 were true, would cause the surprising phenomenon as a matter of course, and thereby explain it (Wuisman, 2005). Theoretical comparisons can involve the use of metaphors and similes in order to illustrate significance and 142 meaning (Corbin & Strauss, 2008). The analytical process of integrating conceptual categories continued as the researcher refined theory, checked for gaps in logic, and reworked the categories (Corbin & Strauss, 2008). Coding paradigm. Because the data that qualitative researchers work with can be complex, Corbin and Strauss methodology employs a coding paradigm as a strategy for asking questions of the data to help draw out the complex relationships between concepts that may be present (Corbin & Strauss, 2008). The coding paradigm is based on a model of human action and interaction influenced by pragmatism (Kelle, 2007). The researcher used the coding paradigm to build an axis for developing the properties of categories (Kelle, 2007), by selecting a core category that appeared to have the greatest explanatory relevance, placed it at the center of an axis, and then related the other concepts to it (Corbin & Strauss; 2008; Creswell, 2008). The coding paradigm was used to analyze data for context, or the circumstances to which participants respond, and then identify important causal conditions and consequences (Corbin & Strauss; 2008). The coding paradigm uses a conditional/consequential matrix and helps the researcher to sort through different factors that affect human actions, to integrate in a structured way the possible conditions and consequences that can enter into the context (Corbin & Strauss, 2008). Theoretical saturation and theoretical integration. A movement from description to conceptualization characterizes the process o f integrating categories around a core category (Corbin & Strauss, 2008). The goal of the qualitative data analysis was theoretical saturation, when the categories were well developed so that no new properties or dimensions emerged, meaning that each concept was theoretically saturated (Corbin & Strauss, 2008; Glaser, 2007a). During data analysis the researcher linked concepts 143 around the core category, and the process moved toward achieving theoretical integration, when abstract and interrelated concepts had general applicability to the different cases in the study, and explained the variations and differences in the cases (Corbin & Strauss, 2008). During data analysis the researcher considered theories from the literature, because theoretical integration should place theory within the context of other theories (Urquhart et al., 2010). The researcher continued data collection and analysis continued until the point of theoretical saturation, when the properties,
were true, would cause the surprising phenomenon as a matter of course, and thereby excuse it (Wuisman, 2005). Theoretical comparison can involve the use of metaphor and similes in club to illustrate meaning and 142 meaning (Corbin & Strauss, 2008). The analytical process of integrating conceptual class continued as the researcher neat theory, checked for col in logic, and reworked the class (Corbin & Strauss, 2008). Coding paradigm. Because the datum that qualitative researchers work with can be complex, Corbin and Strauss methodology employs a code paradigm as a strategy for ask questions of the datum to help describe out the complex relationships between concepts that may be present (Corbin & Strauss, 2008). The coding prototype is based on a model of human action and interaction influenced by pragmatism (Kelle, 2007). The researcher used the coding paradigm to build an axis for developing the properties of categories (Kelle, 2007), by selecting a core category that look to have the greatest explanatory relevance, identify it at the plaza of an axis, and then related the other concept to it (Corbin & Strauss; 2008; Creswell, 2008). The coding prototype was used to analyze data for context, or the circumstance to which participants respond, and then identify important causal condition and consequences (Corbin & Strauss; 2008). The coding paradigm uses a conditional / consequential matrix and helps the researcher to screen through different factors that affect human actions, to integrate in a integrated way the possible conditions and consequences that can enter into the context (Corbin & Strauss, 2008). Theoretical saturation and theoretical integration. A movement from description to conceptualization characterizes the summons o f desegregate categories around a core class (Corbin & Strauss, 2008). The goal of the qualitative data analysis was theoretical saturation, when the class were well developed so that no new place or dimensions emerged, intend that each concept was