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Effects of using research-based learning on the development of academic competencies of graduate students
Boek - Dissertatie
Ondertitel:Effecten van onderzoeksgebaseerd leren of de ontwikkeling van de academische competentities van studenten
U+FEFFU+FEFFEffects of using Research-Based Learning on the development of academic competences of graduate students Currently, there is an increasing interest on the key role of higher education around the world (Stein et al., 2019). However, an appropriate interpretation of this role might be challenging in view of the many changes happening in the last years (Altbach et al., 2010). To a great extent, the role of higher education is linked to the current demands of the society such as manpower and economic progress (Pegkas & Tsamadias, 2014). Nonetheless, it is also associated to the development of knowledge, pointing at resolving world problems (Lilles & Rõigas, 2017); for instance, overpopulation, lack of quality education, insufficient resources, etc. (Aleixo et al., 2018). In this context, the challenge for higher education institutions is to train future professionals who are capable of dealing with the above mentioned global problems and offer solutions (Fukuda-Parr, 2016). Therefore, universities aim to move away from an emphasis on the transmission of knowledge to the construction of new knowledge (Böttcher & Thiel, 2018). This aim entails the development of studentsU+2019 academic competences, particularly research competences, which can empower them to face global problems more effectively (Zlatkin-Troitschanskaia et al., 2016). At the same time, there is a pronounced interest from students to participate actively in the production of knowledge within higher education (Dollinger et al., 2018). In view of the aforementioned, the relationship between teaching and research, known as teaching-research nexus (TRN) in higher education appears to be crucial (Ahammed et al., 2017). In this regard, different expressions of TRN have been reported throughout the last years, aimed at boosting studentsU+2019 research spirit (Y. Li et al., 2019), developing research competences (Brennan et al., 2019a) and intentions to participate in further research practices (Griffioen, 2019).In the Ecuadorian context, there is a current need to overhaul university programs and turn them into more research-oriented (Vergara et al., 2016). Hence, the adoption of suitable TRN methodologies is needed. This is why the present dissertation focuses on the incorporation of Research Based Learning (RBL) in a public Ecuadorian university, as an effective approach that seems to engage students in different stages of the research cycle where they can conduct authentic research (Griffiths, 2004). Previous studies report successful RBL practices in several knowledge fields involving465science (Prahmana, Kusumah, & Darhim, 2017; Tohir, Abidin, Dafik, & Hobri, 2018) among others (Charitas, Prahmana, & Yaya, 2016; Gredig & Bartelsen-Raemy, 2018).The general aim of this dissertation is to gain insights about the nature of RBL and its impact on university studentsU+2019 intention to do research and research competences. To achieve this objective, we conducted three empirical studies, centered on two main variables: studentsU+2019 intention to do research and research competences.Other significant variables U+2013 such as autonomous motivation, self-efficacy (perceived behavioral control) and precursors of intention (subjective norm, behavioral beliefs) U+2013 were also examined.To accomplish the general aim of this dissertation, the following research objectives were addressed: First, build an RBL scoping review in engineering and science education. To address this objective, a scoping review of empirical work on RBL was conducted. This review, which comprised a time frame from 2000 to 2017, reported earlier RBL studies focused on studentsU+2019 research competences, nature of RBL instruction according to Brew's framework (2013), benefits, challenges and suggested actions for improvement. It followed the five-stage framework of Arksey and OU+2019Malley (2005). Four electronic databases were consulted to identify peer-reviewed literature and after rigorous examination, only 47 studies met the inclusion/exclusion criteria. The main findings concerning studentsU+2019 research competences put forward a robust emphasis on nearly all stages from the research cycle. However, U+201Cconducting researchU+201D, U+201Canalyzing and interpreting resultsU+201D and U+201Ccommunicating findingsU+201D were the most emphasized. Regarding the nature of RBL instruction following Brew's framework (2013), it was found that most pedagogical issues are decided by teachers or negotiated with students, especially in studies conducted from 2012 onwards. The most stated RBL benefits were: research competences development, learning performance enhancement, course appreciation and research self-efficacy. About RBL challenges, low interest in research due to high levels of difficulty, lack of research training and time limitations were reported. The implementation of comprehensible research courses for beginners, which provide enough time for actual research along with regular assessment, were strongly suggested to improve the RBL experience.Our second research objective was evaluate the impact of RBL on studentsU+2019 intention to do research. To achieve this objective, two studies were conducted at a public Ecuadorian university.466Study 