Researcher development in Malaysia: a reflection-on-action

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 in a variety of contexts is vital for the development of this emerging field.

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.

Citation

Ait Saadi, I., Collins, H.E. and Dash, D.P. (2018), "Researcher development in Malaysia: a reflection-on-action", Studies in Graduate and Postdoctoral Education, Vol. 9 No. 2, pp. 259-273. https://doi.org/10.1108/SGPE-D-18-00013