“Relations that Matter”: Novice Researchers’ Cooperation with Others for Mutual Support

Abstract

Despite that doing research can mean a great deal of work in isolation, successful professionals or student researchers, invariably, rely heavily on the support of others. Indeed, a research aim can never be achieved in social or academic isolation. The need for an environment that suggests lead, gives informed judgements, provides constructive criticism and boosts motivation is vital. This paper attempts to frame the networked variety of informative environmental factors that surround the researchers, notably the novice ones and are capable of assisting their tendencies to shape up the picture of their investigative thoughts. Throughout our personal experience of doing research and teaching the research methodology module to the undergraduate, we have felt and, actually, touched the sustained improvement offered by the continuous communication of personal ideas with others. Our aim, therefore, is to increase our students’ awareness of the number and quality of opportunities granted by the effective and positive interaction with the research environment. Our empirical observation identified some crucial elements about receiving help and support from other students, academics, partners, family, friends and other professionals in the department or research institution. We will highlight some models of the required practices in conjunction with: 1) mutual help and support, 2) advice, feedback and criticism, 3) using help from others, 4) looking after one’s intellectual property, 5) getting support from peers, academics and institutions and 6) getting the support of family, friends and colleagues. Ultimately, the widespread belief of the researcher’s absolute dependence on the classroom taught and supervised sessions is challenged. Consequently, wider channels are open for relationships that really matter in linking environmental support to researcher’s engagement and achievement.