Methodological Socialization and Identity: A Bricolage Study of Pathways Toward Qualitative Research in Doctoral Education
研究博士生在定性方法课程中的反思，揭示制度、学科和个人因素如何影响其方法论偏好，并强调拼凑法作为模板化研究的替代方案，对促进方法论多样性有参考价值。
Trends toward convergence on common methodologies and standardized templates restrict the diversity of qualitative methods in organizational research. Considering that graduate education is a critical process in the socialization of researchers into the norms and dominant practices of their discipline, graduate students’ socialization into research methodologies is vital for understanding methodological convergence. The purpose of our study was to understand how graduate students’ socialization shapes their methodological and paradigmatic preferences. Showcasing methodological bricolage as an alternative to qualitative templates, we constructed a research design that combined thematic, discourse, and narrative analyses to investigate graduate students’ reflections throughout a qualitative methods course introducing alternative research paradigms. Our findings highlight the role of institutional, disciplinary, and personal influences as well as identity work in researchers’ socialization and trace alternative trajectories by which socialization and methodological identity construction processes may unfold. We offer a sketch of methodological socialization and suggest that its understanding should be central to nurturing paradigmatic and methodological plurality in qualitative research. We conclude with implications for future research and for research methods training.