that emerged during the research process (Creswell & Miller, 2000). Finally, I maintained an audit trail (Bowen, 2009) by informing and sharing findings (with pseudonyms) with a second coder to maintain transparency in the process of data gathering.…”

Section: Discussionmentioning

confidence: 99%

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Dutta

2015

J of Engineering Edu

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Background Research regarding international female engineering graduate students tends to be aggregated with that about the experiences of international students in the United States or as the struggles of female engineers in engineering disciplines. Therefore, this study was conducted to understand the unique experiences of international female students in U.S. engineering graduate programs.Purpose/Hypothesis This study examined the theoretical intersections of sustainability and liminality in the experiences of international female graduate students in U.S. engineering programs. The study explored the tensions and challenges faced by international female engineering students in navigating engineering graduate programs.Design/Method Using qualitative detailed interviews and focus groups conducted with 49 participants, I explored the ways international female engineering students understood the tensions they experienced and developed strategies of persistence in responding to their liminal status within the engineering graduate programs.Results Three themes on the practices of sustainability in navigating liminality emerged from the data: constructing inclusion, challenging invisibility, and reengineering professional efficacy. The themes reflect the everyday strategies of survival the students participate in amid the challenging environment of the academic organizations.Conclusions International female engineers in U.S. graduate engineering programs exist in liminal spaces where their identities are continually being challenged. Through reconstructing inclusion, challenging their invisibility, and reengineering professional efficacy, they transform these liminal spaces to their advantage and persist in their struggles with the challenges they experience.Keywords gender; engineering; sustainability IntroductionRetention of minorities has emerged as a key issue in the field of graduate engineering education. Unlike other disciplines, engineering has always occupied a central position in the debate about recruitment and retention practices, especially for women because of the gendered barriers they face (Tonso, 2006a(Tonso, , 2007. Engineering programs and schools are typically gendered, and their institutional practices are masculine (Bergvall et al., 1994). Ingram and Parker (2002) noted the barriers faced by women in U.S. engineering programs, where women are unable to fit Journal of Engineering EducationV C 2015 ASEE.

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Section: Discussionmentioning

confidence: 99%

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Dutta

2015

J of Engineering Edu

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“…In order to verify the findings, a systematic audit trail was also established throughout the data (Bowen, 2009;Gabriel, 1990;Morse et al, 2002). This was achieved by assigning interviewees with a unique identification code which could be used to track how the explanation had been developed from the data.…”

Section: Reliability and Validitymentioning

confidence: 99%

Local Political Marketing in the Context of the Conservative Party

Reeves

2013

Journal of Nonprofit & Public Sector Marketing

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“…Additionally, I used rich, thick descriptions to describe the participants, context, and phenomenon of interest in abundant detail; in addition to the data from the interviews, field notes, and other data that support the findings of the study (Merriam & Tisdell, 2016). Third, I used an audit trail to provide chronological and systematic documents that show what and how I did the study and how I arrived at my interpretation (Bowen, 2009).…”

Section: Positionality Statementmentioning

confidence: 99%

“…The student researcher created an interview guide (Appendix E) using qualitative interview principles suggested by Bowen (2009). The author recommended starting with a…”

Section: Semi-structured Interviewsmentioning

confidence: 99%

Virtual human resource development in the United States Navy : a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools

Greenlund¹

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The purpose of this study was to explore how Navy active duty service members advance professional knowledge through informal learning using Navy-related social media tools. Two research questions were utilized: a. How do Navy service members advance their professional knowledge through informal learning by interacting with peers within Navy-related social media tools?, b. How do Navy service members advance their professional knowledge through informal learning interacting with digital objects within Navy-related social media tools? Data included ten semi-structured, in-depth interviews and field notes. Data analysis was conducted through general inductive analysis and constant comparison. Findings showed that service members advanced professional knowledge by interacting with their peers through reducing organizational hierarchy barriers, learning vicariously through others, recognizing who has credible information, and translating Navy-speak. Interacting with digital objects encouraged service members to advance professional knowledge through following learning pathways enabled by links, adding incremental additive knowledge through visuals, adopting transmitted culture, and not reinventing the wheel for posts and templates. From the findings, three prominent conclusions were drawn: Social media facilitates many types of informal learning characteristic of VHRD that are critical for service member professional development; A hybrid of Navy culture and the specific social media group's values supports cultural relevancy and flexibility to assist informal learning and developing into VHRD; A media-rich environment enables informal learning through Navy-related social media leading to professional development of self and others outside of the platform through learning transfer.

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Supporting a grounded theory with an audit trail: an illustration

Cited by 112 publications

References 11 publications

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Local Political Marketing in the Context of the Conservative Party

Virtual human resource development in the United States Navy : a qualitative study of how Navy Service Members advance their professional knowledge through informal learning using Navy-related social media tools

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