Using Constructivist Grounded Theory within Business Education Research: Applications and Reflections

Call for papers for: Journal of International Education in Business

Submission window opens on ScholarOne (do not submit before this date): 4th October 2021

Submission window closes: 24th January 2022


Guest Editor

Dr Richard McGrath, University of South Australia 

[email protected]  


Overview of Special Issue

On July 27 2020, Professor Kathy Charmaz passed away. Professor Charmaz pioneered the development of the Constructivist Grounded Theory (CGT) methodology. A core aspect of Professor Charmaz’s work was her focus on mentoring and teaching not only the CGT methodology across disciplines but also the use of CGT for social justice research.  

This Special Issue will seek to continue Professor Charmaz’s work in regard to revealing the theoretical and pedagogic aspects concerning the application of CGT as a methodology, as well as identify how CGT has (or is) being used for social justice purposes. 

The aim of the Special Issue is to provide researchers who have adopted a CGT approach to business education the opportunity to detail, discuss and reflect on the theoretical and pedagogic aspects concerning the application of this methodology within their field, with a particular emphasis on the adoption of using CGT for social justice research. 

The Special Issue seeks to: 

  • Highlight the diversity of CGT applications across the field of business education, with a particular emphasis on social justice research, 

  • Build a collective evidence base of CGT as a methodology within the field of business education, 

  • Provide researchers the opportunity to reflect on the application of CGT, 

  • Provide readers with an opportunity to gain a deeper understanding of CGT as a methodology. 


Indicative list of anticipated themes

  • Using CGT in business education research 

  • Social justice issues addressed by CGT research, such as: 

o Racism  

o LBGQTI+ rights 

o First Nations people’s perspectives/rights 

o Disability discrimination  

o Equity & access 

 o Workforce casualisation 

 o Decolonising the curriculum 

  • Reflection of CGT methods, such as:

o Data collection/analysis

o Journaling and memoing

o Theorising

  • Issues with adopting CGT research 

  • Social justice impacts/outcomes from CGT research 


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