Abstract:

Training on research methods, in a way that fosters critical thinking, has been limited in higher education, partially due to lack of pedagogic culture and resourcing. This is concerning given that the options for qualitative, quantitative, and mixed (qual and quant) research methods have expanded greatly over the past few decades. This has increased the pressure on universities to go beyond traditional training on specific research methods, to develop more general training on how to approach any research method. To meet this need, we developed training on Critical Inquiry on Method (CIM), teaching skills for transparently describing a research method and justifying the choice of method. Tied to critical thinking theories and strategies of Edward Glaser and others, we designed activities aiming to develop meta-research skills to critically evaluate and argue that a research method is suitable, without relying on expertise in the method. To evaluate our first Critical Inquiry on Method training workshop, we conducted multi-phase interviews with doctoral students (N=4), analyzed via an interpretive/phenomenological approach. Discussions focused on participants’ learning experiences before and during CIM training. Analysis of two interviews with doctoral students from Health and Science revealed challenges they faced on implementing Critical Inquiry on Method. A key finding was that: doctoral researchers need adequate time, and guidance, to problem-solve and think critically about methodological choices. Moreover, the CIM learner disposition requires reading widely about research methods, remaining open-minded, inquiring actively, considering alternative approaches, and revising their beliefs based on evidence. This highlights the importance of a researcher’s disposition which is required to support their time investment into CIM. After CIM training doctoral students noted the strategic benefits of CIM, even if before training they had privileged knowledge, rather than critical thinking, about methods.

Keywords:

Critical inquiry of method, critical thinking, problem solving, doctoral students, higher education.