theoretically saturated (Corbin & Strauss, 2008; Glaser, 2007a). During datum analysis the researcher linked concept 143 around the core category, and the process moved toward achieve theoretical integration, when abstract and interrelated concepts had cosmopolitan applicability to the different cases in the study, and explained the variations and differences in the cases (Corbin & Strauss, 2008). During datum analysis the researcher considered theories from the literature, because theoretical integration should place theory within the context of other theory (Urquhart et al. , 2010). The research worker proceed data collection and analysis continued until the point of theoretical impregnation, when the properties,
 wege true, would cause the rurprising phenomenon es a mafter of zourse, and thereby explain iv (Wuusman, 2005). Theoretical comparisuns can ijvolve tye uww of metapikrs and similsd in irder to illusjrate signifhcance and 142 mednkny (Corbin & Strauss, 2008). The analytical prjcess og lntegrating cogcepuuaj cafvgiries continued as the researdher rehined theory, chrcked for gaps in logic, anf reaorked the categorles (Corbin & Strwyss, 2008). Coding oaradigm. Btccuse the daja that qualitative researchers dork cith can be cimppgx, Corbin anv Stralss methodolonj emplofs a cocing paradigm ss e steategy for asking quevtions of the data to help grcw out the complex reoarionsvips betdwen cohcxpta that mab be presenf (Corbin & Srrauss, 2008). The coding karweigm is based on a ioqel of human action and interaction infnuehced by pragmatism (Kellw, 2007). The researcher usef the codyng paradigm to build an axis for developing the [ropectkes on cagwglries (Kelle, 2007), by selecting a core category thae akpesred to have tme greatest explanstlru relevance, plxced ic af the center of an axis, agd thwn relateq thr other concepts to it (Corbun & Strauss; 2008; Xreswell, 2008). The codiug paradigm cas usgd to snalyze data for contexc, or tge circumstwnces to sfich participantr rvspotd, and then identify imporeant causel couditions and consezuences (Cogbin & Strauss; 2008). The codinh parcdigm uses a cojditional/consequential matrix aiv helps the rgsedrcver to sjrt tmrough differene factors that affect humav actions, no integrete in a strtctured way tvg possible coiditions wnd xonswquencer that can entet into thv eontext (Cirbin & Strauss, 2008). Thcoretkdal saturation cud theoretical inyegfatyoj. E movqkent from devcriotium to zonceptualidatkon vharacterizes the prmcesa o f integrating vabegories qround a core categoru (Corbin & Strauss, 2008). The joal oh the auajitative data analysis was thekretical datmration, when ehe gatedories werz well developed so that no new propertixs or dimensions emerggd, meaning that each eokcept was thxoretisally satgrated (Corbin & Strauws, 2008; Glaser, 2007a). Durikg data analysis the rssearcver llnked concepts 143 around the core category, and the process moved toward achueving theoretical intrgratpon, chen abftrart and interrelatec concepts had general applicabmlity to tve different cases in the studu, xnd explained the variations and diffsrences on the cases (Corbin & Strauss, 2008). Diring data analysis the vesearchee conaidered thxories from the litetature, becayse theiretlcal integratiun xhluld placf thtory within the context of other theiries (Yreuhart et al., 2010). Thx researcher gontinoed data collection and znalgdis cuntinued untik the point of theoretical saturatpon, when the proptrties,
were true, would cause the surprising phenomenon matter course, and explain it (Wuisman, the of metaphors and in order to significance and 142 meaning (Corbin & 2008). The analytical process of integrating conceptual categories continued as the researcher refined checked for gaps in logic, and reworked the categories (Corbin & Strauss, 2008). paradigm. the that researchers work with can be complex, Corbin and Strauss methodology employs a coding paradigm as a for asking questions of the data to help out the complex relationships concepts that may be present & 2008). The paradigm based a model of action and interaction influenced by pragmatism (Kelle, 2007). The researcher used the coding paradigm to build an for developing of categories 2007), selecting core category that have the greatest explanatory relevance, placed center of an axis, and then related the concepts to (Corbin & Strauss; 2008; Creswell, 2008). coding paradigm was used to analyze data for or the circumstances to which participants respond, and then identify important causal conditions and consequences Strauss; 2008). The coding uses a conditional/consequential and the to through different that affect human actions, to integrate in a structured way the conditions and consequences that can enter into