This accessible book provides comprehensive guidance on how to turn empirical observations into clear, useful explanations through use of the grounded theory method. Seasoned researchers share their field experience to show how they planned studies, gained access, collected data and connected the elements to formulate an argument. Chapters address each stage of the grounded theory process, such as winning ethics approval, choosing software, open coding and memo-writing, as well as drawing diagrams and presenting results. The book prepares the reader for drawbacks, demonstrating how to conduct grounded theory research in a way that is rigorous and flexible. It pairs a structural framework with real-life stories, indicating how to keep projects on track. Expert contributors explore research methods spanning constructivist, Straussian and pragmatic grounded theory styles, equipping researchers with directly applicable memo templates, coding prompts and theoretical-sampling checklists. Grounded Theory in Action is an essential resource for scholars and students in the applied social sciences, sociology, psychology, linguistics, politics and public policy. Practitioners in research, clinical educators and research methods instructors will also benefit from its invaluable insights. ‘The brilliance of Grounded Theory in Action is its curation. Hadley and Bryant offer flexible waypoints for novice and experienced grounded theorists. Readers might head to the chapter on a common challenge, say, theoretical coding, and then discover a chapter with just-in-time insights they might not have known they needed.’ -- Vivian B. Martin, Central Connecticut State University, USA ‘Grounded theory provides a clearcut way of working with qualitative data. Too often, however, the term has been used without proper understanding or as a smokescreen for poor research. Hadley and Bryant’s book offers a masterclass in the nuts and bolts of grounded theory written by expert users.’ -- David Silverman, Emeritus, Leeds University Business School, UK, and University of Technology Sydney, Australia Edited by Gregory Hadley, Professor of Sociolinguistics, Faculty of Humanities, Niigata University, Japan and Antony Bryant, Professor of Informatics, School of Built Environment, Engineering and Computing, Leeds Beckett University, UK and Chief Researcher, The Education Academy, Institute of Educational Research, Vytautas Magnus University, Kaunas, Lithuania