Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review
Abstract
:1. Introduction
1.1. Approaches to Modelling and Teaching Research Competence in Higher Education
1.2. Development of Research Competence in Engineering Sciences
1.3. Development of Research Competence in Social Sciences
1.4. Research Aims and Research Questions
- RQ1:
- How is research competence defined in Social and Engineering Sciences and how is it developed for future teachers and future engineers, within the higher education context
- RQ2:
- What were the major purposes, methodologies and outcomes of developing research competence during master’s studies over the past decade?
- RQ3:
- What are the dimensions commonly used to assess the research competence of master’s students?
2. Methodology
- (i)
- Determining selection and exclusion criteria for the article sample identification.
- (ii)
- Setting quality criteria established for the systematic mapping of literature on RC development.
- (iii)
- Formulating clear questions and explicit methods to analyse the data from the studies that are included in the review.
2.1. Search Strategy
- WOS: TS = ((“research competence*” OR “research ability*” OR “research skill*”) AND (“higher education” OR “university*” OR “master*”))
- Scopus: TITLE-ABS-KEY = ((“research competence*” OR “research ability*” OR “research skill*”) AND (“higher education” OR “university*” OR “master*”)).
2.2. Study Selection
2.3. Quality Criteria
2.4. Synthesis Methods
3. Results
3.1. Study Selection
3.2. Study Characteristics
4. Discussions
5. Conclusions
6. Limitations of the Study
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Inclusion Criteria: |
---|
Study on the RC of students (and/or teachers) development in the context of master’s programs. Theoretical approach in the development of RC in higher education Timeline of research from 2012 until 2022. The research follows a strong research methodology with relevant outcomes. Comparative analyses are preferred. Research master’s degree educational programs |
Exclusion Criteria: |
The articles are not related to the research competencies of students in the context of higher education. The articles do not explore RC in Social Sciences and Engineering higher education programs. The articles do not follow the appropriate structure of a research according to the research method. |
Quality Criteria |
---|
Definition of RC. Development of RC during master’s studies. Assessment of RC of master’s students. The profile of RC of a master’s degree student. The exploitation of RC of master’s students during their studies. |
Authors | Study Design | Data Collection | Geographical Area | Research Sample | Discipline of Studies | Observations |
---|---|---|---|---|---|---|
Ciraso-Calí et al. [23] | Case study approach | Content analysis, survey study, and Delphi technique. | Spain | Pedagogy and Social Education at the Universitat Autònoma de Barcelona | Educational Sciences | Communicative skills and state-of-art reviewing skills are the least present across the courses |
Castillo-Martínez & Ramírez-Montoya [24] | Systematic review | Preferred Reporting Items for Systematic Reviews and Meta-Analyses—PRISMA | Not applicable | N = 42 articles | Educational studies | Absence of studies about research skills to develop academic literacy through innovative models |
Zhao et al. [25] | Systematic literature review | PRISMA | Not applicable | N = 33 articles | Higher Education | Digital competence used in research |
Leshchenko et al. [26] | Pedagogical experiment | Questionnaire on digital skills | Ukraine | N = 8 (Ukrainian universities) N = 222 (postgraduate and doctoral students), and N = 58 (scientific and pedagogical Workers) | Postgraduate and doctoral programs, Scientific field of the programs are not specified | Assessment of digital skills and use of digital technology in research activity |
Berndt et al. [27] | Explorative, cross-sectional design | Online test battery | Germany | N = 212 | Medicine, Social Sciences, Economics | Many higher education curricula are allegedly not providing sufficient support to foster students’ statistical literacy and scientific reasoning and argumentative skills |
Borg [8] | Review | Critical analysis | Not applicable | Not applicable | Language teachers | Research engagement is recommended as a potentially productive form of professional development and a source of improved professional practice |
Sudirman et al. [28] | interpretive/qualitative research | Open-ended interviews | Indonesia | N = 28 research proposals of students | Linguistics | Challenges in academic writing |
Qayoom et al. [29] | Cross-sectional analysis | Survey | Saudi Arabia | N = 20 undergraduates | Humanities Studies | Assessment of academic writing skills |
Miniyarov & Yaitskiy [30] | Experimental design | Critical analysis | Russia | N = 182 students | Biological Sciences | Development of a criteria-based assessment system and a methodological model for establishing of research competence of biology students |
Asplund & Grimheden [31] | Quasi-experimental design | Mixed methods | Sweden | Not specified | Engineering Master Program | Transfer research knowledge to engineering practice |
Koletvinova & Bichurina [32] | Observational and experimental study | Survey | Kazan (Volga Region) | N = 80 | First-year students in Psychology and Education | The development of research competence of students depends on many factors |
Skurikhina et al. [14] | Observation, pedagogical experiment | Survey | Russia | School Students | Educational Robotics | School students’ research competence formation by means of robotics |
Böttcher & Thiel [6] | Cross-sectional and longitudinal study | Construction of an assessment instrument of RC | Germany | N = 391 university students | Various academic disciplines, Bachelor, Master or PhD program. | The development of RMRC-K-RC model |
