Purpose This paper aims to share reflections on a collaborative researcher development initiative in Malaysia – the Borneo Research Education Conference (BREC) series. Although the immediate focus is on graduate students, the intention is to trigger wider discussions of researcher development theory in the context of policy and practice in the region. Design/methodology/approach The paper takes a reflection-on-action approach. Reflecting on experience and sharing the lessons learned in a variety of contexts is vital for the development of this emerging field. Findings Introducing researcher development programs requires careful consideration of the social, institutional and practical contexts in which it takes place. Although transformation of the field is a long-term process, this process can start with small intentional practices. Research limitations/implications The analyses and recommendations arising from the BREC experience are context-specific and therefore cannot be generalised. However, the paper offers guidance for other researcher development initiatives, especially in contexts where the field is not well established. Practical implications Deliberately designed practices, such as including a broad range of researchers and creating a safe space for active engagement in developmental activities, can have a positive impact on participant’s researcher identities, self-confidence and sense of belonging. Social implications Policymakers are encouraged to consider a more inclusive notion of researcher development, focussing both on the product and the process of doctoral education. Originality/value Documenting and sharing reflections of a researcher development initiative in a “developing country” context allows for the comparing and contrasting of experiences in other settings.

中文翻译：

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马来西亚研究人员的发展：行动反思

目的本文旨在分享对马来西亚合作研究人员发展计划的反思-婆罗洲研究教育会议（BREC）系列。尽管当前的重点是研究生，但其意图是在该地区的政策和实践背景下引发对研究人员发展理论的更广泛讨论。设计/方法/方法本文采用了“行动反思”的方法。反思经验并分享在各种情况下获得的经验教训对于这一新兴领域的发展至关重要。研究人员发展计划的引入需要认真考虑其发生的社会，制度和实践环境。尽管该领域的转型是一个长期的过程，但该过程可以从一些有意的实践开始。研究的局限性/含义来自BREC经验的分析和建议是针对特定环境的，因此不能一概而论。但是，本文为其他研究人员的开发计划提供了指导，尤其是在该领域尚不完善的情况下。实际意义精心设计的实践（例如包括广泛的研究人员并为积极参与发展活动创造安全的空间）可能会对参与者的研究人员的身份，自信和归属感产生积极影响。社会影响鼓励政策制定者考虑研究人员发展的更具包容性的概念，同时关注博士教育的产品和过程。