POTENCY
PART 5: THEORETICAL GROUNDING: Theoretical Validation
Addressing the weaknesses and controversy concerning the use of the GT method
in generating theory, Goldkuhl and Cronholm (2010) argues that ignoring existing theory in the purely inductivist approach of theory generation runs the risk of reinventing the wheel. They add how researchers often build new knowledge on existing knowledge and explain that developing a theory in isolation also means that there is a risk for noncumulative theory development. Therefore, they believe that it is important to relate the evolving theory to established research during the process of theorizing. Existing theories can be used as building blocks that support the empirical data forming the new emergent theory (p.191).The authors then have added a more systematic use of pre-existing theories in their proposed multi-grounded theory (MGT) approach which represent their enhanced grounding perspective. An emergent theory is grounded in well-selected pre-existing theories which serves as a different yet relevant knowledge source and warrants for its validity. Goldkuhl and Cronholm (2010) meant “grounding” to mean “an analysis and control of the validity of the evolving theory” (p.197).There are three grounding processes in the MGT approach which correspond to three different kinds of validity claims, one of which is done in this section to address the theoretical validity of the emerged conceptual framework. The theoretical validation process undertaken in this section means that the emerged theory (conceptual framework of Filipino leadership) of the present study is in accordance with other theoretical abstractions.This check of external congruencies (with other theories) is expected to bring forth warrants for the emerged theory. However, aside from this, another consequence of the constant judging and comparison with theoretical elements is that possible modification and further development of the theory can result. Undergoing this grounding processes will not only have validity controlling functions for the emerged theory; they will also have a generative function concerning the contents and structure of the emerged theory. Thus, theory
grounding implies theory generation and vice versa (p.197) . The authors claim that it is not sufficient to ground the theory in empirical data so they include the process of theoretical matching in their MGT approach. Grounding through theoretical matching means that the evolved theory is matched and confronted with other existing theories, where comparison is done of the categories emerged as well as of the theory itself. Researchers need to select pre-existing theories that have relevance or is related in some way to the studied phenomena. In cases where an existing theory is used on a general and abstract level to match an evolved theory, the question raised is if the evolved theory serves as a specialization of the more general one. This process of theoretical matching implies theoretical grounding, where referencing to external theories is done to provide theoretical warrants. Moreover, revisions can take place when evolved categories are matched with other theories and these prove to have more adequate categories, thus replacing previously formulated ones. External theories can be used to interpret data or generated categories, as well as “to structure the analysis process into different themes where existing theories or concepts might have an organizing function to the analyzing process and the evolving theory” (Bowen, 2006 cited in Goldkuhl & Cronholm, 2010, p.
198). It is in theoretical matching that deductivism takes over and diverges from the purely inductivist approach advocated by Glaser.
External theories may also be affected by the theoretical matching process as data from the present study and the emerged theory may contradict what is earlier claimed by these existing theories. The constant comparison process may evoke comments or give evidence to criticisms leveled at existing theories. MGT’s authors then reason that theoretical matching can lead to three types of results (p.198): adaptation of evolving theory, explicit theoretical grounding, or comments and/or criticism toward existing theories. There are six theories referenced to in this section to
compare the emerged theory with, which mostly led to two types of these results: explicit theoretical grounding and comments/ critique of the existing theories.
Theoretical Matching 1: Garcia-Marasigan Dissertation-Model of Christian and Filipino Leadership in Education (Education)
Garcia-Marasigan, L. (2000) Tungo sa Isang Modelo ng Maka-Kristiyano at Maka-Filipinong Pamumuno sa Edukasyon. De La Salle University – College of Education Doctoral Dissertation.
