CHAPTER 3 METHODOLOGY
A. RESULTS AND DISCUSSION: EMPIRICAL GROUNDING
THEORY GENERATION FROM THE CODING PROCESS: (Empirical Validation) PART 1: From Transcripts to Inductive Codes
An initial data analysis was completed which produced inductive codes (or open codes in classic GT). These codes are an abstraction and refinement that came from in vivo codes which are codes that originate from what respondents themselves have said as seen from the transcribed interviews (Glaser, 1998). The following is an extract of inductive codes for:
TABLE 6: Sample Transcript to Inductive Codes
Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]
TRANSCRIPT IN VIVO CODES
(Incidents)
INDUCTIVE (Open) CODES
(Descriptive) First would be -having a very clear
vision and mission for one’s org
Having a clear vision and mission
Clarity of vision-mission You must have a very clear vision-
mission, a clear understanding
Have a very clear vision-mission
Very clear vision mission I have to be clear about what La Salle
stands for, our objectives, what we’re trying to do as an organization.
Have to be clear about what La Salle stands for, our objectives, what we are trying to do as an org
Clear role, identity, organizational objectives, purpose
The leader must be able to ..accept, fully submit to the vision-mission of the institution.
Must accept, fully submit to the vision- mission
Ownership of vision- mission
Leadership is…doing the right things for the institution, whereas management is doing things right.
Doing the right things for the institution
Doing right things for institution
…they are conscious of what is the vision-mission.
people are conscious of the vision-mission
Consciousness of Vision- Mission
His concern is how does he inspire everybody to work towards the vision mission of the institution
Work towards the vision mission of the institution
Achieve institutional V-M
One has to be very clear what the educational V-M of his organization is
very clear Educ’l org vision-mission
Clarity of organizational vision-mission
For me, for us in La Salle, it is very, very clear that we have a
very clear we have a two-fold mission
Clarity of DLSU’s two- fold mission
As a Catholic educational institution this is more specific
Specific mission as Catholic institution
Specificity of V-M as a Catholic institution Involves 2 things: one a very clear
vision and the dual mission of academic excellence & values formation
Very clear vision Dual mission of
academic excellence &
values formation
Clarity of vision and duality of mission
They have to say we believe in this mission
we (faculty) believe in this mission
Imbuing belief in the mission
Leaders should be totally committed, no question about that
Totally committed/
Being committed to the V-M
Total commitment
There are 2 biggest problems HEIs must address
2 biggest problems HEIs needs to address
HEIs mission of social responsibility
PART 2: FROM INDUCTIVE TO PATTERN (Axial) CODES TO THEORY CONDENSATION (Selective CODES)
From the inductive codes abstracted through an iterative process pattern codes are produced (corresponding to axial codes in classical GT). At this stage categories are combined into theoretical statements. Goldkuhl and Cronholm (2010) agree with Strauss and Corbin (1990), who asserted that
“Grounded theory is an action/interactional method of theory building” (p. 104), that an action- oriented paradigm model should be used. The term ‘pattern coding’ is used to imply “interest in conceptualizing action patterns, usually social action which has social grounds and social purposes – based on social conditions, is socially oriented, having intended effects on humans. Pattern coding then involves structuring action conditions (external and internal), actions, results and consequences of actions.” (Goldkuhl & Cronholm, 2010, p.196).
The stage of theory condensation (corresponding to selective coding in GT) is a higher level of abstraction where theoretical categories is arrived at from the constant comparison process. MGT does not uphold the proposition for one single core category. MGT’s proponents agree concerning a need for “densifying the theory, but this must not lead to just one main category” (p.196). The concluding stage of the MGT approach is when the emerged theory (which corresponds to and includes categories, subcategories, and core category in classical GT) has been validated in comparison with other existing theories from literature (or what MGT terms as theoretical matching) where ‘theoretical grounding’ then occurs. This makes the emerged theory using the MGT approach a more ‘grounded’ one as it incorporates this explicit additional grounding process.
The following is an extract of inductive to pattern codes to theory condensation for:
TABLE 7: Sample Inductive Codes to Theory Condensation
Participant 1 (M/ PR). Legend: Gender (M/F). Sector [Public (PU)/ Private (PR)]
INDUCTIVE (Open) CODES (Descriptive)
PATTERN (Axial) CODES THEORY Condensation (Selective Codes/
Category))
Clarity of vision-mission V/M-Focused Purpose-Driven later
renamed *Achievement motive
Very clear vision mission V/M-Focused Effective leader Purposive Clear role, identity,
organizational objectives, purpose
Mission-focused Purpose-driven Goal-centric Ownership of vision-mission Purpose-driven
Goal-centric V/M ownership Doing right things for
institution
Purpose-driven/ Goal centric Consciousness of Vision-
Mission
Purpose-driven, Goal-centric
Achieve institutional V-M Achiever, Purpose-driven ,V/M focused
Clarity of organizational vision-mission
V/M-Focused
Clarity of institution’s two- fold mission
Mission-Focused Purpose-driven Specificity of V-M as a
Catholic institution
V/M-focused Purpose-driven Clarity of vision and duality
of mission
V/M-grounded, Purpose-driven Mission-focused
Imbuing belief in the mission
Purpose-driven V/M Ownership
Committed V/M Ownership
HEIs addressing social problems, social response
Purpose-driven Goal-centric
After this process of empirical validation attained through the constant comparison method of empirical data being repetitively analyzed, related to each other, studied for similarities and differences, weighed against, carefully gauged, etc., then hopefully theoretical condensation is reached where a number of categories may emerge. In this case, the following categories emerged from the rigorous data analysis and constant-comparison of in-vivo, inductive to pattern codes and between each other (please see diagram below/ next page):
PART 3: FINDINGS OF INITIAL THEORY CONDENSATION - Emergent categories of Leadership concepts as derived from analytical coding processes of interview with:
Participant 1 (M/ PR) *