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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.