Alumni Series: an Interview with Dr David Wei Dai, Assistant Professor at the Institute of Education, University College London

Chenyang Zhang

Dr David Wei Dai is currently Assistant Professor of Professional Communication at the UCL Institute of Education, University College London. He completed his PhD at the School of Languages and Linguistics at the University of Melbourne. During his doctoral studies, he also worked as Lecturer in Professional Communication at Monash University.

Chenyang conducted an interview with David, delving into his career journey, research interests, and valuable advice for PhD students.

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Hi David, thanks for the time today. To start off, would you like to share your research interests with us?

My research focuses on the notion of interactional competence (IC) – the ability to interact effectively in a range of interpersonal contexts. It encompasses, for example, communication in professional contexts (e.g., clinical and engineering communication), everyday interaction, and Generative AI-enabled communication (e.g., how we talk to an AI interactional agent). In terms of the different aspects of IC, I am interested in how the ability to interact can be defined in our heavily digitalized age. I am also keen to understand why some people have strong interactional competence while others struggle.  

How have your research interests evolved since your PhD studies?

My research interests have evolved and expanded over the years, yet the one thread that connects different strands of my work is the intellectual question of understanding humans’ ability to interact. When I was undertaking my PhD, my research interests were influenced by my experience teaching IC in professional communication to healthcare students at Monash University. Also, I have worked as a consecutive/simultaneous interpreter for many years in diverse professional communication contexts such as interpreting for healthcare providers, lawyers, and politicians. These experiences have influenced my research interests in how people become professional through social interaction and how people demonstrate their interactional competence in professional contexts.

Currently, my work has focused on the roles of culture and digital tools play in social interaction. I am for example interested in how professional identity is constructed and made recognizable through discourse. Collaborating with Professor Zhu Hua at UCL, we have edited a special issue forum on Generative AI for intercultural communication. We hope the forum can promote conversations on how culture, interculturality and social interaction are being shaped and reshaped by Generative AI.

Looking ahead, what you are trying to do in the field of professional communication?

From my viewpoint, professional communication remains a relatively under-defined area within applied linguistics. Researching professional communication through linguistics and applied linguistics lens holds immense potential since we are trained to uncover the intricacies of the use of a wide range of semiotic resources in professional communication. Some of the future research directions we can look into include: how does someone become recognizably professional? How is professional identity enacted and oriented in interaction? how can researchers reliably assess someone’s ability to interact in professional communication? I believe these questions are not only academically stimulating but also hold practical significance for the industry. There is a growing demand for insights into improving professionals’ communication skills, evidenced by the increase in the offering of professional communication modules in university degrees.

Thank you for sharing your evolving research interests. Apart from this, I’m interested in learning more about your teaching experience from being a PhD student to an assistant professor at UCL.

My teaching experience has developed over time. One critical moment happened after I completed my master’s degree at the University of Melbourne, when A/Prof Naomi Storch offered me a tutor position to teach the undergraduate subject Second Language Learning and Teaching. This was my first time teaching at the tertiary level and it made me realise I enjoy engaging with students and collectively exploring ideas and knowledge.

My teaching also feeds into my research programme. For instance, when I was teaching Professional Communication to healthcare students at Monash University, I needed to help them learn how to become better communicators in clinical contexts, how to develop rapport with their patients, how to demonstrate clinical reasoning in their explanations to patients and how to project their professional identity and demonstrate professionalism in their everyday professional practice. These practical pedagogical questions have translated into research questions for me.

Based on your extensive experience, what advice would you give to PhD students who are in the process of defining their dissertation topics and developing their future careers in academia?

Ideally, students should enter a PhD program with some idea of what they would like to research in their doctoral study. However, it can also be helpful to remain open to new possibilities and be willing to reshape their topic in collaboration with their supervisors. A PhD program is an advanced level of research training. It’s crucial for PhD projects to not only contribute to theoretical advancements but also demonstrate practical relevance, which makes PhD graduates appealing candidates to the industry. Therefore, it’s common that a student’s initial PhD dissertation idea may undergo some refinement to be better aligned with these goals.

For PhD students aiming for academic positions after graduation, developing strong writing skills is paramount. Academics wear multiple hats: they are teachers, researchers, programme administrators and many others. However, regardless of the specific role, writing remains a fundamental aspect of academic work. Being able to stay updated with relevant literature in the field and consistently produce high-quality written work is essential for a career in academia. Therefore, developing good writing habits and establishing a consistent writing routine should be a key focus for PhD students.

Besides suggestions for work, do you have any tips for managing personal well-being? What are your solutions?

Maintaining a healthy work-life balance is crucial, especially in academia where demands can be overwhelming. Personally, I aim for this balance by making sure the essential aspects of life are in place, such as adequate sleep, a balanced diet, and meaningful interactions with family and friends. These pillars provide a solid foundation for managing the various responsibilities that come with academic life.

Additionally, I find it beneficial to continuously explore new activities and hobbies. Doing so serves as a reminder that there’s always room for learning and growth beyond one’s academic pursuits. For instance, during the COVID period when work became a bit monotonous (e.g., always seated in front of a computer teaching, researching and writing), I decided to take up swimming. This not only provided a refreshing change but also encouraged a more active lifestyle, which is essential for counteracting the sedentary nature of academic work. Upon relocating to London, I tried a few new things such as bouldering and boxing, both of which are activities I had never explored before.

Thank you for your time and for talking with me today, David. I’ve really learned a lot.

Thank you, Chenyang.