ACADEMIC STAFF DEVELOPMENT PROGRAMME TO ENHANCE RESEARCH COMPETENCE: A CASE STUDY

Svitlana Sysoieva,Iryna Sokolova

doi:10.37472/2617-3107-2020-3-07

Svitlana Sysoieva, Iryna Sokolova

Open Access

https://doi.org/10.37472/2617-3107-2020-3-07

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Abstract

Findings from this study include a summary of best practices in terms of Academic staff development programme (ASDP) to support the implementation of the Research modules to enhance the university teacher’s research competence. Mixed methods (qualitative and quantitative) approach and the case study were used to explore the problem, to find out the result of Research modules implementing into the practical space where university teachers had the opportunity to engage in active training. The authors highlighted general principles of active/ research-based learning in practical space training environments, focused specifically on the content of Research modules for lectures – Early-Stage Researchers, Doctoral candidates (Gr. A, the RM I); for PhDholders, professors, doctoral degree holders (Gr. B, the RM II). The teaching and learning strategies used in the modules were a combination of workshops, case studies, small group discussions, pair peer review and independent study including a literature review of relevant research. The research has shown that competency enhancement programme with Research modules is effective and crucial for developing Academic staff research competence at universities. The evaluation of competence research components has revealed the positive changes and confirmed the effectiveness of the Research modules. The programs of the Modules have effectively contributed to the development of Academic staff research competence. The proposed ASDP can be applied to other universities. Some recommendations for Academic staff developers, Curriculum development managers, coaches are suggested for consideration and using to support the professional development of academic and research staff.

Highlights

RELEVANCENational Strategy of Ukraine for scientific-research activity is harmonized with the objectives of two main documents – Laws of Ukraine “On Higher Education” (2014) and “On Science and Scientific and Technology Activities” (2015)
To address research questions the task of our study was to determine the level of the research competence formation according to the cognitive, procedural and active, informational criteria based on the self-assessment method
The complex questionnaire consisted of a set of prompts that aimed to collect information from respondents of their theoretical readiness for research activity, to conduct research, to work with information and database, using different tools

Summary

Introduction

National Strategy of Ukraine for scientific-research activity is harmonized with the objectives of two main documents – Laws of Ukraine “On Higher Education” (2014) and “On Science and Scientific and Technology Activities” (2015). To implement the Law of Ukraine “On Higher Education”, harmonized with “Standards and Guidelines for Quality Assurance (QA) in the EHEA” (Standards and Guidelines, 2015), Ukrainian HEIs are involved in QA processes in various ways, focused on learning, teaching and research output. The key task of Ukrainian University science system reforming, outlined by the law “On Science and Scientific and Technology Activities”, is to change the approach to research and innovations, publishing or implementation of their results, to achieve the quality of scientific content, harmonize them with global scientific achievements and ensure their competitiveness The knowledge, understanding, and skills needed to engage with, influence and impact on the academic, social, cultural and economic context were organized in Domain D (Researcher Development Framework, 2011)

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