Reflections on Commencing a Research Project

Abstract

This study aims to unpack the reflective learning processes involved in developing a Masters’ research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students’ reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith’s (1995) framework.

Our findings are that the nature of each individual blog topic affected the quality and level of reflection. Likewise, the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective.

Biography

Richard Warner’s background is in Applied Linguistics and he has taught Academic English at both the University of Edinburgh (1999-1992) and the University of Adelaide (1993-present). His major teaching roles in the School of Education lie in enabling master's student academic development through teaching into research skills development courses and coordinating and teaching the Academic English course. Richard also lectured in the Integrated Bridging Program (IBP) for postgraduate research students from its inception in 1994 until 2015. He is also involved in an ongoing consulting capacity, co-chairing the committee (PAC) which oversees the Pre-Enrolment English Program (PEP) offered by Professional and Continuing Education at the University.

His specific research interests include:

• Cultural dimensions of academic writing, particularly in relation to plagiarism and feedback.
• Development of lifelong learning through reflective practice.
• Pedagogical approaches to student diversity, focussing on transcultural reflective practices.
• Relevance of postgraduate research skills courses to thesis outcomes.
• Curriculum innovation, design and renewal, including new technologies.

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