This article re-presents some of the issues that emerged both for students and for me as I worked as an academic coach and mentor for a cohort of 16 purposefully selected doctoral students. The programme they participated in intended to facilitate their shift from a researcher stance rooted in positivist research understandings and methodologies to a researcher stance situated in interpretive understandings and methodologies. The article attends to issues that emerged at a time when these scholars had completed their course work, much of their data collection and were beginning to struggle with data analysis, interpretation and presentation. Two overall themes are discussed in this article: the process of writing in qualitative research and the development of voice.
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