An Effective Research Team Method to Influence Research and Scholarly Development

Exploring Graduate Students’ Attitudes towards Team Research and Their Scholarly Productivity: A Survey Guided by the Theory of Planned Behavior

“…Even though the past two decades have witnessed the emergence of research on the collaborative research among undergraduate and graduate students, the bulk of the research attempts to identify team or environmental characteristics for productive, successful research teams. These characteristics include team organization and operation (e.g., Hulse-Killacky & Robison, 2005;Lee & Mitchell, 2011;Li, Zhu, & Wang, 2010;Turner, 2006;Waldron, Shattuck, Zimbrick, Finter, & Edwards, 2007), member characteristics (e.g., Blumer et al, 2007;Wan Mohamed, Omar, Ahmad, & Juned, 2012), and process of bonding (e.g., Bryan et al, 2002). Arguably, these studies all assume the active roles of graduate students in team research while leaving out the graduate population who hover, still debating over the costs and benefits of team research.…”

Getting to the Point: Using Research Meetings and the Inverted Triangle Visual to Develop a Dissertation Research Question

“…Finally, it might be interesting to see how participation in the research meetings plus the use of the inverted triangle would influence the research and writing activities of counselor educators 3-5 years after graduating from their doctoral program. For example, Hulse-Killacky and Robison (2005) noted that their work with Rex Stockton did have an impact on their research, writing, and work with doctoral students.…”

“…We have presented the inverted triangle visual at two professional conferences where doctoral students at various stages of the questiondevelopment process shared their experience with the successful use of the visual (Hulse-Killacky & Robison, 2005). Students ranged from advanced doctoral students who were finalizing their dissertations to beginning students who were in the process of identifying a specific topic.…”

“…The environment stimulated my productivity, reduced my dependence on my adviser, and reduced my need to imitate other doctoral students who were further along in the dissertation question-development process. My attitudes and positive experiences regarding research are reflected in Hulse-Killacky and Robison's (2005) research team experiences and in the findings of Gelso and his colleagues, wherein students reported more positive research attitudes as they progressed in training; Gelso et al also reported that research training environments served to draw attention to students' existing questions, ideas, likes, and dislikes regarding research.…”

“…This problem was addressed by Stockton and Hulse (1983), wherein Stockton developed an apprenticeship-type training program that stressed the collaborative efforts of students and professor. Early participants have recognized and appreciated Stockton's model while noting the influences of research training experiences on their work as researchers, subsequent authors, and dissertation advisers (Hulse-Killacky & Robison, 2005).…”