Grounded theory approach

The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. With the premise that human activity is artifact-mediated and goal-directed, activity theory makes it possible to demonstrate the complex and dynamic relationship between various institutional, social, and individual factors by revealing different contradictions that language teachers would experience as they attempt to implement CLT in their classroom contexts. In addition to 23 language teachers who consisted the main participants of this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part. Document analysis, semi-structured interview, and classroom observation comprised the data collection instruments. The results indicated that despite their optimism about and keen interest in CLT-based reform, Iranian language teachers could not successfully implement CLT due to their inability to successfully resolve the contradictions that emerged in their activity system. These contradictions in turn stemmed from a number of difficulties that emanate from various sources including teachers themselves, students, their parents, school staff, educational system, and the new package. Based on the findings, a number of implications and suggestions are provided for the Iranian curriculum developers, language teachers, parents, and teacher directors

The need for a strong educational system is felt more than ever due to globalization. In this respect, teacher agency has an important role in educational change. This qualitative meta-study, therefore, addressed the attitude of the teachers towards agency and the way they enact agency to facilitate learning process. To this purpose, the needed data were gathered from the narrative of life, professional history and class observations of five English teachers in Iranian context. Then, based on the Grounded Theory Approach, the data were analyzed and the obtained results showed that teachers’ pre-teaching and during teaching processes were made up of complex relationships among different resources; that is, teachers’ life ideology (their perception towards themselves and their job) and financial status. At the same time, the results revealed that teachers’ instruction experiences highly affect both their magnification of agency and their decision-making processes. It was further seen that agency was not stable at all, meaning that social factors and environmental conditions played important roles in shaping teacher’s agency.

The present study aimed to provide a framework for identifying the determinants affecting the export development of nanotechnology products of knowledge-based companies in the construction industry. Methodologically, the research was conducted qualitatively using a grounded theory approach. Data collection was conducted through document review and interview. The purposive and snowball sampling continued until theoretical saturation. The data analysis results were obtained in three steps of open, axial, and selective coding. During the open coding process, categories such as causal, contextual, intervening factors, strategies and actions, and consequences of export development of nanotechnology products were extracted. Then, in the axial coding stage, a link between these categories was identified within the coding paradigm. In the selective coding stage, all components of the coding paradigm were explained, and the theory was developed. After the coding process, the main categories were extracted by conducting fifteen in-depth and semi-structured interviews with practitioners and experts of nanotechnology knowledge-based companies in the construction industry. The benefits of exporting knowledge-based products and services made this a strategic issue for the industry. According to the results, the export of knowledge-based products and services had benefits, including job creation, wealth creation, economic prosperity, comprehensive corporate development, synergy, and increased exports.

INTRODUCTION: As social and environmental problems is rapidly increasing, social responsibility is increasingly being more important. Now, worldwide profit and nonprofit organizations such as Red Cross Society are paying more attention to differentiate or improve their brands as well as the level of participations by cause marketing campaigns. This study aimed to explore comprehensive factors that can influence consumer response in cause marketing campaigns in Iran context. METHODS: Using a qualitative grounded theory approach, consumer experiences about real cases of related campaigns in Iran market were addressed through deep interviews with 18 Iranian consumers. The analysis of data was done by NVivo software through a reciprocating process and principles of grounded theory. FINDINGS: The suggested inductive model advocated that cause marketing campaigns (including structural-related campaign factors from corporate side, structural-related campaign factors from cause side, implementation-related campaign factors, and consumer-related factors) could affect consumer response pyramid. CONCLUSION: In addition to structural factors, which often examined in past research, our findings suggest that implementation- and consumer-related factors can influence consumer’s response, and in planning cause-marketing campaigns, these vital factors must be notice.

Purpose: Social capital plays an important role in the success of any organization, including the education organization. As a result, the purpose of this study was presenting a social capital management model in the general directorate of education in Kermanshah province with a grounded theory approach. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was experts and senior managers of education in Kermanshah province and in the quantitative part were the principals of primary schools in Kermanshah province. The sample size in the qualitative part was estimated according to the principle of theoretical saturation 11 people who were selected by purposive sampling method and in the quantitative part was estimated according to Krejcie and Morgan table 332 people who were selected by random cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire, whose psychometric indices was confirmed and for data analysis was used from the methods of coding in MAXQDA software and exploratory factor analysis in LISREL software. Findings: Findings showed that in the central category of social capital management in education, causal conditions including categories of organizational factors, social factors and individual factors, contextual conditions including categories of social bonds of employees, cultural and social commitments and sustainable social development, intervening conditions including categories of legal requirements and frameworks, civic participation networks, organizational policies and organizational culture, strategies including categories of knowledge management, organizational resilience, job turnover and organizational participation and outcomes including categories of organizational outcomes, individual outcomes and social outcomes. Other findings showed that the factor load of all sub-categories except sense of identity on causal conditions, all sub-categories except collective power on contextual conditions, all sub-categories except success and education on intervening conditions, all sub-categories on strategies and all sub-categories except human capital accumulation, social cohesion, organizational learning, organizational entrepreneurship and interpersonal trust on outcomes were confirmed. Conclusion: Regarded to the importance of identified categories and concepts for the social capital management in education, planning is essential to improve the categories through their concepts.

