Theoretical Saturation in Grounded Theory

Theoretical saturation can be described as the point at which, through a process of concurrent data collection and analysis, no new concepts or categories are introduced. Once a category is theoretically saturated it is not necessary to continue to theoretically sample for comparison data, further data no longer sparking new insights or revealing new properties or dimensions of established categories and codes. The grounded theory can be considered theoretically saturated.

Theoretical saturation is a key factor in building a comprehensive, convincing and integrated theory, one in which an explanatory pattern in and of the data is present. The theoretical categories in a saturated theory are conceptually well developed, and categories and codes are well articulated and integrated. The conceptual density achieved through theoretical saturation is characterised by the depth, richness and interconnectedness of the grounded theory.

While theoretical saturation is characterised by no new data driven insights, properties or dimensions occurring, an alternative view exists. Theoretical sufficiency emphasises the adequacy and comprehensiveness of a theory developed from the data rather than a theory saturated to the maximum possible extent.

Achieving theoretical saturation is the criterion by which theoretical sampling can end and attention can shift to focusing on enabling conceptual integration of categories.

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References

Birks, M., & Mills, J. (2023). Grounded theory: a practical guide (3rd ed.). SAGE Publications Ltd.         

Dey, I. (1999). Grounding grounded theory: guidelines for qualitative inquiry. Academic Press.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research. Aldine.

Holton, J. A. (2007). The coding process and its challenges. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 265-290). SAGE Publications Ltd.                         

Morse, J. M. (1995). The significance of saturation [Editorial]. Qualitative Health Research, 5(2), 147-149.      

Morse, J. M. (2007). Sampling in grounded theory. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory. SAGE Publications Ltd.           

Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: grounded theory procedures and techniques. SAGE.   

Wiener, C. (2007). Making teams work in conducting grounded theory. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 293-310). SAGE.     

Concurrent Data Collection and Analysis in Grounded Theory

A fundamental feature of grounded theory is the concurrent nature of data collection and analysis. Sometimes referred to as simultaneous data collection and analysis, it distinguishes grounded theory from other forms of research where data analysis only begins once data collection is significantly progressed or concluded. Underpinning concurrent data collection and analysis is the aim of achieving a rich analysis of the data, leading to a more comprehensive and nuanced understanding of the processes at play within the grounded theory.

In grounded theory, concurrent data collection and analysis enables the researcher to remain sensitive to potentially relevant sources and populations, to explore connections between different data sources, and to uncover new insights to inform the future direction of data collection. In practical terms, concurrent data collection and analysis often begins with a small purposive sample. These data are coded and then analysed within and across data sets. Once the initial cycle of analysis has concluded, the nature and source of the subsequent data – which may now have changed from that considered during the initial data selection – are sought, and the cycle repeated.

Concurrent data collection and analysis can prove challenging when faced with the realities of fieldwork. Opportunities to access participants or data resources may arise closely together or, conversely, recruitment and participation rates may be slow and protracted. The advice is to maintain and work within the concurrent data collection and analysis cycle as closely as possible. However, it is acknowledged that full coding and analysis are not always possible between instances of data collection. In these cases, initial impressions, insights and reflections should be captured in research logs and memos as an intermediate means of informing subsequent data collection.

In summary, concurrent data collection and analysis aims to extend and saturate understanding through theoretical sampling, keeping the study informed by, and grounded in, the data.

References

Birks, M., Hoare, K., & Mills, J. (2019). Grounded theory: the FAQs. International Journal of Qualitative Methods, 18, 1-7.      

Birks, M., & Mills, J. (2023). Grounded theory: a practical guide (3rd ed.). SAGE Publications Ltd.

Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. SAGE Publications Ltd.          

Glaser, B. G. (1978). Theoretical sensitivity: advances in the methodology of grounded theory. Sociology Press.  

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Staged Sampling in Grounded Theory

In grounded theory studies the changing nature of the researcher’s understanding of a phenomenon informs the changing nature of their sampling strategy during the lifetime of a project. A staged approach to sampling is undertaken with the intention of exploring a full range of experiences or data sets.

Initially, purposive sampling is used to select a subset of the defined population known to have knowledge or experience of the research phenomenon. Later, as the researcher’s understanding of the phenomenon develops, a move to theoretical sampling is made in support of the ongoing development of the grounded theory; the subset of the defined population shifts to one that can provide detailed, complex and contradictory accounts of the research topic.

