In commencing the research with respect to the research sub-‐‑questions outlined above, selected texts including strategy documents and annual research reports, as well as environmental scanning, were used to identify disciplines or schools or academics where in-‐‑depth interviews could be sought. Identification of the research instances and the participants for the study arose out of the researcher’s
engagement in processes as a participant observer and as researcher. It should be noted that the researcher participates in university-‐‑based activities that are relevant to the theme of the research. In-‐‑depth interviews took place in Delhi, Gurgaon, Johannesburg, Acornhoek, and Agincourt, Bushbuckridge. Key headings and questions encouraged semi-‐‑structured, interactive interviews or open-‐‑ended conversations with key informants (see Appendix F).
Document analysis was conducted, gathering a wide range of material from which to piece together the narrative of research active universities in India and the case study institution, set out in detail in Appendix D.
The data consolidation processes from document analysis, observation and interviews were repeated iteratively over an extended period of study, including setting out the details of the case, coding of data, interpretation of single
instances, identification of patterns, synthesis of perspective and conclusions that could be generalised to the research problem (Cresswell, 1994; Babbie & Mouton, 2001).
3.5.1 Coding processes
Open coding was used to identify the categories that arose from the responses of the key informants with attention to categories for conditions, for strategies and for consequences. The initial coding is set out extensively in chapter 4 through 8, then summarised in chapter 9. Inductive reasoning was used to think about and define categories and sub-‐‑categories. Open coding was conducted throughout the research process, in order to direct further data collection. Axial coding was used to consider connections among the various categories and sub-‐‑categories of data and mainstream views and alternative views were identified. This enabled the approach to theory formulation as recommended by Babbie and Mouton (2001, p.498-‐‑501), setting out the (a) causal conditions – (b) phenomenon – (c) context – (d) intervening conditions – (e) action/interaction strategies – (f)
consequences. This model was applied to ground the concepts that arose in the study. Memos were used at various stage of the data collection process to clarify the processes unfolding and the meaning of the data. In addition, a few journal articles and book chapters were published as discussed in the chapters below, creating the opportunity for conceptualisation of perspectives, codes and themes over the duration of the investigation.
Selective coding was employed to identify the core category and to
systematically relate the other categories to this core category, supported by explanation of the relationships. This process of selective coding was the
discovery process that enabled preparation of the storyline for the object of study and provided the basis for detailed analysis and establishment of patterns. Finally, a theoretical framework was developed grounded against the data (Charmaz, 2000, p.510).
3.5.2 Theory formulation approach
In designing the theoretical framework, inductive and counter-‐‑inductive methods were employed. Looking at a subject, examining something we are using all the time – ‘…we cannot discover it from the inside. We need an external standard of criticism, we need a set of alternative assumptions … Counter-‐‑induction is, therefore, always reasonable and it has always a chance of success’ (Feyerabend, 1993, pp.20-‐‑23). Both inductive and counter-‐‑inductive reasoning can be used, inductive to present an x view – based on the
observations of the researcher and the dominant view from the analysis of the stories told by key informants and counter-‐‑inductive to present a y view – being an alternative perspective based on a minority view as expressed by the key informants, or a view that is the counterpoint to the view expressed by the majority of participants.
During the phase of theory design, it was necessary to review literature on the central theme of entanglement, which led the author to borrow the digital editions of a book from the Open Library, where it is possible to check out the book or reserve the book if it is checked out of the library; to download Adobe Digital Editions 3.0 for either Windows or Macintosh; then download the ebook either in pdf or in epub version and load it in Adobe Digital Editions for ease of reading. This is how the author obtained access to a little known book, de Santillana’s essay on the origins of scientific thought.
In consideration of the core category for theory building, specific literature was sought and theory testing was conducted as ways of enriching the theory formulation process, which is detailed in Chapter 9.
3.5.3 Issues of validity and reliability
As regards internal and external validity of the findings, these are difficult to establish in qualitative research (Babbie & Mouton, 2001, pp.122-‐‑125) and even more difficult to establish in grounded theory research, where the aim is to advance new theoretical insights. In this study, internal validity, or the extent to which the data and analysis resembles ‘reality’ (Cresswell, 1994, p.158), was addressed through examining the study themes from many angles; while external validity, or the extent to which the study findings may be generalised (Cresswell, 1994, p.158) was addressed through explaining whether the theory has limited application to South African universities or broader application to universities. Reliability (Babbie & Mouton, 2001, p.125), or the likelihood that a similar approach would yield similar results in other research active universities, was important for this study, because the purpose of the study was to consider trends. Reliability can be ascertained to the extent that data for each small case study was gathered from different parts of the large institution, from academics and administrators in departments, schools, faculties, committees, the library, Wits Commercial Enterprise and other parts of the institution. Thus,
3.6 Rationale for the study of university research positioning and major