Long-Term Research Assessing in the Humanities: A Case Study

Abstract

It is common practice in academic research projects to present final assessment by means of reporting and evaluating results. More often than not, these reports tend to focus on the quantity and quality of the knowledge acquired, and very little (if any) attention is given to the impact the research may have had on the researchers themselves. In an institutional setting where students participate in research, this may be a missing link in the educational chain. The case study described here tried to fill this gap by showing the changes effected by a project investigating literature and language from a multicultural perspective. More than stimulating research by students in different countries, it aimed at helping them become autonomous researchers using empirical methods. We argue that instead of lectures and seminars, the educational quality of the humanities will be greatly enhanced if we turn to our students doing research themselves. We counter the argument that students are not able to do so with reference to a ten-year project we were engaged in, together with our students, between our three universities. We describe the methods along which our students cooperated with each other in conceptualizing, carrying out and reporting on their research. Feedback from 53 participants indicates that not only did the project motivate them to pursue further academic degrees, but the skills they acquired considerably influenced their future in many different fields. Though the design of this study does not allow us to determine any causality in the effects of the program, we argue that the results are nevertheless highly suggestive of the program's both motivational and intellectual success.Keywords: long-term evaluation; REDES; teamwork; empirical perspective; learning by research; participatory teaching / learning. Introduction.It is rather taken for granted that any research project is not complete without a final assessment where its contribution to the area is described and discussed. In the humanities, these considerations tend to focus on the quantity and the quality of the new knowledge produced. Rarely, if ever, do reports discuss the impact the project may have had on the researchers themselves. We hold that in an educational setting where students participate in research projects, long-term assessments of this kind are much needed. The concern should be given not only to what is produced in terms of knowledge, but also on how far the pedagogical strategy of learning by research affects students. In this sense, this article shows the reactions of students who participated in empirical research for some years. Their reactions have been made available to us ten years after they left the project. This case study holds evidence enough to enable us to argue for the need of long-term evaluations of research projects in an institutional setting.According to Levitt et al. (2010, p. 1), "[t]he concept of research impact is regarded as controversial and causes strong reactions among many academics, some of whom prefer t...

Learning through Research: Invigorating the Humanities

“…Results in education are not immediate (for more information on long-term research assessment, see Chesnokova et al, 2016). Time is needed not only for the participants to develop concepts and attitudes to mature, but also to allow them to progress in their careers and occupy positions in which they can implement what they learned.…”