3rd ICAI 2024

International Conference on Automotive Industry 2024

Mladá Boleslav, Czech Republic

theory, as observed in the works of (Glaser & Strauss, 1967), (Strauss & Corbin, 1990), (Clarke., 2005), and (Gasler, 2005). Incorporates structured coding and acknowledges the researcher’s influence. Constructivist grounded theory, advocated by (Charmaz, 2011), centers on the interpretive nature of inquiry and the collaborative construction of knowledge between the researcher and participants. These diverse variations illustrate grounded theory’s adaptability and suitability for a wide range of research contexts. Throughout the research process, the methodology of grounded theory (Ortlieb & Sieben, 2023), (Schmidt & Müller, 2021), (Risberg & Romani, 2022) (Faaliyat et. al., 2020) was consistently applied. Grounded theory, a methodology rooted in systematically gathered and analyzed data, enabled the construction of theories based on empirical evidence. It provided a robust framework for exploring and understanding the reskilling and upskilling experiences within the automotive workforce. Furthermore, the research was underpinned by the principles of Empowering Research, as defined by (Cameron et. al., 1992). This approach aimed to shift the power dynamics between the researcher and the participants, actively involving the subjects in the research process. It allowed the participants to share their knowledge and experiences with minimal intervention from the researcher, treating them as equal partners in the study. 3.1 Application of Grounded Theory in This Study In In this study, grounded theory principles are meticulously applied to explore the reskilling and upskilling of automotive workers in the context of a just transition. The qualitative component of the study employs techniques such as semi-structured interviews, rigorous coding, and thorough analysis, aligning with grounded theory’s core tenet of theory emergence from empirical data. The iterative process, encompassing data collection, coding, and theory development, demonstrates the adaptability of grounded theory in examining nuanced aspects like attitudes, experiences, and motivations within the realm of workforce development. Throughout this process, we consistently moved between data and analysis, refining concepts and theories as new insights emerged. Special attention was given to codes representing key themes or issues relevant to the reskilling and upskilling of automotive workers, considering our role as researchers and the potential influence of our biases and preconceptions on the research outcomes (Švejdarová et. al., 2020). Additionally, our research approach emphasized active engagement with subjects, allowing authentic and unfiltered perspectives to surface from the experiences of the participants. To perform a Grounded Theory (GT) analysis we followed the following GT methodology steps. Multiple iterations and in-depth exploration of emerging themes were performed on the primary data. A full transcription of all the interviews was done and then open coding was applied which involved identifying and labeling concepts or ideas in the interview text. Then a codebook or „code-thesaurus“ was created with definitions for each code. While applying the initial codes to relevant sections of the interview transcript we were open to creating new codes as we progressed while comparing new data with existing codes. We refined or merged the codes as needed. At the same time, it was important for us to write memos to capture thoughts and

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