Development Of Research Competence Research Articles

Undergraduate research implementation in physiotherapy: a hands-on and real experience of a randomised controlled trial

BackgroundEvidence-based practice (EBP) is the gold standard approach in physiotherapy, and it is essential that students are aware that it is the appropriate way to provide the patient with the best possible treatment. Undergraduate research (UR) can positively influence learning outcomes and research competencies related to EBP compared to traditional methods of higher education. The aim of this study was to evaluate the effect of implementing a research-based activity (i.e., active participation in a randomised controlled trial [RCT]) in the UR programme on the learning and acquisition of research methodology-related competencies by first-year physiotherapy students.MethodsStudents in the first academic year of the Bachelor´s Degree in Physiotherapy of University of Deusto (Donostia-San Sebastian, Spain) who were enrolled in the subject ‘Introduction to Research Methodology’ were invited to take part in a real RCT which consisted of three groups: intervention, placebo, and control group. While the RCT was carried out, researchers and/or participants roles were combined among students during the semester. At the end, a questionnaire that included open and closed questions was used to evaluate the effectiveness of the UR strategies used in students´ acquisition of theoretical knowledge, research competencies, self-efficacy of RCT skills and procedures. Lecturers also completed the questionnaire to evaluate their experience.ResultsFrom the 114 students enrolled in the subject, 102 participated in the RCT and 110 answered the final questionnaire. Regarding the development of research competencies, UR had a positive or very positive impact on critical thinking (67% and 18%, respectively) and in the assessment of methodological quality (66% and 23%, respectively). Furthermore, most students reported that the implementation of the RCT facilitated their knowledge of placebo, detection of bias, development of critical thinking and a better understanding of methodological issues in research. Lecturers reported an additional burden that was difficult to reconcile with daily duties.ConclusionThe novel UR program provided students with a new opportunity to improve their knowledge of RCT procedures, thus making the learning process more meaningful. Therefore, ways of teaching and learning focused on improving research and inquiry attitudes should be considered and integrated into the health care curriculum, especially in physiotherapy programs, to ensure the transfer of EBP for the provision of the best care.Trial registrationAustralian New Zealand Clinical Registry: ACTRN12622000263796p (14/02/2022).

Development of Research Competency for Pre-service Teacher in Early Childhood Education Program using Peer Coaching Process

Purpose: This semi-experimental research aimed at achieving two objectives: 1) to develop the research competency of pre-service teachers in early childhood education through the use of a peer coaching process, and 2) to compare the research competency of pre-service teachers in early childhood education before and after implementing the peer coaching process. Methodology: The research sample consists of 30 second-year pre-service teachers in the early childhood education program who are enrolled in research classes in the 2021 academic year, selected through cluster random sampling. The research tools used include activities planned with a peer coaching process and a pre-service teacher research competency assessment form. The statistical analysis employed the mean and standard deviation. Findings: The findings revealed that: 1) pre-service teachers demonstrated good research competency when using the peer coaching process (mean = 3.97, SD = 0.52), and 2) the research competency of pre-service teachers in early childhood education after the implementation of the peer coaching process was at a higher level (good level) compared to their competency level before the trial of the peer coaching process (fair level). The statistical significance was set at .05. Conclusion: Upon closer examination, it was found that the participants exhibited good performance in all aspects, except for writing research reports and presenting research findings. Furthermore, the research competencies of the post-experimental early childhood education students were significantly higher than before the reciprocal coaching process. Practical Implications: This study can be implemented in the classes to improve the competency of student's research ability by applying these coaching methods.

Advancing a Model for Enhancing Research Competencies among Non-Academic Staff in Northeast Thailand Higher Education Institutions

The development of research competency among non-academic personnel in higher education institutions is a crucial endeavor that aligns with the evolving demands of the 21st-century workforce. This study employs a comprehensive research and development approach to create an advanced model for enhancing research competencies encompassing knowledge, skill, and attitude. The model's design is informed by meticulous need analysis, ensuring its relevance to the unique challenges faced by non-academic staff. Through expert evaluation, the model's efficacy is demonstrated in improving research-related capacities. The evaluation results underscore its robustness across various dimensions, with significant improvements observed in participants' research competencies. This study highlights the interconnectedness of knowledge, skill, and attitude in fostering research competency and supports the broader view that tailored interventions, derived from thorough need analysis, play a pivotal role in driving meaningful and sustainable improvements in research-related skills and capabilities. Ultimately, this research contributes to the ongoing discourse on non-academic staff empowerment and the advancement of higher education institutions in an increasingly research-focused landscape.

