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Motivating and enabling adult learners to develop research skills

Journal Article


Abstract


  • Adult learners undertaking a coursework masters are understandably

    nervous about undertaking research projects. However if done well,

    such projects represent a way to encourage the quantity and quality

    of practitioner research, which is important in all management

    disciplines, not only the emerging discipline of coaching. This paper

    offers an alternative to the individual master-apprentice model

    to which many research students are still exposed. Addressing the

    motivational needs identified in self-determination theory (autonomy,

    competence and relatedness) as well as self-efficacy and incorporating

    good practices in feedback, it outlines a way to make the process of

    learning how to do research more engaging than sitting listening to

    lectures. The paper reports the findings of a survey of the participants

    in the 2012 cohort who were asked if their competence and confidence

    in undertaking a research project had changed before and after

    undertaking the class, and if so, to list what they, their peers or staff

    had done to contribute to this change. The paper concludes that the

    approach offers a useful way to help adult learners develop research

    skills.

Publication Date


  • 2015

Citation


  • McCarthy, G. (2015). Motivating and enabling adult learners to develop research skills. Australian Journal of Adult Learning, 55 (2), 307-328.

Scopus Eid


  • 2-s2.0-85000399195

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/738

Number Of Pages


  • 21

Start Page


  • 307

End Page


  • 328

Volume


  • 55

Issue


  • 2

Place Of Publication


  • Australia

Abstract


  • Adult learners undertaking a coursework masters are understandably

    nervous about undertaking research projects. However if done well,

    such projects represent a way to encourage the quantity and quality

    of practitioner research, which is important in all management

    disciplines, not only the emerging discipline of coaching. This paper

    offers an alternative to the individual master-apprentice model

    to which many research students are still exposed. Addressing the

    motivational needs identified in self-determination theory (autonomy,

    competence and relatedness) as well as self-efficacy and incorporating

    good practices in feedback, it outlines a way to make the process of

    learning how to do research more engaging than sitting listening to

    lectures. The paper reports the findings of a survey of the participants

    in the 2012 cohort who were asked if their competence and confidence

    in undertaking a research project had changed before and after

    undertaking the class, and if so, to list what they, their peers or staff

    had done to contribute to this change. The paper concludes that the

    approach offers a useful way to help adult learners develop research

    skills.

Publication Date


  • 2015

Citation


  • McCarthy, G. (2015). Motivating and enabling adult learners to develop research skills. Australian Journal of Adult Learning, 55 (2), 307-328.

Scopus Eid


  • 2-s2.0-85000399195

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/738

Number Of Pages


  • 21

Start Page


  • 307

End Page


  • 328

Volume


  • 55

Issue


  • 2

Place Of Publication


  • Australia