Hatziapostolou et al. [33] | Experimental design | Self-assessment surveys | Greece | Not specified | Advanced Software Engineering. | Through a research experience, students can not only advance their research skills, but also strengthen their employability profile |
José Sá & Serpa [34] | Review | Bibliographical research | Not applicable | Not applicable | Higher Education | Transversal competences |
Gorshkova [13] | Experimental design | Testing, surveys, ranking, self-assessment, observation, analysis of various students’ paperwork | Russia | N = 1520 (1390 students and 130 professors) | Engineering Students | The students showed statistically significant changes in the maturity levels of all components of the research competence |
Gess et al. [35] | Cross-sectional study | Differential Item Functioning (DIF) | Germany | Higher Education | Social Sciences (Political Science, Educational Sciences and Psychology) | Psychology students showed relative strength in quantitative methods, students in other subjects in qualitative methods |
Banevičiūtė & Kudinovienė [36] | Qualitative design | Literature review and interviews | Lithuania | N = 12 first-year students N = 15 s-year students | Arts Education master’s | Some research skills are challenging |
Gould [37] | Review | Literature analysis | United States | Not specified | Mathematics and Science | Development of CART algorithm |
Spelt et al. [38] | A multidimensional approach | Interviews | The Netherlands | N = 615 students | Natural Sciences and of Social Sciences | Interdisciplinary thinking |
Sharma [39] | Review | Literature analysis | Not applicable | Not applicable | Sciences | How to form statistical literacy |
Chang et al. [40] | Review | Literature analysis | Not applicable | N = 588 studies | Medical Sciences | Six hotspots of domain research were identified. |
Ding et al. [5] | Cross-sectional study | Lawson’s Classroom Test of Scientific Reasoning | China | N = 1637 students | Physical Sciences (Physics and Chemistry), Engineering (Electrical and Computer Engineering), and Education | Scientific reasoning assessment and comparison |
Tevanovna & Aramovna [41] | Review | Critical analysis | Russia | Not applicable | Higher Education | Developing new standards of research teaching |
Davidson & Palermo [42] | Cross-sectional study | Survey (Research Skills Questionnaire) | Australia | N = 46 students | Bachelor Nutrition and Dietetics and Bachelor Nutrition Science | Enhancing students’ research skills |
Groß Ophoff et al. [3] | Cross-sectional and longitudinal | The test items were selected from the item pool of the main study and distributed in two tests booklets | Germany | N= 6 (German universities) | Educational Science (Early Education) | Monitoring students’ development during courses on research methods in educational science (Information Literacy, Statistical Literacy, and Evidence-based Reasoning) |
Hartmann et al. [43] | Cross-sectional validation study | Standardized paper-and-pencil test on scientific reasoning | Germany Austria | N = 2.247 (bachelor and master’s students) | Natural Sciences, Educational Sciences | Development of a scientific reasoning competence test |
Fischer et al. [44] | Review | Literature analysis | Not applicable | K-12 and higher education. | Not specified | Differences between disciplines are neglected by literature |
Earley [45] | Review | Literature analysis | Not applicable | N = 89 studies | Higher Education | A lack of research on assessment and on what and how students learn in research methods courses |
Marz et al. [1] | Transnational cross-sectional study | Survey | 29 European & 13 non-European countries | Bachelor, Master, Doctorate | Medical Sciences | A consensus between stakeholders about core competences relating to research for each of the three Bologna cycles |
Fleming et al. [46] | Mixed methodologies | Post-experience surveys to collect self-report data | United States | N = 233 students | Engineering, Architecture and Computer Science | Research experiences of students abroad |
Burke et al. [47] | Review | Theoretical analysis of the curriculum | United States | University of Pittsburgh | Bachelor of Science in Nursing, Master of Science in Nursing, and Doctor of Philosophy programs | Recommendations on how to modify the curriculum |
Research Competence Dimensions | Research Abilities | Studies |
---|---|---|
Content knowledge |
| Ding et al. [5]; Hartmann et al. [43] Fischer et al. [44] Burke et al. [47] |
Skills in reviewing scientific literature |
| Burke et al. [47] Marz et al. [1] |
Methodological skills |
| Gess et al. [35]; Wessels et al. [9] Berndt et al. [27]; Gould [37]; Sharma [39] Marz et al. [1] |
Skills in interpreting research results |
| Ding et al. [5]; Fischer et al. [44] Marz et al. [1] Groß Ophoff et al. [3]; Burke et al. [47] Gess et al. [35]; Wessels et al. [9] |
Communication skills |
| Böttcher & Thiel [6]; Qayoom & Saleem [29]; Sudirman et al. [28] Marz et al. [1] |
Value-motivational and ethical skills |
| Leshchenko et al. [26] Borg [8]; Wessels et al. [9] |
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Stan, M.M.; Dumitru, C.; Dicu, M.M.; Tudor, S.L.; Langa, C.; Lazar, A.N. Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review. Sustainability 2023, 15, 574. https://doi.org/10.3390/su15010574
Stan MM, Dumitru C, Dicu MM, Tudor SL, Langa C, Lazar AN. Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review. Sustainability. 2023; 15(1):574. https://doi.org/10.3390/su15010574
Chicago/Turabian StyleStan, Maria Magdalena, Cristina Dumitru, Maria Magdalena Dicu, Sofia Loredana Tudor, Claudiu Langa, and Adriana Nicoleta Lazar. 2023. "Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review" Sustainability 15, no. 1: 574. https://doi.org/10.3390/su15010574