Tracing Schools of Thought: The Configuration, Connotation, and Derivation of the Grounded Theory Schools

Subjects: Library Science，Information Science >> Utilization of Information submitted time 2022-08-19

Yujia,Zhai Jinwen,Zhang Kaiyue,Gao

Abstract： Purpose / significance  Schools of thought have always been a crucial part of the academic collisions and discussions that occur during the evolution of science since they serve as the primary arena for the creative activities of scientists. This study aims to identify the characteristics of the schools and look into the reasons behind disputes and interactions between them in order to make up for the abstract logic of early school studies. The study of schools can aid in the transmission and innovation of theories, promote the collaboration and communication of scientific activities, and thus enhance the cohesion of knowledge. Method / process  Taking the grounded theory school as an example, this paper extracts the metadata of the grounded theory literature and its citation relations from the Semantic Scholar database, and employs a combination of quantitative and qualitative research methods to uncover the conflicts and communication relations among the grounded theory schools, revealing their characteristics in terms of disciplines, scholars, and thematic contents, and delving into the underlying reasons. Results / conclusion  The study found that the communication between schools is more pronounced, and that conflicts arise due to different core theories, as well as with the academic background and methodological nature of the original proponents. Scholars do not have a complete sense of attachment to schools, and different schools have various relations with scholars in terms of stability. Scholars do not have a complete sense of attachment to schools, and different schools have various relations with scholars in terms of stability of scholars. The content of schools is also a reason for attracting scholars if it is in line with the contemporary demands. Based on the analysis of the thematic content, the inter-school communication is implicit in the process of scholars' application of the school content. Through the dynamic interaction between the four elements of the applied model: perception of theoretical foundations, empirical interpretation of phenomena, logical compatibility of methods, effective technical innovation, and integrated innovation of themes, a "passive" communication takes place between different schools and with other research fields.

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