Andragogy and Classic Grounded Theory: Hidden Connections
Issue: 2016 - Volume 8 [Issue 2]
Barry Chametzky *
Washington & Jefferson College, 60 S. Lincoln St. Washington PA 15301, USA and Ozarks Technical Community College, 1001 E. Chestnut Expressway, Springfield, MO 65802, USA and City University of Seattle, 521 Wall Street Suite 100, Seattle, WA 98121, USA
*Author to whom correspondence should be addressed.
Aims: It is valuable to glean significance from the way in which two seemingly diverse elements are connected with one another. In this research, this author critically compares and analyzes seemingly dissimilar elements in education—the theory of andragogy and the research design of classic grounded theory—in order to elucidate inherent parallels. As relationships and similarities made from heretofore unknown connections are uncovered, new perspectives develop. These new viewpoints, in turn, lead to the creation of new knowledge—one important objective of scholarly research. By examining several commonalities in andragogy and classic grounded theory, educational scholars, educators, and novice researchers will gain a more nuanced understanding of these concepts and of the complex world of education. Additionally, with this increased sensitivity, scholars would be able to ascertain additional nuances thereby bridging a gap, so to speak, between the two practices.
Study Design: Comparative analysis.
Conclusion: Connections discovered in this paper will help future researchers create new knowledge—the ultimate goal of scholarship.
Keywords: Andragogy, classic grounded theory