Research self-efficacy of lecturers in non-university higher education

Abstract

Research self-efficacy of lecturers in non-university higher educationGriffioen, D.M.E.; de Jong, U.; Jak, S. AbstractDuring the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in non-university higher education, while research hardly played a role.This paper is about the belief of lecturers in non-university higher education in their own research ability (research self-efficacy). In a survey study conducted among Dutch lecturers (N=790), the research selfefficacy has been measured. A Structural Equation Model shows the effects of personal aspects, mastery experience, and organisational context on the research self-efficacy of lecturers. Research self-efficacy is also modelled in relation to lecturers' need to work on professional development in research skills.Results show that research self-efficacy is mostly affected by aspects of mastery experience, in which the context is similar to the given task. Implications are discussed.

Teacher educators’ research practices: an explorative study of teacher educators’ perceptions on research

“…This scan was developed using the results of the study of Griffioen, de Jong and Jak (2013). They rated their own capabilities for conducting the generally accepted phases within a research: collecting suitable literature, choosing the right research design in accordance with the research questions, collecting the proper data in an efficient way using the right analysis and interpretation, being able to report on the research according to scientific standards and being able to transform the results into applications.…”

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

“…It is suggested that there should be further development in the specialized branch of knowledge of higher education for having a systematic approach in order to deal with the problems and issues aroused in the policy of higher education [59]. Thus, universities are expected to develop their students in research activities [24]. Difficulties faced by the higher education students in North Cyprus are related to not having enough support to carry out researches, academicians' not having satisfaction towards students, education and/or higher education in general, part-timers' not having sense of belonging to the university they teach totally, full-timer' and part-timers' not having office hours for the students to plan teaching and learning process, carry out researches and/or pose any questions university students would likely to ask them and finally most of the academicians' not having necessary PhD and/or EdD degrees to be able to teach at the university.…”

Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective

“…Preferences concerning research aims are studied in both groups. In the Dutch hogescholen, lecturers are at the root of changing non-university higher education into more research-based organisations, since lecturers are the primary connection between the institution and the students (and often the main connection with the professional field) (Griffioen et al, 2013;van den Berg et al, 2000;Runhaar, 2008). Hence, their perceptions and activities will influence the direction and speed with which the proposed goals are reached or resisted (McRoy and Gibbs, 2009).…”