Opinions differ about when to start theoretical sampling, ranging from the first occurrence of constant comparative analysis as the researcher follows-up areas of interest, to only having value in confirming, clarifying and expanding theoretical categories.

Acknowledging the aim of facilitating depth and richness in the data of a grounded theory study, theoretical sampling continues until theoretical saturation has been achieved, that is, when the theory’s categories and their properties have been clearly articulated.

References

Birks, M., & Mills, J. (2023). Grounded theory: a practical guide (3rd ed.). SAGE Publications Ltd.

Braun, V., & Clarke, V. (2013). Successful qualitative research: a practical guide for beginners. Sage.

Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. SAGE Publications Ltd.

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.

Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 26, 623-630.

Glaser, B. G. (1998). Doing grounded theory: issues and discussions. Sociology Press.

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Sample Size in Grounded Theory

Defining a sample size before starting a grounded theory project can be challenging, not least because the intention is that once data collection in a grounded theory study has commenced it continues until the theory is saturated, that is, until new data ceases to provide additional insights. There are no agreed upon recommendations for grounded theory sample sizes and, with an emphasis on theoretical saturation, it is impossible to definitively state how many participants will be needed as part of a grounded theory study.

Key grounded theorists have variously suggested that researchers start with a small to moderate sample size which is then adjusted based on the evolving scope of the study and the emerging insights, while recommending that the anticipated number of data collection points should be increased if pursuing a controversial topic or if anticipating provocative findings.

While a definitive sample size remains elusive, a pragmatic approach is needed to satisfy the requirements of research and ethics committees. A common perspective is to become familiar with what sample size is considered standard within a particular discipline, stating that “a minimum of 10 participants” will be recruited or, based on a content analysis of self-defined interview-based grounded theory studies, anticipating “between 10 and 30 interviews”. Whichever approach is selected, the advice is to err towards stating a larger sample size than initially anticipated to avoid having to apply for an amendment to an application should the sample size need to be expanded.

References

Birks, M., & Mills, J. (2023). Grounded theory: a practical guide (3rd ed.). London: SAGE Publications Ltd.

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine.

Morse, J. M., & Clark, L. (2019). The nuances of grounded theory sampling and the pivotal role of theoretical sampling. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of current developments in grounded theory (pp. 145-166). London: SAGE Publications Ltd.

Strauss, A. L., & Corbin, J. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory. London: Sage. 2nd ed.

Thomson, S. B. (2011). Sample size and grounded theory. Journal of Administration & Governance, 5(1), 45-52.

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What is grounded theory?

Despite the not inconsiderable growth in the number of research papers describing themselves as grounded theory, contrary to initial impressions, not all qualitative studies are grounded theory.

What distinguishes a grounded theory study from other forms of qualitative research is the philosophical and theoretical underpinning that guides the research process, that is, grounded theory as a methodology. Using grounded theory as a methodology provides a qualitative research framework based on a set of principles and assumptions about how knowledge is generated, the role of different forms of reasoning in making sense of the data, the importance of context, and the generation of theory from data. Is knowledge found (objective uncovering of something that pre-exists) or constructed (subjective interpretations of the participants daily realities acknowledging the role of the researcher)? How are inductive, deductive and abductive reasoning used in coding and theory development? The absence, or presence, of a priori hypothesis? The answers to these questions both inform whether a grounded theory methodology is being used and how research methods will be applied.

Grounded theory as a method refers to the systematic use of techniques to collect and analyse qualitative data. These methods are not unique to grounded theory, though must be present and used in a particular combination for a study to accurately be described a grounded theory study, including: coding approach, concurrent data generation and constant comparative analysis, memoing, theoretical sampling, theoretical saturation, and theoretical integration.

It’s the bringing together of the methods and methodology that make a grounded theory.

References

Birks, M., & Mills, J. (2023). Grounded theory: a practical guide (3rd ed.). London: SAGE Publications Ltd.

Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. London: SAGE Publications Ltd.

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine.

If you found The Grounded Theorist useful, and would like to ensure its continued availability, please consider making a one-off donation or becoming a sustaining member. Thank you.