DEVELOPMENT OF STUDENTS’ RESEARCH COMPETENCE DURING BUSINESS FOREIGN LANGUAGE (ENGLISH) COURSE

The article deals with the concept of “research competence” and approaches to its development in higher education students during Business foreign language (English) course. The forms of work and conditions for the competence formation have been outlined, recommendations for the development of research competence during Business foreign language (English) course have been presented.
 Keywords: research competenc; business foreign language; creating a favourable environment; pedagogical conditions; forms and methods of teaching; pedagogical diagnostics; systematic approach; performing professional tasks.

Assessing Online Doctoral Student Research Competencies

The purpose of this study was to investigate online education doctoral students’ perceptions of their research competencies. The researchers utilized the Scholar-Practitioner Research Development Scale (Rockinson-Szapkiw, 2018) which consisted of 24 Likert-based items to assess research competency in five areas: attitude toward or value of research, critical evaluation and application of research, research knowledge, research skills, and research dissemination. For each of the five research competencies students reported their competency at 4.0 or above (on a scale of 1- 5) each year, with students most strongly agreeing with statements related to the value of research, evaluation and application skills, and research knowledge. This study illuminates the development of research competencies in online doctoral students. Recommendations include using the Scholar-Practitioner Research Scale to assess program effectiveness, track program improvements, and identify gaps in the curriculum.

Development of Research Competences in University Professors: A Bibliographic Review

The research aimed to analyze the contribution of scientific publications regarding the study of the development of research skills in university professors. The bibliographic review and documentary analysis of scientific articles published in different scientific databases were used as a study method. For the theoretical approach regarding the definition, importance and classification of research competences in university professors, the contributions of researchers who have published scientific articles in different databases were used; and for the study of background, the articles published in the Scopus database between 2018 and 2022 were used as a source of information. It was concluded that there are different studies that address the importance of developing their research skills in university teachers, which are associated with the improvement of their professional profile, teaching conditions in the training of professionals and their contribution to increasing the scientific production of universities through the formulation of scientific research and technological development projects and the publication of scientific articles in academic databases.

Kindling Research Competence Development in a University: Reflections on a Pilot Effort

Kindling Research Competence Development in a University: Reflections on a Pilot Effort

Priority Determination Analysis of Research Competencies in Building Engineering Preservice Teachers through the Analytical Hierarchy Process

The objective of this research was to obtain information on the priority ranking of superior research competence criteria in pre-service teachers. This study was designed with a quantitative descriptive research design using the Analytical Hierarchy Process (AHP) method. The AHP is a decision-making system for determining the priorities on predetermined criteria in the development of research competencies in pre-service teachers. The five main principles studied were: the skills in determining the topic and background of research, skills in developing theoretical foundations, skills in applying research methodologies, skills in discussing and concluding research results, and paper writing skills. The expert evaluated the priority weight scale for each aspect of research competence. The development of research competency stimulation on pre-service teachers will be more effective if the priority criteria are revealed. A model of stimulation based on a priority scale should be developed with AHP since the order of priority indicates which stimulation criteria should be optimized.

How do Russian Researchers Evaluate Grants as a Tool for the Development of Science?

