Thematic analysis of educational research supported on Grounded Theory

Abstract

INTRODUCTION. Grounded Theory is becoming more prominent in educational research. This research methodology seeks to understand fundamental processes underlying the phenomena of interest, allowing the researcher to explain what is happening within a stage or around a particular event. A recent work has shown that educational research supported on Grounded Theory is in a phase of exponential growth. Such work suggests the need for studies to report on the topics that are usually approached in educational research supported on Grounded Theory. METHOD. Following this suggestion, this scientometric study presents the results arising from a thematic analysis of the production supported on Grounded Theory and indexed in Social Sciences Citation Index (SSCI) educational disciplines of the Web of Science. Bibliometric indicators analysis (production and analysis of contents) of publishers, journals, institutions and authors who have contributed to this field of knowledge were applied. A total of 419 documents were analysed through content and descriptive statistical procedures. RESULTS. Production levels and thematic analysis inform about interest (topics) of research produced by scientific community at large and, specifically, by the most prolific publishers, journals, institutions and authors in the educational field, as well as evolution of topics over the period analyzed. Regarding content analysis, the results show that a diversity of topics studied in Educational Sciences production are supported on Grounded Theory. DISCUSSION. We discuss the results obtained in response to the previous study and content analysis findings on development of a thematic specialization in educational research supported on Grounded Theory in the Educational Sciences field.