Empirical evidence from previous studies suggests that the Information Systems field, in terms of the articles published in major academic journals, continues to be dominated by the positivist paradigm and the use of quantitative methods (e.g., Chen & Hirschheim, 2004). This is so despite the attention that has been paid to the diversity of research methods as early as the 1980s (e.g., Mumford, et al., 1985; Galliers & Land, 1987; Hirschheim & Klein, 1989), the emergence of an interpretivist tradition (e.g., Walsham, 1995a,b), and some isolated examples of methodological pluralism (e.g., Trauth & Jessup, 2000; Newell & Edelman, 2008; Remus & Wiener, 2010). While there have been significant contributions in guiding the teaching of qualitative research methods (e.g., Trauth, 2001; Myers & Avison, 2002; Myers, 2008), little research has been undertaken that considers the training actually provided to future generations of IS researchers, and the possible impacts this may have on the quality and quantity of qualitative research articles that appear in our journals. This explorative study aims to provide some insight into what training is provided, the issues confronted, and possible impediments to publishing qualitative research. Data were collected as a result of interviews with a panel (e.g., Callingham, 2004; Gordon, 1999) of highly respected international colleagues who have a range of experience in teaching and applying qualitative methods in IS and more broadly. Grounded theory (Glaser & Strauss, 1967) is used to identify emergent and interconnected themes that go to make up the landscape. Experiential and social learning lenses (Bandura, 1977; Kolb 1984) are used to reflect on the results, providing some initial understanding of the complexities of teaching, undertaking and publishing qualitative research, learning approaches, and implications for our academy moving forward. Theoretical as well as practical contributions are made as a result. For example, we discuss means by which qualitative research may be introduced, developed and extended within the IS academy, and provide further theorisation of social and experiential learning
