Managing Preconception in Glaserian Classic Grounded Theory A Methodological Note for Novice Researchers

Article Sidebar

Cover Image for journal article
PDF
Published: Aug 26, 2026
Keywords:
classic grounded theory, grounded theory, bias

Main Article Content

Kara L. Vander Linden
Institute for Research and Theory Methodologies
https://orcid.org/0000-0002-3699-708X

Abstract

Preconception is a central methodological concern in Glaserian classic grounded theory (GCGT), yet it is often misunderstood by novice researchers trained in more structured research traditions. This article (a) defines preconceptions within GCGT, (b) identifies common sources through which preconceptions enter the research process, and (c) provides practical guidance on how
researchers can manage these influences to support the emergence of theory from data. Practical strategies for achieving this stance are discussed. The article concludes by positioning the
management of preconceptions as a critical skill for novice researchers seeking to develop conceptually robust, empirically grounded theory.

Downloads

Download data is not yet available.

Article Details

How to Cite
Vander Linden, K. L. (2026). Managing Preconception in Glaserian Classic Grounded Theory: A Methodological Note for Novice Researchers. Grounded Theory Review, 26, Article 16. Retrieved from https://groundedtheoryreview.org/index.php/gtr/article/view/518
Issue
Vol. 26 (2026)
Section
Methodological Notes

The Grounded Theory Review is an open-access journal, which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the international Budapest Open Access Initiative (BOAI) definition of open access.

Author Biography

Kara L. Vander Linden, Institute for Research and Theory Methodologies

Dr. Kara L. Vander Linden is a seasoned educator and researcher with a strong foundation in qualitative research methodologies, particularly grounded theory. She earned her Doctor of Education from Fielding Graduate University in 2005, focusing on leadership in higher education systems and the application of grounded theory to mentoring, advising, and teaching adult learners. She also holds a Master of Education in Special Education from the University of North Carolina, Charlotte, with a specialization in learning disabilities among adult learners, and a Bachelor of Arts in Mathematics from Queen’s College.

As the Founder of the Institute for Research and Theory Methodologies since 2020, Dr. Vander Linden has led a global non-profit organization dedicated to training and mentoring researchers in qualitative and mixed-method research. Her leadership extends to organizing an annual international conference and developing resources to support researchers worldwide.

Dr. Vander Linden has held various academic roles at Saybrook University, serving as Adjunct Research Faculty, Research Faculty, and Co-Director of the Department of Research. In these capacities, she has taught research courses, chaired dissertations, consulted with doctoral students, and played a pivotal role in curriculum development. Her contributions to the academic community include mentoring faculty and organizing research seminars.

Her extensive experience also includes roles such as Director of Research for the School of Mind Body Medicine at Saybrook University and Adjunct Professor at Fielding Graduate University. In these roles, she developed research curricula, supported doctoral students through their dissertation processes, and led initiatives in research specialization and administrative committees.

Dr. Vander Linden's dedication to education extends to her early career as a Math Instructor and Department Chair at Saint Bonaventure High School, where she developed computer-based math instruction and supported students with disabilities. Her expertise in dyslexia and special education has been a consistent thread throughout her career, influencing her work as an Educational Consultant and Disability Specialist.

An active contributor to academic literature, Dr. Vander Linden has published extensively on grounded theory and has presented at numerous conferences. Her research focuses on mentoring, theoretical development, and the educational experiences of learners across various contexts.

Dr. Vander Linden continues to impact the field of education through her innovative research, dedicated mentorship, and leadership in academic development.

Email: kvanderlinden@mentoringresearchers.org

 

References

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches.

SAGE Publications.

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

Sociology Press.

Glaser, B. G. (1992). The basics of grounded theory analysis: Emergence vs. forcing. Sociology Press.

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

Glaser, B. G. (2001). The grounded theory perspective: Conceptualization contrasted with description. Sociology Press.

Glaser, B. G. (2011). Getting out of the data: Grounded theory conceptualization. Sociology Press.

Glaser, B. G. (2012). No preconception: The dictum. Grounded Theory Review, 11(2), 3–8.

https://groundedtheoryreview.org/index.php/gtr/article/view/158

Glaser, B. G. (2013). No preconceptions: The grounded theory dictum. Sociology Press. Glaser, B. G. (2014a). Applying grounded theory: A neglected option. Sociology Press. Glaser, B. G. (2014b). Choosing classic grounded theory. Sociology Press.

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

Holton, J. A., & Walsh, I. (2017). Classic grounded theory: Applications with qualitative and quantitative data. SAGE Publications.

Simmons, O. E. (2022). Experiencing grounded theory: A comprehensive guide to learning, doing, mentoring, teaching, and applying grounded theory. BrownWalker Press.