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Yes / Critics of IPA suggest that it is unscientific, lacking a complex subjectivity and displaying a promiscuous epistemology. This article aims to explore these criticisms, offering a response that is inspired by the language of fertility and ideas adapted from evolutionary science. As the swan is often seen as a symbol of fidelity, this article draws an analogy between the promiscuous behaviour of Australian Black Swans and IPA research. Within this frame, flirtations with other methodologies are described as being advantageous in that they encourage gene flow and a productive cross fertilisation of ideas. An intermingling of genes can open up new avenues of research, enhance reflexive awareness and allow the voice of others to be heard. Finally as IPA is happy to engage in flirtations and dalliances with diverse theoretical frames to enhance its longevity, this article suggests that a good match could be made between IPA and dialogical methods.

Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This interpretative phenomenological analysis explored the teaching preparation experiences of a purposeful sample of eight current or recently graduated counselor education doctoral students enrolled in Doctor of Philosophy (Ph.D.) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through semi-structured interviews. Four superordinate themes, Experiential Integration, Contextual Development, Interactive Reflection, and Emergent Teaching Values, were identified to illustrate how counselor education doctoral students make sense of their teaching preparation experiences. These themes provide in-depth, nuanced, and narrative accounts of the multifaceted, experiential, relational, and contextual developmental teaching preparation experiences of counselor education doctoral students. The findings of this study revealed several important implications for counselor education doctoral students, counselor educations, counselor education doctoral programs, and CACREP to enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences, adding to a growing body of literature on doctoral teaching preparation in counselor education. / Doctor of Philosophy / Teaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This qualitative study explored the teaching preparation experiences of eight current or recently graduated counselor education doctoral students enrolled in accredited counselor education Doctor of Philosophy (Ph.D.) programs. This study used in-depth interviews with counselor education doctoral students to understand how they make sense of their teaching preparation experiences. The analysis of the transcripts of the in-depth interviews revealed four themes that describe experiences, contexts, reflections, and values related to counselor education doctoral students' teaching preparation experiences. These themes provide detailed accounts of the many facets of counselor education doctoral students' teaching preparation experiences. These findings revealed implications for students, educators, degree programs, and accreditation organizations within counselor education that can enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences. Advancing our understanding of the teaching preparation experiences of counselor education doctoral students can improve the quality of the teaching, learning, and development facilitated through counselor training programs.

Yes / Research investigating behavioural-variant frontotemporal dementia has concentrated on identifying and quantifying people’s difficulties; yet few studies have considered how people with behavioural-variant frontotemporal dementia make sense of their difficulties. Five participants were interviewed and interpretive phenomenological analysis used to analyse the data. Two superordinate themes emerged: ‘Bewilderment’ and ‘Relationships with others’. ‘Bewilderment’ reflected the feelings of the participants from the start of their dementia, and was divided into two main themes (1) ‘Awareness of change: What’s the problem? and (2) Threats to self: This is not me. The superordinate theme, ‘Relationships with others’, reflected difficulties with social relationships and comprised two main themes (1) ‘Family and friends: Things haven’t changed… but do I say anything wrong?’ and (2) Coping with threats to self: Blame others or just avoid them. The themes were discussed in relation to literature evaluating the difficulties associated with behavioural-variant frontotemporal dementia together with implications for clinical practice.

No / The overall aim of this paper is to explore the nature of the methodology employed in research published in some of the top business and management journals, with a view to understanding aspects of the creation of management knowledge. The article commences with a review of earlier research and commentary on the nature and appropriateness of competing research methodologies and designs. It reports the early bias in favour of positivism and quantitative methodologies, and explores the evolving recognition of the potential contribution of phenomenological research design and qualitative methodologies. An analysis was conducted of the research methodologies adopted by 120 articles drawn from twenty leading management journals published between 1991 and 2000. The findings section discusses key characteristics of authorship, and aspects of the research methodologies adopted. The conclusion notes the wide range of different methodological approaches adopted in pursuit of the development of management knowledge, and different research agendas. Further research needs to characterize and profile the relationship between these agendas and specific methodological approaches, and to develop understanding of the specific contributions of quantitative and qualitative approaches and their associated paradigms.

This research provides in depth analysis of how qualified and experienced doctoral therapists and graduates of the professional doctorate counselling programmes, understood and made sense of their experiences in working at a depth of engagement in therapy. A qualitative approach of interpretative phenomenological analysis is the methodology used. This provides rich, detailed analysis of individuals' accounts where idiographic focus and participants' lived experiences remain central. Six Doctoral counselling therapists were individually interviewed via a semi-structured interview schedule. Participants' counselling orientations varied, with most describing themselves as integrative practitioners. Six accounts were examined separately and then analysed. Clusters and themes developed. Themes were also analysed to ascertain convergence and divergence in participants' accounts. Implications are discussed with data rooted in verbatim extracts and embedded within relevant literature. The study presents super-ordinate themes of, 'the indefinable', 'spiritual in nature', 'levels of encounter', 'dissolution of boundaries', 'personally challenging', 'nourishing of the self' and 'professional questioning'. Findings show how participants called upon phenomenological perspectives, epistemological lenses, spiritual and neurobiological discourses and counselling theory, used interchangeably, to try and understand their experiences. The study also points to practitioners crossing interpersonal boundaries, their fear of being judged by the counselling community and their reluctance to take certain aspects of the phenomenon to supervision. The implications of the research highlight whole areas of experiencing that are not being supervised and show challenges on many levels for the counselling community. Such an IPA study also highlights divisions and commonalities in how participants make sense of the phenomenon and a contribution is offered indicating where further research would be helpful. Overall this research study invites a greater awareness and greater openness to understand the ripples and challenges practitioners face from working at a depth of engagement.