Glaserian Classic Grounded Theory in Practice: A Methodological Tutorial with an Empirical Illustration from Inventor-Entrepreneurs

Abstract

Purpose: This study aimed to clarify the distinctive methodological logic and decision-making processes of Glaserian classic grounded theory and to demonstrate their practical implementation through a worked empirical illustration involving inventor-entrepreneurs in engineering and technological education.

Methods and Materials: This qualitative methodological study was designed as a methodological tutorial rather than a systematic or scoping review. Methodological materials were purposively selected from foundational and contemporary literature on classic grounded theory and related qualitative approaches. The empirical illustration was reconstructed from a previous classic grounded theory study involving 10 entrepreneurial inventors, technology developers, innovative engineers, and owners of knowledge-based companies in electrical engineering, electronics, and computer engineering. Data sources included 60–90-minute in-depth semi-structured interviews, detailed field notes, expanded post-interview notes, analytical memos, and relevant documents. Analysis followed Glaserian procedures involving open coding, constant comparison, memo writing, emergence of the main concern, selective coding, theoretical sampling, theoretical saturation, and theoretical coding.

Findings: The analysis generated 367 initial codes and 70 main and subsidiary codes. Constant comparison showed that codes concerning theoretical dominance, university–industry separation, inadequate practical experience, and weak real-world problem solving converged around the main concern of insufficient attention to technological literacy in engineering education. Selective coding and theoretically directed comparison subsequently identified creative thinking, problem solving, teamwork, industrial experience, managerial capability, and economic capability as conceptually relevant to resolving this concern. These categories were integrated through the core category of injecting technological literacy into engineering education.

Conclusion: Methodological coherence in Glaserian classic grounded theory depends on maintaining an emergence-oriented analytical logic in which the main concern, core category, theoretical sampling decisions, and final theoretical relationships are progressively developed from data rather than imposed through predetermined frameworks.