Related grounded theory studies in the field of Agile software development
| Author | Transition | Practice | Role | Key focus/Insight |
|---|---|---|---|---|
| Hussain et al. (2009) | x | x | Investigates how the integration and user-centered design is carried out in practice using grounded theory | |
| Hoda (2011) | x | x | x | Highlights the importance of adequate customer involvement on Agile projects and the impact of different levels of customer |
| Dorairaj et al. (2012) | x | Investigates the emergent key concerns, particularly the impact of trust, in distributed Agile teams | ||
| Hoda et al. (2012) | x | x | Identifies the balancing acts performed by self-organizing Agile teams between (1) freedom and responsibility, (2) specialization and cross-functionality and (3) continuous learning and iteration pressure in an effort to maintain their self-organizing nature | |
| Gandomani et al. (2013) | x | x | x | Highlight's problems, hindrances and challenges during the Agile transformation process. The challenges are mainly in organizational culture, management, people and process areas |
| Van Waardenburg and Van Vliet (2013) | x | x | Discusses challenges and possible solutions when Agile methods and plan-driven development co-existence within an organization | |
| Gandomani et al. (2014a) | x | x | x | Identify eight major facilitators that should be used by Agile teams to support Agile transition and adoption |
| Gandomani et al. (2014a) | x | x | x | This study shows that people's behaviors can be a barrier when transitioning to Agile |
| Waterman et al. (2015) | x | x | Suggest five strategies that teams use to determine how much architecture to design up-front | |
| Gandomani and Nafchi (2015) | x | Provides an Agile transition model in the form of PDCA (plan, do, check, adjust) | ||
| Gandomani et al. (2015) | x | x | x | Discovers that inadequate and dysfunctional training was one of the critical issues that affected the Agile transformation process |
| Gandomani and Nafchi (2016) | x | x | x | Describes the origins and reasons of human-related challenges throughout the Agile transition process. The results show that the root of the emerged issues is the people's perceptions about Agile transition |
| Stray et al. (2016) | x | x | Studies how daily stand-up meetings are conducted and what the positive and negative attitudes toward them are | |
| Hoda and Noble (2017) | x | x | x | Presents the theory of becoming Agile considers an Agile transition to take place within a multidimensional network of ongoing changes in different areas of practice |
| Jovanović et al. (2017) | x | x | Identifies how traditional organizational roles are transformed toward Agile roles and how they are influenced by various circumstances | |
| Masood et al. (2020a) | x | x | Presents a comprehensive grounded theory of making self-assignment work, which explains the context and conditions that give rise to the need for self-assignment | |
| Masood et al. (2020b) | x | Shows how Scrum works in practice as compared to how it is presented in its formative books. The authors identified significant variations when comparing the formative descriptions and the “real world setting” | ||
| Shastri et al. (2021a) | x | x | Highlights the continued presence of the role of the project manager in Agile software projects as a part of the transition from traditional to Agile ways of working | |
| Shastri et al. (2021b) | x | x | Presents and describes the Scrum master's role in Agile projects and find a positive association between the presence of the Scrum master and the frequency with which Agile practices are carried out by the team |
| Author | Transition | Practice | Role | Key focus/Insight |
|---|---|---|---|---|
| x | x | Investigates how the integration and user-centered design is carried out in practice using grounded theory | ||
| x | x | x | Highlights the importance of adequate customer involvement on Agile projects and the impact of different levels of customer | |
| x | Investigates the emergent key concerns, particularly the impact of trust, in distributed Agile teams | |||
| x | x | Identifies the balancing acts performed by self-organizing Agile teams between (1) freedom and responsibility, (2) specialization and cross-functionality and (3) continuous learning and iteration pressure in an effort to maintain their self-organizing nature | ||
| x | x | x | Highlight's problems, hindrances and challenges during the Agile transformation process. The challenges are mainly in organizational culture, management, people and process areas | |
| x | x | Discusses challenges and possible solutions when Agile methods and plan-driven development co-existence within an organization | ||
| x | x | x | Identify eight major facilitators that should be used by Agile teams to support Agile transition and adoption | |
| x | x | x | This study shows that people's behaviors can be a barrier when transitioning to Agile | |
| x | x | Suggest five strategies that teams use to determine how much architecture to design up-front | ||
| x | Provides an Agile transition model in the form of PDCA (plan, do, check, adjust) | |||
| x | x | x | Discovers that inadequate and dysfunctional training was one of the critical issues that affected the Agile transformation process | |
| x | x | x | Describes the origins and reasons of human-related challenges throughout the Agile transition process. The results show that the root of the emerged issues is the people's perceptions about Agile transition | |
| x | x | Studies how daily stand-up meetings are conducted and what the positive and negative attitudes toward them are | ||
| x | x | x | Presents the theory of becoming Agile considers an Agile transition to take place within a multidimensional network of ongoing changes in different areas of practice | |
| x | x | Identifies how traditional organizational roles are transformed toward Agile roles and how they are influenced by various circumstances | ||
| x | x | Presents a comprehensive grounded theory of making self-assignment work, which explains the context and conditions that give rise to the need for self-assignment | ||
| x | Shows how Scrum works in practice as compared to how it is presented in its formative books. The authors identified significant variations when comparing the formative descriptions and the “real world setting” | |||
| x | x | Highlights the continued presence of the role of the project manager in Agile software projects as a part of the transition from traditional to Agile ways of working | ||
| x | x | Presents and describes the Scrum master's role in Agile projects and find a positive association between the presence of the Scrum master and the frequency with which Agile practices are carried out by the team |
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