PhD prepared: research skill development across the undergraduate years. Issue 1 (9th May 2016)

• Record Type: Journal Article
• Authors: Willison, John; Buisman-Pijlman, Femke
• Is Part Of: International journal for researcher development. Volume 7:Issue 1(2016)
• Page Start: 63
• Page End: 83
• Publication Date: 2016-05-09
• Subjects: PhD preparation -- Research capacity building -- Researcher Skill Development; Universities and colleges -- Graduate work -- Periodicals; Education, Higher -- Research -- Periodicals; Research -- Periodicals; 001.4
• DOI: 10.1108/IJRD-07-2015-0018
• Languages: English
• ISSNs: 2048-8696

Abstract

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.