Methodological becoming: Doctoral students’ perceptions of their methodological journeys

Abstract

Purpose The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students’ life histories and educational experiences and their methodological understanding and assumptions. Design/methodology/approach The qualitative research design consisted of life-history interviews with nine doctoral researchers in the UK in disciplines relating to the social sciences. Findings The study indicated that the students’ methodological assumptions may be understood as a socially constructed product of their life histories and academic experiences. Experiences of postgraduate research training were presented as having the potential to unlock the methodological consciousness required to re-frame these experiences, improve understanding and resolve methodological conflict. Originality/value This paper provides an insight into the complex nature of the development of methodological understanding and a provocation for considering methodological becoming through the lens of socialisation. This may have utility for both doctoral students and educators.