The aim of present study is to achieve a comprehensive framework in the area of customer experience management in Taban Airline to improve business results. The statistical population was the managers and senior experts of Taban Airline. A sample of 16 people was selected by using a purposeful snowball sampling method and in-depth and a semi-structured interview was performed with them. Data analysis was performed using a 3-step coding method in Nvivo software. Finally, a comprehensive model of customer experience management was presented. A total number of 601 open codes were extracted. After methodological modifications, they turned to 182 open codes or concepts, and in the next step, namely ladder of abstraction, they turned to 38 sub-categories and in the final step, they turned to 14 main categories. Finally present the paradigmatic categories and components form the comprehensive Customer Experience Management (CXM) model.

Objective: Unmanaged stress during parenthood can lead to poor performance of the family and inappropriate parenting in general. Therefore, it is necessary to identify optimal methods of dealing with stress. Methods:  The present qualitative study was based on a grounded theory approach. The population included women (living in Tehran in 2021), who were satisfied with their lives and had at least one 6-year old child. After the initial investigation, from among 51 women, 11 women whose level of satisfaction with life was above the mean were selected through purposive sampling method. The research instrument included Diener's (1985) Satisfaction with Life scale and semi-structured interviews. The data obtained from the interview were analyzed through Strauss and Corbin’s method. Results: The qualitative analysis of the interviews showed that satisfied women used strategies, such as preventing the spread of the problem, changing the situation, self-empowerment in processing negative emotions, communication activism, educational activism, conscious problem solving, and seeking professional help to deal with their maternal stress. The central factors included not giving up, solving the problem and activism to solve it. The causal factors included worrying about child's developmental delay/ developmental disorders, financial pressure, and role density/ role conflict. The underlying factors included agreement or disagreement in spouses' training methods, dynamism and activism, modeling and gaining experience, persistence and perseverance, feeling self-inefficiency in training, realism/ perfectionism, mother's independent personality/ feeling lonely, and living in the present time/ worrying about the future. The intervening factors included unwanted pregnancy/ spouse’ unwillingness to have children, perceiving the ineffectiveness of the efforts, comparing the growth of peers, worrying about providing facilities for the child's growth, and weakness in emotional regulation/ depression. The facilitating factors included the calmness of the child, the mother's personal space and recreation, the support of the spouse and families, and the mother's openness to experience. Finally, the consequences of coping with maternal stress included managing the emotions of the mother and the child, the child's taking responsibility, the enrichment of the marital relationship, the intimate relationship/ acceptance, and parents’ acceptance of the child and their companionship. Conclusion: The results of the current study can be the basis for future studies. It can also assist formulating educational and therapeutic programs aimed at dealing with the stress caused by the birth of the first child.

This study was aimed to identify and prioritize the dimensions and components of transformational leadership based on Fundamental Change Document. This research approach was mixed method. The populations in qualitative section involved faculty members, expert principals and staffs of the education organization and school principals. In quantitative part, involved all school principals and teachers of West Azerbaijan province of Iran in the academic year 2019-2020, which were about 26 thousand principals and teachers. Based on cluster sampling method, 378 principals and teachers were selected as a sample of study. The instruments in the qualitative part were semi-structured interviews; retesting and reliability between two coders were used to check the validity and reliability of the interviews and coding. The instruments in the quantitative part was a researcher-made questionnaire that its validity was confirmed by content. The reliability of the instrument was confirmed using Cronbach's alpha method. The grounded theory approach was used to analyze the data. One-sample t-test was used to analyze quantitative data. Findings revealed that; Dimensions of transformational educational leadership were classified into eight categories: Knowledge, attitude, personage, technical skills, ethical-value system, human relations skills, financial resource management, and social management. Also based on the opinion of principals and teachers, among the identified characteristics of transformational educational leaders, charismatic personality had the first priority, transformational attitude had the second priority and having managerial knowledge had the third priority.