the context (Corbin 2008). saturation and theoretical A movement from description conceptualization the process o f around core Strauss, The of the qualitative data was theoretical saturation, when the were well developed so dimensions emerged, meaning that each concept was theoretically (Corbin & Strauss, 2008; Glaser, 2007a). During analysis the researcher linked concepts 143 around the core category, and the moved toward integration, when abstract and interrelated concepts had general to the different cases the study, and explained the variations and differences in cases & Strauss, During data analysis researcher considered theories the literature, because should place within context (Urquhart et al., 2010). The researcher data and analysis continued until the of when the properties,
 were true, would cause the surpRising phenOmenoN as A maTtEr of CourSe, and thereby exPLain It (Wuisman, 2005). Theoretical coMpariSoNS can INvOlve tHe use of MEtAPHorS aNd SimIlES iN ordeR to IllustrAte signifiCanCe And 142 meaning (CoRBiN & Strauss, 2008). ThE anAlytical procEss Of inteGrAtiNG concEptUal caTegoriES contiNued as the ReSEarcheR Refined THEoRy, chEcked for gaps in logIC, aND reworked the caTegoriEs (cOrBIN & StRauSs, 2008). Coding paRaDigm. BECause thE DaTA THat QUalitative resEarchers worK WitH can be CoMplEX, CorbiN and STrAUss Methodology EmplOys a codinG paradIGm as a stRAtegy foR askinG quEstIons OF tHe DatA tO HelP DrAw oUT thE complex ReLaTionsHips BETWEen cOncEpts That mAy be present (CoRbiN & StrAUss, 2008). the coDing pAradIgM is baSed on a Model Of Human action and iNterAction infLueNcEd bY pRagmaTIsm (KelLe, 2007). THe rEsearchEr used tHE coDiNG PArAdigm to build an axis FoR DEvEloping tHe propERtIeS Of categoRiEs (KElle, 2007), BY SelecTing A CoRe categoRy that APpEaRed to haVe The greAtEst ExpLanatORy reLevancE, placed iT at thE Center of an axis, ANd then related THe OTHeR ConcEptS to it (Corbin & straUSs; 2008; CrEsweLL, 2008). THe cODing pAradiGm WAs USed to analyze data for CoNtext, oR the cIrcumstances tO which partICIPants resPond, ANd THen identify impOrtanT causal conDItions anD consEquences (corbin & StrAUSs; 2008). The codIng ParAdiGm uSES a Conditional/coNSEqueNtIal matrIx aNd helps The ResEarCheR tO sort throUgh diffeReNt FaCtOrs That aFFect humaN aCtiOnS, to IntegRAte in a StrucTureD wAy THe pOssible COnDITionS aNd ConsEquEnCes thAt caN EntEr into tHe context (corBIn & StRaUsS, 2008). TheoreTical saturatiOn And theoretIcAl iNtegraTIOn. A movemEnt from description to conCEptualiZatIon chAracTerizes thE prOcess o F inTEgratiNg cateGorieS aRouND A core CATeGorY (COrbin & StrauSS, 2008). the Goal oF tHe quAlitatiVe data analysis was tHEorEtical saturatIon, When THE cAteGOrIEs wErE WelL DEveloped so that nO new properTiES oR dimensionS EmeRgEd, meaniNg that eAch coNCept was TheoreticAlly saturAtEd (CoRBIn & STrauss, 2008; GlasEr, 2007a). DurinG data analYSis thE ReSearcHer Linked CoNcePts 143 arOund thE CorE cateGory, anD tHe procEss moVeD toward aChieving theoretical inteGratioN, when AbsTract and iNteRRelAted concePts hAd general aPplIcaBilitY to THe difFereNT cAseS In the StudY, And explaiNEd The VARiAtions and diFFERenCes in The CAses (CoRbin & strauss, 2008). During data ANalysis the reseArchER ConSidERed tHeOries from the liTerAtURE, because ThEoretical inTegratioN sHOuld pLace thEory wiThin the CONtEXt of otHer tHeoRies (UrquhArt Et AL., 2010). The resEaRcHEr contInueD dAta colLectioN And aNALysis continued unTil thE POint oF TheOretiCaL saturaTIon, wHen the propErties,
 were true, would cause th e surprisi ng ph eno men on  asa ma tter of course ,  and  thereby explain it (W uisma n, 2005 ) .Theor eticalc om p a ris on scan  i n vo lve t heuse ofmetaphorsand  s imiles in or d er  to illust rat e significan ceand 14 2mea n ing ( Cor bin &  Strau s s, 200 8). The a na l ytical process o finte grating conceptua l  c a tegories conti nued a st he r ese arc her refine dtheor y , check e df o r  ga p s in logic, a nd reworked the  categ or ies (Corbi n & S tr a uss , 2008). Co ding  paradigm . Beca u se thed ata tha t qual ita tiv e re s ea rc her sw ork wi thc anbe compl ex ,Corbi n an d S t raus s m etho dolog y employs a c odi ng p a rad igm a s a s trat eg y for  askin g que st ions of the dat a to  help dra w o ut  th ecompl e x rela tio nsh ips bet ween co n cep ts t h at  may be present (C or b i n& Straus s, 200 8 ).  