Editorial

To provide new knowledge is a basic aim of academic research. This task seems to be so self-evident that underlying cognitive aspects of knowledge acquisition are often taken for granted. Nevertheless, in order to produce credible, relevant and unbiased research results, the greatest challenge of any researcher is probably that of handling one’s own preconceptions. When grounded theory was generated by Glaser and Strauss 45 years ago, they aimed to provide an inductive methodology that cut across preformed research investigations and the testing of irrelevant hypotheses with little grounding in empirical data. In grounded theory literature, getting open to what the data tells you and implicitly how to minimize personal and professional preconceptions, is a recurring topic. And yet we know from everyday life and from research in general how easy it is to slip into forming opinions beforehand without adequate evidence.