The problem under consideration is connected with the active modernization of the research and development sector in Russia, which takes place under existing restrictions. On the one hand, there is a request for scientific and technological sovereignty, increasing the scholars’ responsibility for the social and economic development of the country. On the other hand, the impact of various tools to support the scientists’ activity, these tools affecting their position, reputation and career, is being re-assessed. The article presents data from a 2022 mass sociological survey of grantees (N=1700) from more than 60 Russian regions and more than 80 organizations subordinate to the Ministry of Education and Science of Russia. The survey materials showed the significant role of funds’ grant support for the preservation and development of the scholars’ scientific potential, for attracting new researchers, and for creating a competitive knowledge generation sector. The article analyzes the institutional changes in the activities of Russian scientific foundations as perceived by grantees – scientific and pedagogical workers, administrative and managerial staff. There are identified the most acute problems that make it difficult for Russian researchers to receive grants and to fulfill corresponding requirements in today’s conditions. For the first time a mass survey of grantees of Russian scientific foundations was conducted, which allowed identifying the most significant functions of grants: economic function; selective function affecting competition among researchers; symbolic function affecting the reputation of scientists, scientific schools, research teams; positive impact on the development of research competencies, careers of scientists, the scientific potential of the higher school, etc. The empirical base of the article is represented by materials collected within a questionnaire survey. The methods of quantitative analysis and content analysis of the open questions were used to process the research materials. Quantitative data processing was carried out using the SPSS program; materials of open questions were analyzed using methods of generalization and systematization. As a result, there were distinguished the positive effects of grant support over scientists’ research activities, as well as the grantees’ problems to be concerned. The risks of research projects non-completion in connection with the sanctions restrictions imposed in 2022 are analyzed. The results of the study can be taken into account when developing approaches to the formation of a policy for financing scientific activities in Russia, when working out possible directions for further scientists’ support, and when searching for new mechanisms to support young researchers.

Development of research competence of teachers of Ukrainian language and literature in the conditions of martial law

Development of research competence of teachers of Ukrainian language and literature in the conditions of martial law

Influence of educational models on the formation of research competence in future government and public administration workers

Introduction. The article examines the problem of improving the quality of Economics and Management education in the Russian Federation and contributes to the ongoing discussions on methodological issues of modern economics. The purpose of the article is to substantiate the impact of educational models on the development of research competence in future government and public administration workers. Materials and Methods. The study involves theoretical analysis and reviewing scholarly literature on the problems of the methodology of economic research, as well as studying the experience of implementing practice-oriented models of educational design at the Siberian Institute of Management, a branch of Russian Presidential Academy of National Economy and Public Administration, with the focus on 38.03.04 Government and municipal administration undergraduate program. Results. The authors have substantiated the influence of educational models on the development of research competence of future government and public administration workers. The authors have classified methodological approaches to economic studies and revealed the peculiarities of implementing five types of educational design for teaching economic disciplines. Depending on the conceptual foundations, educational models are distinguished according to: the clarification of educational goals, the level of formalization of learning outcomes, and requirements for assessment tools used. The use of educational design models contributes to development of research skills in different ways: some of them are aimed at developing the set of research competencies; the others can be used in order to develop only certain types of skills. Conclusions. The application of educational models involves the integration of scientific achievements into the educational process and contributes to the development of the research competence in future government and public administration workers. Research competence is determined by the maturity of metric, political economy, and narrative economic analysis skills and depends on the educational model employed. The systematization of educational models proposed by the authors makes it possible to identify criteria for choosing an effective model depending on the educational goal.

Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review

The research–teaching nexus in higher education has been strongly discussed and debated, especially when it comes to developing research competence and introducing evidence-based practice into the master’s degree curricula for Educational Sciences and Engineering Sciences. Previous systematic reviews have summarised the manner in which research is taught in higher education, and revealed that there is a lack of cross-disciplinary comparative analysis in research–pedagogy in various scientific disciplines, as well as in assessing and measuring the development of research competence (RC) at the level of higher education. To provide a comprehensive picture of the RC development and of the teaching RC, a scoping review (SCR) methodology was performed. For the purpose of the present study, a total of 33 research articles were analysed to investigate RC development in Engineering and in Social Sciences. RC is regarded as a core competence in Engineering Sciences, while in Educational Sciences, it is not yet a standardised concept. Despite differences in Social and Engineering studies, the review revealed some common aspects concerning RC modelling, based on specific key skills that students are supposed to acquire at the master’s degree level. This SCR draws our attention to the complex process of RC development as a long process requiring practice and activities implemented throughout the entire higher education process, regardless of scientific field.

