Abstract
The growing volume of data generated by machines, humans, software applications, sensors and networks, together with the associated complexity of the research environment, requires immediate pedagogical innovations in academic programs on research methodology. This article draws insights from a large-scale research project examining current conceptions and practices of academics (n = 144) involved in the teaching of research methods in research-intensive universities in 17 countries. The data was obtained through an online questionnaire. The main findings reveal that a large number of academics involved in the teaching of research methods courses tend to teach the same classes for many years, in the same way, despite the changing nature of data, and complexity of the environment in which research is conducted. Furthermore, those involved in the teaching of research methods courses are predominantly volunteer academics, who tend to view the subject only as an “add-on” to their other teaching duties. It was also noted that universities mainly approach the teaching of research methods courses as a “service” to students and departments, not part of the core curriculum. To deal with the growing changes in data structures, and technology driven research environment, the study recommends institutions to reimage research methodology programs to enable students to develop appropriate competences to deal with the challenges of working with complex and large amounts of data and associated analytics.
Highlights
Introduction and Related WorkResearch methodology is an essential subject in higher education
The “service” approach to the design and delivery of courses on research methods means that some students do not see research methodology as an important subject on its own, as such others are unlikely to see the relevance of learning research methods courses until the time they start working on their theses (Roberts, 2016) [41], while some would resist taking research methods (Metzler et al, 2016) [13]
The present study found out that research methodology occupies a marginal position in many institutions, to the extent that courses on research methods are primarily taught by academic volunteers and amateurs, who view the teaching of these courses as an add-on into other academic commitments
Summary
Research methodology is an essential subject in higher education. Courses on research methods are necessary because they equip students with the essential skills and knowledge needed to solve various problems in the society (Johnson, 1959; Kilburn et al, 2014; Nind et al 2015; Nayak, 2009) [2,3,4,5]. Institutions of higher education are expected to strengthen programs of research methodology to enable students to develop relevant problem-solving and analytical skills for the 21st century (Coetzee and Potgieter 2012; Van der Westhuizen, 2014) [6,7]. The current structure and content of many research methods courses cannot adequately support students to acquire the competencies they need to deal with complex data and new analytical tools
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