TABLE 26: GARCIA-MARASIGAN 4-PART CHRISTIAN & FILIPINO LEADERSHIP MODEL 4 AREAS 4-PART MODEL:
Beliefs or Principles (Paninindigan) Leadership according to Values (Pagpapahalaga) Action (Pagkilos) Instructional Leadership (Pagtuturo)
Social Relations (Pakikipag-kapwa) Leadership of Stakeholders (Pamumuno sa mga taong bumubuo sa Paaralan)
Preparation for Leadership (Paghahanda sa Pamunuan)
Leadership in the School’s Operational systems (Pamumuno sa pangangasiwa ng mga Sistema sa Paaralan)
Garcia-Marasigan’s model was a result of his study conducted with 14 Christian HEI leaders around Metro Manila where the goal was to formulate a model rather than to study the conceptualization of leadership among these respondents. Of the four areas he came up with, the first three as mentioned in the above table has similarities with the responses gleaned from interviews in the present study. Since his study involved a particular sector of the Christian faith, expectedly the area of beliefs is a solid category whereas in the present study this was reflected more strongly in responses as coded from the majority of the participants coming from private religious-affiliated universities. This area most strongly corresponds to a major component of the emerged theoretical framework where Values-based was identified as a core attribute that majority of the respondents thought what leadership is in the Philippine setting. These values are idealized as contributing to effectiveness, however there are perceived incongruencies stated by respondents which they lament
are mostly present in the nation’s political sector. These principles and beliefs were also expressed as characterizations of Exemplar leadership traits or personal attributes which the participants in the present study believe effective leaders should have, whichever sector these leaders belong to - either political or educational. This area is also reflected in the category emerged within the present study corresponding to Championing Morality and Values where examples of codes include: values crusader, moral evangelist, upholding morality, moral compass, prioritizing or upholding values education, etc. From one of Marasigan’s identified areas, there are two categories from the present study it may align or relate to.
As for Action or Pagkilos the categories of Strategic Collaboration, Building Human or Intellectual Capital, Educational Reform and Development Agenda, and Nation-building can all relate to this area as these categories emerged from respondents’ statements referring to actions that leaders take - again in whatever sector they may be in. These actions include working with or taking action with others whether stakeholders, communities, accrediting agencies, or other HEIs so that organizational or even national goals for education may be met and achieved.
With regard to Social Relations or the Pakikipag-kapwa area, some of the categories mentioned above can be aligned to this as well such as: Strategic collaboration, Exemplars, People empowerment, and Building Human capital. When respondents talk about strategic collaborations these include leaders having partnerships or having relationships with individuals and organizations that are usually mutually beneficial and serves the interest not just of the leader but his constituents/
stakeholders or even the greater social community. This may include teachers collaborating with students for learning, an institution partnering with communities to offer learning or job opportunities,
or institutions enabling students to attend leadership conferences and leadership development programs outside of curricular programs to invest in their future and make them well-rounded citizens.Exemplars that relate to this area include that of being compassionate, being a people-person, motivating staff, students, followers, or being loving and having a servant attitude toward those being led. People empowerment entails building up people, empowering and equipping them, investing in them, enhancing skills and capacities which is a category that was eventually condensed into
‘Building Human Capital’ in the final emergent theory.
As for the fourth area which involves Preparation for leadership or paghahanda sa pamumuno, the only category that may have relevance to this is that of People Empowerment which subsumes such descriptions as capacity building, investing in human resources, or upskilling people which is eventually condensed within the theoretical framework into Building human capital. This particular area was discussed relevant mostly to giving students opportunities to participate in leadership development programs or conferences where they can be groomed or trained in terms of leadership skills and abilities. However, these programs are not related to leaders themselves in the academe, instead respondents discussed the need for continuing professional development for faculty in general, which may or may not include courses/ degrees in leadership.
With regard to his four-part model which refers to various components of educational leadership the present study encompasses a more general conceptualization of leadership so that these components could not be applied in parallel. The conceptualization of leadership of leaders in Philippine HEIs include leadership outside of the academe, their responses involves concepts of leadership in higher education, but also includes that of leading organizations including corporate/
business, and even in the government sector or political arena. Although Garcia-Marasigan’s four areas of leadership did not correspond fully to the categories emerged in the theoretical framework of this study as it did not fully encompass nor capture the totality of the dimensions or properties of these various categories, it does provide some measure of validity because of some alignment/
parallels identified, as explained earlier.