Educational priorities and programs for the development of research competencies in science-based medical education

The active development of technology since the middle of the 20th century has changed the requirements for education in view of the demand for knowledge-intensive specialties. The current approach is focused on the intersubjectivity and complexity of problem solving, the project organization of training and the practical orientation of learning courses. The training of specialists capable of solving qualitatively new tasks is possible only in a special environment where personal and professional competencies are formed. The transformation of education in medicine has led to the active integration of research and clinical experience. A significant impetus for the transition to a new level is provided by the development of cognitive competencies, critical thinking, which is closely interrelated with evidence-based medicine. Novel training programs make it possible to receive research, management, entrepreneurial and communication competencies inaddition to classical clinical education. At present, the future belongs to interdisciplinary teams based on developed clusters.

Modern approaches to the development of research competence of masters in professional education during the preparation process of a qualification paper

Modern approaches to the development of research competence of masters in professional education during the preparation process of a qualification paper

AN INVESTIGATION INTO EFL UNDERGRADUATE STUDENTS’ RESEARCH COMPETENCE DEVELOPMENT AT UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY, VIETNAM

This study aimed at exploring EFL students’ attitudes towards doing research at the undergraduate level, the perceived practice of research competence and the factors facilitating the development of research competence. The population of the study was EFL undergraduate students studying at University of Foreign Languages and International Studies, Hue University. The sample of the study comprised 120 second-year, third-year and fourth-year students majoring in English Language Teaching and English Language Studies. The data was collected through questionnaires and semi-structured interviews. The results show that EFL students thought that doing research is important to their future career path, but they were not confident to do their own research. In terms of EFL students’ perceived practice of research competence, thinking of a research topic and writing theoretical background posed challenges for EFL students, while using PowerPoint to present their research was the activity, they felt most confident to do. The participants did not show entire support for the role of the library and the faculty in facilitating the research competence development at a high level. These findings imply that the library and the faculty should provide more various databases for students as well as opportunities to be familiar with doing research.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" /></p>

The development of research competence among specialist registrars in South Africa: Challenges and opportunities for research education and capacity development

To equip physicians with the competencies that support evidence-based healthcare, curriculum frameworks for medical education often promote scholarly activity as an essential component of training. Many medical schools worldwide expect medical trainees to participate in some form of research during their undergraduate and postgraduate training. This requirement is especially important in Africa, where there is also much need to develop clinical research capacity and an evidence base that is contextualised to the specific healthcare challenges on the continent. In South Africa, the requirement for specialist trainees to complete a research project (as part of a Master of Medicine, MMed) was made mandatory from 2011 and has introduced several difficulties for many training centres. There is concern that institutions are failing to develop medical specialists who are competent in their role as scholars, particularly in their ability to conduct research. In this article, I review the South African literature that discusses the research component of medical specialist registration. In addition to summarising the challenges associated with MMed projects and recent efforts to address them, I interrogate whether the current status of MMed research education is likely to be contributing to the successful development of research competence among this unique group of postgraduates. By consolidating the current debate, I hope to encourage a point of departure between criticising the challenges and adopting proactive strategies to address them. There is a great need for medical educators to design innovative and learner-centred research education strategies that can better develop research competence among African healthcare professionals.

Virtual Laboratory ChemСollective: Features, Benefits and Prospects of Using in Chemistry Practical Classes in Higher Education Establishments

The article examines the application of the virtual laboratory ChemCollective in the educational process of pharmacy student studying. The ChemCollective Virtual Lab is an online chemistry lab simulation that allows students to conduct experimental research according instruction and procedures, but also to design, invent and carry out their own home experiments. The Virtual Lab helps students to link chemical computations with authentic laboratory chemistry. The autograded labs create unknowns and provide feedback on students answers. The lab allows students to select from hundreds of standard reagents (aqueous) and manipulate them in a manner resembling a real lab. 
 It is established that such virtual experimental works are interesting and useful for students. It is shown that the use of electronic instructions and procedures in Google Form for virtual laboratory work allows to get grades automatically, to set the time. These are too important during online studying. In addition, instructions in Google Form have the ability to attach photos, videos for illustration of processes, as well as providing of English vocabulary with Ukrainian translation to avoid language barrier. It is established that the effectiveness of the learning process increases because virtual laboratory is a simulator for skills training and independent preparation for laboratory research. It is shown that only a combination of virtual work with investigations in a real laboratory can develop skills for work with real equipments and cause rapid development of research competencies. The direction of further research is to study the resources of Royal Society of Chemistry, in particular the application of a multi-stage virtual screen experiment in chemistry practical classes for foreign students of higher education establishments.

