Abstract
Abstract This article focuses on the methodological meaning of the concept of contingency. I illustrate this with a study of doctoral qualification processes, which examines the methodological and substantive dimensions of the contingency paradigm. The study focuses on the way in which doctoral students perceive and conceptualize their research processes, and it crystallized the factors that influence the writing of their dissertations. Horizons of meaning and epistemic concepts, for example, play an essential role. These influence the areas of conflict that arise, the strategies for acting that the doctoral students opt for, and the consequences that result from these strategies. Dealing with contingency turns out to be the central challenge, especially in the supervision of dissertations. The study demonstrates the importance of developing competencies in “contingency encounter” in research and teaching.
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