Learning by Doing: Student & Faculty Reflections on a Collaborative Model for Conducting and Publishing Mixed Methods Research in a Graduate Course

Due to time constraints and faculty resources, one-semester research methods courses, especially mixed methods, often do not result in meaningful student-produced work that contributes to scholarly literature. As publishing increasingly becomes expected for graduate students, instructors may seek ways to incorporate publishing opportunities into course curriculum. This case study presents one instructor's collaborative teaching and publishing model along with graduate student feedback and recommendations for reproducibility of the course model. The model described in the course-based research model vignette was designed to give students practical experience working with raw data, presenting preliminary findings, navigating the IRB process, drafting a manuscript, determining authorship, and identifying and submitting the manuscript to a journal. Acknowledging the importance of and the challenges to graduate student publishing, the instructor in this case study sought to reduce some of the barriers for students. Post-course, the researchers employed a single-case study methodology that includes elements of participatory action research to answer research questions about student participants' learning experiences related to conducting a collaborative mixed methods study and the research and publishing process. The interview protocol included questions about the participants' perceptions about the success of the collaborative teaching methods to teach mixed methods research, their prior experience with research projects, and their interest and engagement with the publishing process during and after the course. The discussion includes practical information for instructors interested in implementing a similar model.

Regional Human Resource Development in ASEAN: An Institutional Theory Perspective

With the growing influence of intergovernmental organizations such as the European Union and the Association of Southeast Asian Nations (ASEAN), the scope and complexity of human resource development (HRD) activities have expanded. Informed by an institutional theory perspective, we examined the evolution of HRD as well as HRD-related programs in ASEAN to illuminate the mechanisms and conditions shaping HRD in ASEAN. Our primary sources were archival data from ASEAN from 1967–2021 and relevant publications of international development agencies that feature HRD-related activities in the region. Our analysis suggests that the establishment of an intergovernmental organization (i.e., ASEAN), with its continuing efforts towards economic cooperation and community building among its member states, was central to the emergence and development of Regional HRD in Southeast Asia. This inquiry advances understanding of the role of intergovernmental institutions in influencing HRD activities. The study also showcases the critical role of HRD in furthering common interests around economic and socio-cultural initiatives in ASEAN.

Gamification for HRD: Systematic Review and Future Research Directions

Gamification integrates game components into contexts such as workplace learning and performance. A decade of research has shown that gamification is prevalent in various settings such as education, healthcare, and business. Recently, gamification has been applied and studied in interventions and contexts related to the field of human resource development (HRD). Given the emerging use of gamification in HRD, this paper undertakes a systematic literature review (SLR) to synthesize existing research on gamification in HRD. This paper identifies four areas where gamification has been studied in HRD: employee learning, task performance, employee wellness, and rising contexts. In addition, this SLR collects and organizes a series of future research directions and offers a set of potential research questions. These future research directions center around four areas of gamification for HRD: designing gamification, influencing factors, experiential outcomes, and sustaining gamification. Implications for HRD practice and research, as well as limitations, are discussed.