Individual Potential of Doctoral Students: Structure of Research Competences and Self-assessment

Oļehnoviča, Eridiana; Bolgzda, I.; Kravale-Pauliņa, Mārīte

doi:10.1016/j.sbspro.2015.01.1072

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Regarding graduate student and early career researchers’ perceived competence, research often focuses on broader perceived professional competency ( Graesser, 2014 ; Latorre, 2020 ), clinical competency ( Dozier, 2001 ), or competency utilizing specific assessments ( Ingram et al, 2020 ) instead of competence carrying out research independently. From what we do know, it seems that students who participate in research activities as part of their training report higher levels of research competence, particularly in the areas of data analysis and applying results to practice ( Olehnovica et al, 2015 ). Jung (2018) recently investigated what factors contributed to doctoral students’ perceived research competence.…”

Section: Measuring Perceived Research Competence Of Junior Researchersmentioning

confidence: 99%

“…Findings from other studies suggest that the more students are exposed to various aspects of the research process, such designing and carrying out studies, performing literature searches, and publishing manuscripts, the more confident students are in their ability to do research ( Phillips and Russell, 1994 ; Lambie and Vaccaro, 2011 ; Lambie et al, 2014 ; Petko et al, 2020 ). Particularly important for academic researchers, especially those entering the tenure-track, perceived competence in one’s research abilities may also be linked to interest in conducting research, research productivity, innovation, and creativity for both graduate students and early career researchers ( Olehnovica et al, 2015 ; Jung, 2018 ; Petko et al, 2020 ). Given the influence perceived competence may have on both academic and non-academic outcomes, coupled with the expectation that graduates of doctoral programs in all fields can effectively conduct research independently, developing a valid and reliable tool for measuring perceived research competence across disciplines and settings is needed.…”

Section: Measuring Perceived Research Competence Of Junior Researchersmentioning

confidence: 99%

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Measuring Perceived Research Competence of Junior Researchers

et al. 2022

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Graduates of doctoral (Ph.D.) programs are expected to be competent at designing and conducting research independently. Given the level of research competence needed to successfully conduct research, it is important that assessors of doctoral programs (e.g., faculty and staff) have a reliable and validated tool for measuring and tracking perceived research competence among their students and graduates. A high level of research competence is expected for all Ph.D. graduates worldwide, in addition to in all disciplines/fields. Moreover, graduates of Ph.D. programs may complete their studies in one country but then obtain a research position in another country, emphasizing the need to ensure that all doctoral programs are fostering similar levels of research competence. Thus, the purpose of this study was to gather additional evidence for validity and reliability of the Research Competence (R-Comp) scale. Specifically, we sought to extend the findings of by adapting the scale, translating it to other languages, and applying the tool with a sample of early stage researchers. Our findings provide initial evidence that the adapted PR-Comp is appropriate for use in three languages and across a variety of disciplines/programs of study.

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Section: Measuring Perceived Research Competence Of Junior Researchersmentioning

confidence: 99%

Section: Measuring Perceived Research Competence Of Junior Researchersmentioning

confidence: 99%

Measuring Perceived Research Competence of Junior Researchers

et al. 2022

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“…Careful comparison of previous factors indicates that the majority of these factors are only applicable to academic staff and other professional researchers with some relevant to research students and too much emphasis on doctoral students. Most of the doctoral students' studies were focused on supervision issues, the skills and competencies of PhD candidates, communication and networking, and courses (Kim et al 2010;Sachdev 2011;Mohamed et al 2012;Baptista 2014;Philippi 2014;Strandler et al 2014;Olehnovica et al 2015;Baruffaldi et al 2016;Nehls et al 2016). Baptista (2014) addressed the role of emotions in the supervisory and research processes of PhD students.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Affecting Research Environment at Syrian Business Faculties: A Student-Perceived Model

Khalifa

Abdulraouf

Mouselli

2016

Business, Management and Education

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This study aims at investigating the factors that affect the research environment of business postgraduate students, particularly master students, from the perspective of these students. From the same perspective, it also aims at assessing these factors together with the quality of research environment. A questionnaire survey method was employed. The questionnaire was developed by academics from five business faculties based on relevant studies and was distributed to graduate students enrolled in all of the research business programs at the Faculty of Economics, Damascus University, ending up with 88 valid responses. To explore the factors that may affect research environment, exploratory factor analysis was employed. In addition, multiple regression analysis and t-test were applied to respond to the study purposes. Facilities and industry linkage come to be significant factors in the research environment. However, the results show insignificant impact for each of the research courses, networking, and research skills in the overall research environment. Variations in regard to the availability of these factors were identified with low level of availability for the facilities and industry linkage. The study is one of a kind that investigates factors affecting research environment of postgraduate students and particularly master students. Further and to the best of our knowledge, it is the first study that examines such factors in war conditions, which enables us to understand what students perceive as critical factors influencing their research performance in these conditions. Recommendations to policy makers are presented to develop strategies that respond to students’ concerns for a better research environment.

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“…Graduate student training is required not only to provide the necessary talents for the development of the economy and society but also to reserve the necessary talents for the development of academic research. Thus, when evaluating graduate students, most scholars regard research skills as a variable representing the quality of graduate training (Olehnovica et al, 2015; H. W. Zhu, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Influence of the Satisfaction of the Master’s Training Environment on the Increment of Research Skill: An Empirical Study from Central China

Li,

Yang,

Gao

et al. 2024

Sage Open

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With the increase in master’s degree enrollment in China, ensuring the realization of value-added research skills of master’s degree students with limited educational resources has become an urgent problem. We developed hypotheses and tested the mediating effect of academic passion (AP) in the role of training environment satisfaction (TES) on research skill increment (RSI) and the moderating role of academic self-efficacy (ASE) using the perspective of Research Training Environment Theory (RTE). We used a structured questionnaire to collect responses from 911 master’s students from universities in central China, including 458 males (50.27%) and 453 females (49.73%), and 66.41% of the subjects were between the ages of 23 and 26. Our findings indicate that TES significantly impacts RSI and can influence RSI via a partially mediated effect of AP. In addition, we determined the moderating effect of ASE between the effects of the three variables. Based on RTE theory, we introduced the concept of value-add assessment and combined the two to realize the expansion of RTE theory. This study has implications for administrators and individuals in graduate education. It can help administrators make changes to the management model or methods of graduate education, as well as provide some inspiration for developing and improving master’s students’ research skills.

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Individual Potential of Doctoral Students: Structure of Research Competences and Self-assessment

Cited by 7 publications

References 6 publications

Measuring Perceived Research Competence of Junior Researchers

Measuring Perceived Research Competence of Junior Researchers

Factors Affecting Research Environment at Syrian Business Faculties: A Student-Perceived Model

The Influence of the Satisfaction of the Master’s Training Environment on the Increment of Research Skill: An Empirical Study from Central China

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