The strengths and applications of collaborative autoethnography and phenomenography through methodological fusion in educational research

This chapter illustrates the use of two qualitative research methodologies and offers suggestions about the ‘methodological fusion’ of phenomenography and collaborative autoethnography within one study. The focus of this research is ‘doctoral supervision’ about which heightened literary interest is apparent. Understanding and experiencing doctoral supervision render a methodological focus towards phenomenography, which investigates the qualitatively different ways of thinking about or understanding a phenomenon of interest. However, the study also renders a focus towards collaborative autoethnography, as the research uses our personal data as participant-researchers, to describe, analyse and understand individuals and our collective experiences. We set out to elicit our conception of this phenomenon, and how such conceptions reflect our actions and influence our expectations. This chapter presents our journey from ‘fusing’ two methodological approaches in a single study and offers practical considerations with cautions and implications concerning the practice of collaborative autoethnography with phenomenography. This research contributes towards an evolving knowledge of the two methodological traditions and demonstrates that, when ‘fused’, can present a good ‘fit’ with specific aspects of research while maintaining the integrity of each approach.