PhD prepared: research skill development across the undergraduate years

Abstract

Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.

Investigating Existence of Research Skills in Pre-Service Science Teachers’ Lesson Plan Document

“…One realistic way to implement research skill in context of teaching and learning process is to integrate it in regular activity during semester. By several activities such as comprehending content , and making practices (Willison, 2016); students develop their research skill. Willison (2016) argued that the contemporary international agenda were urged to determine methods and outcomes of explicitly developing research skill carried out by making movement in reforming the curricula agenda to encompass the development of research skill.…”

“…By several activities such as comprehending content , and making practices (Willison, 2016); students develop their research skill. Willison (2016) argued that the contemporary international agenda were urged to determine methods and outcomes of explicitly developing research skill carried out by making movement in reforming the curricula agenda to encompass the development of research skill. One of the activities that are linked to reforming curricula agenda is to make an alteration lesson plan for educator.…”

“…This framework arranged systematically to highlight and to facilitate the development of college students in carrying out research. Many skills related to HOTs can be trained by this framework, for instance, problem-solving skill and critical thinking skill, discipline-specific research skill and a capacity of lifelong learning (Ain, 2019;Willison, 2016).…”

“…The results showed that students owned the research skills because they were implied through practical activities. In addition, Willison (2016) investigated how research skill of students when the academic curriculum integrated research skill was. In this context, academics indicated that there was an enhancement of teaching process, and feedback for students when the development of research skill was engaged to the teaching and learning process.…”

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

“…6 The technical and professional skills required for research and subsequent communication of the findings need a programme of training. 7 Individuals start this during undergraduate honours and continue through vocational awards and ultimately higher degrees such as masters by thesis, master of philosophy (MPhil) and doctor of philosophy (PhD or doctorate). 8,9 Taught master's programmes are higher degrees often associated with skill development in an area of specialism and can be a means to a new clinical role.…”