Supervision in grounded theory research: is there a difference?

Birks, Melanie, and Mills, Jane (2014) Supervision in grounded theory research: is there a difference? In: Abstracts from the 10th International Congress of Qualitative Inquiry. p. 41. From: QI2014: 10th International Congress of Qualitative Inquiry, 21-24 May 2014, Champaign, IL, USA.

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Abstract

The student-supervisor relationship is an important and complex one. For students undertaking postgraduate research, this relationship can often be the most significant factor in determining the success of their study. Those who comprise the teams convened to supervise a research student should ideally possess expertise in the substantive and methodological areas of the proposed study. In grounded theory research, the relationships between the student and supervisory team, and within the supervisory team itself, can be challenged by the evolving and emergent nature of this methodology. This presentation outlines a study designed to explore the nature of supervision in grounded theory and how it differs from supervision in studies that employ other methodological approaches.

Item ID: 35335
Item Type: Conference Item (Abstract / Summary)
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Date Deposited: 21 Oct 2014 04:04
FoR Codes: 11 MEDICAL AND HEALTH SCIENCES > 1110 Nursing > 111099 Nursing not elsewhere classified @ 25%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 75%
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