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Research Skills Future in Education: Building Workforce Competence Research Report 1 Do We Cultivate Research Skills? Veracity versus Falsity Anchal Garg Department of Computer Science and Engineering Amity School of Engineering and Technology Amity University Uttar Pradesh, India Madhulika Department of Computer Science and Engineering Manav Rachna University Haryana, India Don Passey Department of Educational Research Lancaster University Lancaster, LA1 4YD, UK
Department of Educational Research, Lancaster University 2
Department of Educational Research, Lancaster University i Research Skills Future in Education: Building Workforce Competence Research Report 1 Do We Cultivate Research Skills? Veracity versus Falsity This new research project, ‘Research Skills Future in Education: Building Workforce Competence’, is a joint collaborative research endeavour involving researchers from India and the United Kingdom (UK). We are pleased to present the first research report from this project, gathering evidence from (largely) engineering undergraduate and postgraduate students that relates to the overarching question of ‘Do we cultivate research skills? Veracity versus falsity’. Acknowledgements The authors would like to thank most sincerely the students who were willingly and openly involved in this study and who provided invaluable evidence for this report. Individuals and their institutions are not identified, to conform to ethical needs placed on reports of research of this nature - this should in no way be seen as devaluing the commitment and contribution played by all involved.
Department of Educational Research, Lancaster University ii
Department of Educational Research, Lancaster University iii Contents 1. Executive summary 1 2. Introduction 2 3. Literature Review 4 4. Methodology and Methods 6 5. Data Analysis and Findings 7 6. Discussion 27 7. Conclusions 29 References 31
Department of Educational Research, Lancaster University iv
1 1. Executive Summary “The students do not have research skills although we are trying to imbibe it through term papers, minor projects, major projects, capstone projects, etc. As stated, the quality of graduates in India is not up to the mark. We could probably say that our curriculum and instructional pedagogies are not focused towards imbibing such skills. Hence, the skills remain superficial and rudimentary. The faculty primarily focus on imparting subject knowledge and ensure that the students pass the examinations but fail to understand the importance of research skills and do not focus on inculcating those skills.” This reflection from a tutor in a higher education institution in India was our starting point. We wanted to find out the extent of understanding of research skills by students in India, and what their views were about the importance and place of research skills in their curriculum.

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