How Do the Romanian Students Consider the Research Competencies Appropriate for Their Future Career?

Abstract

Students’ research competencies are seen today, for any specialist, as necessary, both in terms of their use in academic training but also for the future careers. The analysis of educational practices in various education systems shows that the development of those skills starts sooner or later along the educational paths. We consider that research competencies are necessary in more and more diverse contexts, together with the development of educational practices that should develop the research competences in the initial and continuous training processes. This study aims to capture the correlation between the perceptions of Romanian students concerning the need to develop research competencies, and the extent to which they are effectively formed in actual higher education programs. The steps made for the development of each career, but also the successful completion of the university studies imply the development and practice of research competencies. The research aims to identify how students from several Romanian universities perceive the need to gather research competencies, what is the meaning of those skills, in what situations are used, but also what barriers are encountered in the research activity. Seeking to minimize any negative impact of research on the well-being status, we believe that a key factor in facilitating well-being is related to responsible research and innovation. Another important aspect of this research is offered by the identification of the respondents’ perceptions considering the importance of research in the students’ future professional activity, which could implicitly determine the interest in ensuring the individual and organizational well-being. For the present research, we aim to find a correlation of research competencies with the well-being status, to identify the necessary research competencies among the objectives of training, to determine the structural elements of research competencies, to identify situations / contexts in which such skills may be useful, to identify aspects that alters the well-being status in research activities, as well as solutions for promoting the well-being status in research activities.

Personnel Career Advancement Factors: Evidence from Educational Institutions

“…Some studies combine career factors into four groups (Berezovska & Tanhel, 2015;Enache et al, 2021;Hura, 2019;Shylnikova & Matushkina, 2019;Tychenko, 2022) -socio-professional factors (general and special knowledge, qualification, industrial success, professional abilities);…”

“…8. City dwellers -natives of the countryside have, other things being equal, less favorable conditions for a labor career than old-timers due to the limitation of their opportunities to choose places of work (Enache et al, 2021).…”

“…The analysis of scientific works of Abodunde (2018), Berezovska & Tanhel (2015), Budnyk et al (2022), Enache et al (2021), andHura (2019) has led to the insight that there are different approaches to the distribution of factors that exert a significant influence on the career growth of personnel in educational institutions, accordingly, there is a need to develop effective scientific and methodological approaches to the identification and analysis of factors of career personnel in educational institutions.…”

Fortalecimiento De Competencias Investigativas: Una Revisión Sistemática De Estrategias Utilizadas en La Educación Superior

“…La totalidad de investigaciones fueron realizadas a nivel de pregrado, aspecto de interés que puede explicarse en función de que, en la actualidad es en este nivel que la educación superior de calidad contempla como un eje principal a la práctica investigativa, en la cual está inmersa la investigación formativa (Turpo-Gebera et al, 2020) y que tiene como finalidad preparar a los estudiantes para la realización de trabajos de investigación durante la carrera (García-Gutiérrez & Aznar-Díaz, 2019) y a fin de la misma (Enache et al, 2021), considerándose como una necesidad para la formación profesional (Wu et al, 2019). Por otro lado, de las investigaciones revisadas solo un porcentaje mínimo trabajaron con grupo control y experimental.…”

Career Planning of Scientific-Pedagogical Personnel in Higher Education Institutions

“…The sixth stage of career planning of scientific-pedagogical personnel is the formation of favorable social and psychological conditions for the successful career advancement of scientific-pedagogical personnel, which involves the analysis of social and psychological conditions in the workforce. Thus, the following issues are resolved: -determination of the method of analysis of social and psychological conditions in the workforce; -establishment of indicators of assessment of social and psychological conditions in the workforce; -determination of the optimal number of indicators for assessing social and psychological conditions in the workforce; -direct assessment of social and psychological conditions in the workforce; -summarizing the results of the assessment of social and psychological conditions in the workforce and developing measures to create favorable social and psychological conditions in the workforce; -development of a set of favorable social and psychological conditions in the workforce, which is a guarantee of successful career advancement of scientific-pedagogical personnel (Domunco, 2018;Enache et al, 2021). As evidenced by the results of the questionnaire conducted among scientific-pedagogical personnel of higher education institutions in the city of Khmelnytskyi, the sociopsychological conditions in the workforce were most successfully assessed by the following indicators: the state of collective consciousness (85.4%); awareness of members of the labor team about the real state of affairs in the team (83.2%); presence of conflicts between team members (80.7%); the possibility of expressing opinions by members of the work team regarding common matters (67.9%); mutual relations between members of the labor team (60.4%); the attitude of members of the labor team towards new members of the team (56.4%).…”