1 (chapter 3) followed a pre/post-test experimental quantitative design and involved Engineering and Science graduate students. It explored studentsU+2019 intention to do research when involved in a redesigned RBL course compared to students in a regular version of the same course. At the same time, it was hypothesized that other variables such as autonomous motivation, and constructs from the Theory of Planned Behaviour (Ajzen, 1991) : perceived behavioral control (self-efficacy), behavioral beliefs and subjective norm, considered as precursors of human intention, may interact with the effect of RBL. Additionally, the possible interaction effect of gender and age was assumed. Research instruments such as scales, were developed following the framework of the Self-Determination Theory (Deci & Ryan, 1980), Self-efficacy Theory (Bandura, 2010) and Theory of Planned Behavior (Ajzen, 1991) and then adjusted to the context of the research.The findings of this study reflected RBL studentsU+2019 slightly higher intentions to do research compared to control students. However, it was not possible to confirm our hypotheses, from a statistical point of view in any of the measured variables.Study 2 (chapter 4) followed a similar research design but involved Entrepreneurship and Innovation undergraduate students. Again, our aim was also to explore the differential effect of RBL on studentsU+2019 intention to do research when involved in redesigned RBL courses compared to students in a regular version of the same course.Building on Brew's research framework (2013) to define the nature of RBL in regards to amount of research instruction, students were randomly assigned to 3 conditions: structured RBL, semi-structured RBL and control. Research instruments designed for study 1 were adjusted to the new setting of the research.Once again, increased studentsU+2019 intention to do research and its interactions with other variables could not be statistically confirmed.Our third objective was to evaluate the impact of RBL on studentsU+2019 research competences. This objective was addressed in studies 2 and 3.Study 2 (chapter 4) involved Entrepreneurship & Innovation students and intended to explore the impact of RBL on studentsU+2019 research competences. Given the quantitative nature of our study, we operationalized the variable U+201Cresearch competencesU+201D as U+201Ccourse achievementU+201D. Additionally, we intended to confirm such impact along with changes in autonomous motivation, self-efficacy and constructs from Theory of Plan Behaviour (Ajzen, 1991). Research instruments designed for study 1 were adapted to467the new research context in study 2. To measure studentsU+2019 research competences, 10 weekly assignments involving stages of the research cycle proposed by Jungmann & Ossenberg (2014) and the entrepreneurial cycle advocated by Brush et al., (2003), were designed. Results indicated that there was a significant RBL effect on studentsU+2019 research competences, reflected in their overall achievement and in specific research clusters.Study 3 (chapter 5) was conducted in a public Ecuadorian university and involved a total population of 6 students from a Sociology and Rural Development graduate course. Using a qualitative approach, this study explored the impact of RBL on the development of studentsU+2019 research competences and its interaction with other variables such as autonomous motivation and self-efficacy. Our assumptions were based on two theoretical frameworks: Self-Determination Theory (Ryan & Deci, 2017) and Self-efficacy (Bandura, 1977).A research competency test was designed and administered at the beginning and end of the 14-week semester. During the intervention, three rounds of interviews were conducted in weeks 2, 6 and 12. The aim of this interview was to examine studentsU+2019 views regarding their research competences, levels of confidence and autonomous motivation to conduct research. Questions from this interview focused on the four sources of self-efficacy from Bandura's Self-efficacy Theory, (1977) and the three basic psychological needs from Deci & Ryan (1982). All students followed the same version of the course. Six assignments, involving research-based tasks, were designed by the course teacher in accordance with the syllabus.Overall, the main findings in this study reflected an impact of the RBL intervention on specific studentsU+2019 research competences along with positive changes in their self-efficacy. Although the results for studentsU+2019 autonomous motivation showed some negative trends regarding their relatedness, we concluded that these did not heavily affect learning.Overall, our main findings report that a) RBL impact on intentions to do research showed positive trends but could not be proved; b) the implementation of a structured RBL version of course reflected a higher positive impact on research competences in comparison with control versions of the same course; c) the implementation of RBL contributed to develop specific research competences but not others due to weak research backgrounds; d) other variables such as autonomous motivation, self-efficacy and intention precursors did not interact with the impact of RBL.468ReferencesAbd Mutalib, H., Jamil, M., Zuriana, C., Mohamed, R., & Ismail, S. (2017). Attitude, subjective norms, perceived behavioral control and intention to share environmental knowledge: accounting studentsU+2019 perspective. 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Jaar van publicatie:2020