Organization of research activities of cadets of fire-technical specialties in the process of teaching mathematics

The article considers the issue of the formation of research competencies of future fire and techno sphere safety engineers in the process of teaching mathematical disciplines. It is proposed to organize the research activities of cadets, taking into account the principles of practice-oriented teaching. The methodological basis of the research is based on the key provisions of a practice-oriented approach to teaching mathematics, modern methods of scientific and pedagogical research, requirements for the level of development of research competencies among future rescue engineers. The structure of the research activity of cadets in the process of teaching mathematics is presented in the form of four components: motivational, cognitive, activity-based, reflexive. The characteristics of each component from the point of view of practice-oriented learning are given. The types of research activities that contribute to the formation of research competencies of cadets of fire-technical specialties in teaching mathematics are indicated, the goal and educational tasks of performing each type of activity. Requirements for the subject matter, the content of term papers and research work in teaching mathematics to future fire safety engineers are formulated. The examples of assignments for the course work in the discipline "Probability theory and mathematical statistics" are given. A fragment of tasks for research work in higher mathematics for cadets of the specified specialties is presented. The specifics of assessing the level of formation of cadets' readiness for research activities in the study of disciplines of mathematical training cycle are indicated. Incentive and operational criteria are dominant. Based on the results obtained, the goal of the practice-oriented research activity of cadets of fire-technical specialties in the process of teaching mathematics was formulated. The conditions that favor the formation of practice-oriented research competencies of a fire and techno sphere safety engineer in the study of mathematical disciplines are indicated.

Researchers' Seedbeds for the Development of Research Skills in Universities

The objective of this study is to demonstrate the effects of the application of the pedagogical strategy "researcher's seedbed" in the development of research skills in universities. This research is of quasi-experimental, longitudinal and prospective design, where 2 groups were formed: control and experimental, of 18 students each. A validated instrument was used to measure the research competences, as well as a rubric for the evaluation of the research projects. It began with a pre-test, and after 14 weeks of the development of the strategy, through different educational sessions, the post-test was administered. Likewise, the research projects carried out were evaluated. The results obtained showed that the pedagogical strategy had a positive effect on the development of research skills, with the highest evaluation being found in 40% of the students, with statistically significant differences between the control and experimental groups (Mann Whitney U, p=0.007), and between the pre-test and post-test (Wilcoxon, p=0.00). In the development of cognitive and procedural competence, an effect was also found in the strategy, but not in the attitudinal competence (Mann Whitney U, p=0.496). The application of this study is based on the fact that the formation of research groups in universities strengthens formative research in higher level students. This study shows the benefits of the implementation of strategies for the development of research competencies, since the product will be to train professionals with a scientific culture in favor of society.

Development of Students’ Research Competence in the Study of the Humanities in Higher Educational Institutions

The aim of the study was to experimentally test the effectiveness of didactic conditions for the development of students’ research competence in the study of the humanities. Several complementary methods were used in the experimental study: a comprehensive test to assess the levels of research competence (S.A. Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire with open-ended questions to determine the importance of research competence for students in the course of their professional education. The results of the pedagogical experiment revealed the effectiveness of the introduction of innovative forms of theoretical training (lectures and seminars) for the development of research competence in future specialists in the humanities classes. The research found the main directions of innovative experience of improving lectures, seminars as a form of education for the development of students’ research competence. The research showed that it is possible to develop research competence in the process of teaching humanities depending on the types of training (theoretical, practical). It is important to organize the students’ cognitive activity in the course of theoretical training, while it is necessary to apply the problem method of teaching in the practical classes. We consider the study of the problem of continuity in the development of the research culture of the individual under the conditions of continuing education as a prospect for further research.