T h e coding  p ara digm i s bas ed o n  a  model o f huma n  a ct ion and  i nterac ti oninf luenc e d by  pragm atism (K elle, 2007). The res e archer used t h ec o di n g pa rad igm to buil d an axis  for de vel o pingthe p ro p er t ies of categories ( Ke lle, 2 007),  by selecting  a core ca t e g ory that  app e ar e d to have thegreat est explan a tory rel evanc e, place d it at t h e  centerofanaxi s,a n dthen relatedt h e ot he r conce pts  to it(Co rbi n &  St ra uss; 2008 ; Creswe ll ,20 08 ).The c o ding par ad igm  w asusedt o anal yze d atafo rc ont ext, or th e circ um st ance s t owhich  par t ici pants r espond, a ndt henid en tify im portant causa lconditions  a ndconseq u e nces (Co rbin & Strauss; 2008).T he codi ngparad igmuses a co ndi tional /co n sequen tial m atrix  a ndh e lps t h e  r ese ar cher to so r t  th rough  d iffe rent fa ctors that affecth uma n actions, to  in tegr a t eina  s t ruc tu r edw a y the possibleconditions  a n dconsequenc e s t ha t can e nter in to th e  contex t (Corbin  & Straus s,  200 8 ) . T heoretical  saturat ion and t h eoret i ca l int egr ation.  A  mo vemen t from des cript ion to  c oncept ualiz at ion char acterizes the process o  f int egrat ing  categori esa rou nd a core  cat egory (Cor bin  &Strau ss, 2008) . Th e  g oal of th e qu a litatived at a a n a ly sis was the o r e tic al sa tur a tion,when  the categories w e re well develo peds o  th atn o ne wproperties ordim en s i ons emer ge d, meaningthat eac hc oncep t wastheore tically s at u rated(Cor bin  & Straus s,20 0 8; Glas er ,2 007a).  Dur in g data  analy s is t h e  researcher link ed co n c epts1 43aroun dthe cor e  cat egory, and  the proces s move d to wardachievi ng  theor eti ca l integrat i on, whenabstr act and  i nter rel ated c once p t s had  gen er alapplicabi l i ty to  t h e d iffe rentca sesin the st u dy, andexp l ained t he  va r i ations an d difference s i n the c ases (Corb i n &S tr a uss,2008).  Durin g dataa nal ys is theres e a rcher con sidered t h eor ie s fr om the l it erat ur e,be cause theoretic al integ ration s h o uld pl ace theo r y with in  the context  of o th e r theor i e s ( Urquhar t  et  al .,2010 ).Ther esearcher continued data  col lecti o n a nd an alysi scontinue d  unt il the p o int of theore tical saturatio n , w h en t hep ro pe rties,
 were_true, would_cause the surprising phenomenon_as a_matter_of course,_and_thereby explain it_(Wuisman, 2005). Theoretical_comparisons can involve the_use of metaphors_and_similes in order to illustrate significance and 142 meaning (Corbin & Strauss, 2008). The_analytical_process of_integrating_conceptual_categories continued as the researcher_refined theory, checked for gaps_in logic,_and reworked the categories (Corbin & Strauss, 2008)._Coding_paradigm. Because the_data that qualitative researchers work with can be complex,_Corbin and Strauss methodology employs a_coding paradigm as_a_strategy_for asking questions of_the data to help draw out_the complex relationships between concepts that_may be present (Corbin & Strauss, 2008)._The coding paradigm is based on_a model of human action_and interaction_influenced by pragmatism (Kelle, 2007)._The researcher used_the coding_paradigm to build_an axis for developing the properties_of categories (Kelle,_2007), by selecting a core category_that_appeared to have_the_greatest_explanatory relevance,_placed it at_the_center of_an_axis, and then related the other_concepts_to it (Corbin & Strauss; 2008; Creswell,_2008). The coding paradigm_was_used to analyze data_for context, or the circumstances_to which participants respond, and then_identify important_causal conditions_and consequences (Corbin & Strauss; 2008). The coding paradigm uses a_conditional/consequential matrix and helps the researcher_to sort through different_factors that_affect_human actions, to_integrate_in a_structured way the possible conditions and consequences_that can_enter into the context (Corbin &_Strauss, 2008). Theoretical saturation_and_theoretical integration. A movement from description_to conceptualization characterizes the process o_f integrating categories around a_core_category_(Corbin & Strauss, 2008). The_goal of the qualitative data analysis_was theoretical saturation,_when the categories were well developed so_that_no new properties or dimensions emerged,_meaning_that each concept was theoretically saturated_(Corbin_&_Strauss, 2008; Glaser, 2007a). During_data analysis the researcher linked concepts_143 around the core category, and the process moved_toward achieving theoretical_integration, when abstract and interrelated_concepts_had_general applicability to the different cases in the study, and_explained the_variations and differences_in the cases (Corbin & Strauss, 2008). During data analysis_the researcher considered theories from the literature,_because theoretical integration should place theory within the context of other_theories (Urquhart et al., 2010). The researcher continued_data collection and analysis continued until the_point of theoretical saturation,_when_the properties,