Abstract
Reviewing the information systems (IS) literature shows the prevalence of studies claiming to exploit the grounded theory (GT) method. However, most of these studies follow an objectivist approach to GT. This manuscript addresses another recognized yet rarely used GT approach in IS: constructivist. The importance of IS constructivist research is briefly explained. This is followed with a recapitulation of strategies pursued in a constructivist research experience within IS doctoral education domain in order to achieve a contextual theory. Procedures for establishing satisfactory levels of trustworthiness and authenticity are described. Finally, implications of taking the constructivist approach as well as some major lessons learned are discussed.
Recommended Citation
Mohajeri, Kaveh and O’Connor, Mary, "Co-constructing Contextual Theory: An Experience within IS Education Domain" (2012). AMCIS 2012 Proceedings. 5.
https://aisel.aisnet.org/amcis2012/proceedings/ResearchMethods/5
Co-constructing Contextual Theory: An Experience within IS Education Domain
Reviewing the information systems (IS) literature shows the prevalence of studies claiming to exploit the grounded theory (GT) method. However, most of these studies follow an objectivist approach to GT. This manuscript addresses another recognized yet rarely used GT approach in IS: constructivist. The importance of IS constructivist research is briefly explained. This is followed with a recapitulation of strategies pursued in a constructivist research experience within IS doctoral education domain in order to achieve a contextual theory. Procedures for establishing satisfactory levels of trustworthiness and authenticity are described. Finally, implications of taking the constructivist approach as well as some major lessons learned are discussed.