Learning to Design Research: Students’ Agency and Experiences in a Master of Education Program in Hong Kong

Abstract

Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students’ agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors’ feedback would stimulate students’ agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students’ achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.

Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students

“…Compared with previous research, our study has presented clear evidence that the 'supervisor-as-coauthor' strategy can lead to positive writingfor-publication experiences and outcomes. Along the line of scholarship on MEd students' research training, our study has also extended the research focus: from providing instruction on research methods to the students (Li et al 2020), through guiding their research design process (Yang et al 2020), to mentoring their process of writing for publication.…”

An Examination of Research Agency and its Practical Applications

“…Attributes of reflection doing academic research include ensuring that the research is defined and that the study's objectives conclude. Researchers must examine, analyze, and reflect upon new knowledge acquired through research by applying foundational knowledge to current problems or challenges (Yang et al, 2020). Further, honing research skills provide real value in developing aptitude in the professions.…”

“…A means of conducting a topical analysis can be made by an auditable trail, providing interpretation, and presenting the data. In this way, the outcome of research contributes intentionally by systematizing and providing verification of the analysis (Makowski, 2021;Yang et al, 2020).…”

“…The current status of research agency as a conceptual model and in practice lacks comprehensive analysis. For instance, Yang et al (2020) indicated that knowledge acquisition of research agency needs thorough study from a contextualized perspective. Yang et al (2020) also acknowledged a gap exists in grasping research agency as a conjectural and practice-based standard.…”

“…For instance, Yang et al (2020) indicated that knowledge acquisition of research agency needs thorough study from a contextualized perspective. Yang et al (2020) also acknowledged a gap exists in grasping research agency as a conjectural and practice-based standard. Concomitantly, Makowski (2021) sought to fill this gap by addressing how analytical theory of agency (ATA), as a theoretical framework elevates theory building in management practice.…”