D. P. Dash

गहना कर्मणो गतिः (gahanā karmaṇo gatiḥ) | କର୍ମର ଗତି ବଡ଼ ଗହନ ଅଟେ | complex are the ways of action (Gītā, chap. 4, ver. 17)

Professor D. P. Dash
research educator, academic editor, slow professor ...
professor.dpdash[at]gmail.com | WhatsApp +91 99378 28816

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Wednesday, September 26, 2018

Intentional Practices for Researcher Development

A recent article co-authored with two collaborators, in which we critically review our use of a variety of intentional practices for researcher development in Malaysia:

Ait Saadi, I., Collins, H. E., & Dash, D. P. (2018). Researcher development in Malaysia: A reflection-on-action. Studies in Graduate and Postdoctoral Education, 9(2), 259-273. https://doi.org/10.1108/SGPE-D-18-00013  ⏵  Free online access to 50 users: Eprint link

Abstract

Purpose
This paper aims to share reflections on a collaborative researcher development initiative in Malaysia – the Borneo Research Education Conference (BREC) series. Although the immediate focus is on graduate students, the intention is to trigger wider discussions of researcher development theory in the context of policy and practice in the region.

Design/methodology/approach
The paper takes a reflection-on-action approach, reflecting on experience and sharing the lessons learned.

Findings
Introducing researcher development programs requires careful consideration of the social, institutional and practical contexts in which it takes place. Although transformation of the field is a long-term process, this process can start with small intentional practices.

Research limitations/implications
The analyses and recommendations arising from the BREC experience are context-specific and therefore cannot be generalised. However, the paper offers guidance for other researcher development initiatives, especially in contexts where the field is not well established.

Practical implications
Deliberately designed practices, such as including a broad range of researchers and creating a safe space for active engagement in developmental activities, can have a positive impact on participant’s researcher identities, self-confidence and sense of belonging.

Social implications
Policymakers are encouraged to consider a more inclusive notion of researcher development, focussing both on the product and the process of doctoral education.

Originality/value
Documenting and sharing reflections of a researcher development initiative in a “developing country” context allows for the comparing and contrasting of experiences in other settings.

Keywords

Malaysia, Doctorateness, Researcher development, Transformative practice, Doctoral education, Academic praxis, Conference design, Reflection on action

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