Page 235 - Mike Ratner CC - WISR Complete Dissertation - v6

To aid in the coding process and the analysis preceding dimensional analysis, Strauss and

Corbin (1997) suggested creating theoretical memos and comparing data. The use of theoretical

memos provided an approach to documenting detailed descriptions of important categories of

generated theory “including properties, dimensions, relations between categories and conditions”

(Strauss & Corbin, 1997, p. 144).

Memoing

The literature recommended memo writing at any in point in the process of grounded

theory research to assist with sorting, linking, clarifying, and unpacking ideas and feelings, from

conceptualization to coding and category development. While the “how of doing this is left to the

imagination of the researcher” (Orona, 1997, p. 180), the purpose of memos in grounded theory

method is clear. Orona recommended memos to free associate—and capture whatever thoughts

surfaced while reading interviews or working in general, to aid in unblocking during the process

of constant comparison and for gaining clarity or the formation of questions. Stern (2010) called

memos the “mortar for developing theory,” (p. 119) because they help the researcher make sense

of the data by exposing bias or areas of potential bias. Lempert (2010) advised, “a memo need only

be the account of a researcher talking to her/himself; that clarity and integration comes with the

expanding analysis” (p. 249).

During the process of data gathering, memorandums were useful tools for uncovering,

bridging and discovery. Memorandums were developed in the form of notes following each

interview, they were used to document participant configurations and seating locations during

breakout sessions and around the dialogue circle, and they were used to link thoughts and concepts

during interviewing and coding. The only rule for use of memoing was adherence to Orona’s

prescribed approach:

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