The Reality of Interaction over Rules in University Laboratories:

Focusing on the Social Networks of Laboratory Members in a Science Laboratory

Abstract

  This study aims to clarify the reality of interaction among laboratory members regarding explicit rules for the enhancement of research instruction in universities. To achieve this goal, two issues need to be addressed: clarifying the expression for discussing the rules and investigating their attitudes toward rules. This study used qualitatively analyzed, semi-structured interviews and participant observations of all members of a science laboratory. The analysis revealed three forms of expressing rules: “direct quotation,” “paraphrasing,” and “self-discretion.” As for attitudes towards rules, two categories were identified: supervisor attitudes and student attitudes. Student attitudes included taking rules for granted, adhering to rules, and breaking rules.

  In order to create a flexible research environment for students, it is necessary to have sufficient information to weigh and choose between the existing rules. To obtain such information, this research suggests that students should establish connections with other members, observe and gather information, hypothesize, test repeatedly, and learn to move from the periphery to the center of the social network. As a proposal for improving research guidance, it is crucial to present explicit rules at the time students affiliate with the laboratory, examine the rules, and teach students to recognize implicit rules.

  This study sheds light on the overlooked yet crucial aspect of interaction among laboratory members from the perspective of rules. To clarify the relationship between faculty research guidance and its effectiveness, a qualitative examination of interactions between supervisors and students would be an effective initial step. Further research should be conducted on various topics.