Abstract
This study used the community of practice theory to investigate how graduate students join and participate in collaborative research projects with other universities and organizations such as local elementary schools and private companies. Qualitative research methodology, namely, the semi-structured interview, was adopted for data collection. Data analysis using the grounded theory approach showed the following: (1) the students acquired the ability to conduct research collaboratively with other organizations and (2) they participated enthusiastically in the research, because their intrinsic motivation increased. The three factors that contributed to this increased motivation and participation are as follows: (a) their learning with peer interactions and interactions with others involved in research, (b) their commitment toward research activities, and (c) the learning culture of the collaborative groups. In other words, the students learned the technical and practical knowledge and skills of working collaboratively with other organizations in authentic situations. Moreover, the learning satisfaction and sense of achievement that accompanied participation increased their motivation and the value that they attached to participating enthusiastically in such research projects. Thus, the actions of individual students strengthen and re-construct the learning culture of the collaborative groups, and this culture serves as a stable learning environment for graduate students.
