Becoming researchers: doctoral students' developmental processes

Abstract

A key step in the development of skills to conduct independent research is the ability to develop topics of interest into research studies that examine problems of significance in a field of study. This qualitative interview study conducted in the USA examined how seven novice qualitative researchers who had taken course work in qualitative research methods selected topics for research and developed these into studies for dissertation research. Findings identify processes contributing to novice researchers' abilities to conceptualize their topics as significant. These processes include recognizing the need to integrate their interests in existing disciplinary fields, learning that occurred through the practice of fieldwork, applying guidance from advisors and committee members, and developing a deeper understanding of the relationship of their studies to existing research. The paper suggests points of tension for new scholars in the development of research topics, exploring how doctoral supervisors and instructors might assist students in learning how to design and conduct qualitative studies for doctoral research.

Keywords:

• doctoral education
• learning qualitative research
• qualitative research methods
• learning research methodology

Notes

In contrast, the multiple interview of Phase 2 has allowed us to check our understandings with participants, what Seale (1999) calls a ‘strong’ form of member validation.

Pseudonyms are used throughout, and information on research topics is omitted to protect participants' confidentiality.

(—) are used to indicate words that were unclear; [·] are used to indicate transcriber's insertion of words for clarity.