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Taking a ‘personal development’ approach to the teaching of research methods

Taking a ‘personal development’ approach to the teaching of research methods. Elaine Clarke University of Westminster clarkee@westminster.ac.uk. Aims.

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Taking a ‘personal development’ approach to the teaching of research methods

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  1. Taking a ‘personal development’ approach to the teaching of research methods Elaine Clarke University of Westminster clarkee@westminster.ac.uk

  2. Aims • To set forward the argument that to integrate a ‘personal development planning’ approach with the teaching of research methods should result in a more fulfilling research experience, is likely to lead to better quality research and will enhance students’ employability generally. • To discuss ways in which links between the two might be strengthened

  3. Structure • Mapping of the common threads between the process of undertaking research and personal development planning • Explore examples of where PDP activities fit within the research process • Discuss how the links between the two might be strengthened • Highlight the challenges

  4. Elements of PDP • Personal audit • Employability skills • Emotional intelligence • Motivation • Self-managed learning • Goal setting • Reflective practice

  5. The research process and emotional intelligence EQ + IQ + MQ = Advancement (Dulewicz & Higgs, 1998) Idea generation Review of literature Research design Data collection Data analysis Findings & Conclusions Reflection EQ + IQ + MQ EQ + IQ + MQ

  6. Enhancing PDP within research methods teaching Discussion threads Group problem-solving Role play Link ideas to future career / studies Research skills audit Reflective log / Research diary Reflect on meetings with supervisor Lifelines exercise Presentations USE SEMINARS, LEARNING SETS, VLEs:

  7. Adding a research methods strand to a PDP process • Skills audit to include research competencies, e.g. critical thinking, integrative thinking • Build up levels of research competencies over the years of study • Links to online exercises, resources • e.g. Exercise to evaluate research ideas • Resource bank • Organisational discussion threads, rather than modular

  8. Challenges…. • Needs an ongoing champion • Winning hearts and minds • Logistics – structures of programmes, courses, modes of delivery • Maintaining momentum • Differing capacities • Resource implications?

  9. Taking a ‘personal development’ approach to the teaching of research methods Elaine Clarke University of Westminster clarkee@westminster.ac.uk

  10. In summary….. • Research methods teaching and personal development planning are ‘natural allies’. • Tightening the links between them should lead to better research and more employable students. • The way in which these links are tightened will, in theory, depend on structural and logistical issues. • In reality, the challenges are more varied and possibly more deeply embedded.

  11. Research competencies • Problem identification • Integrative thinking • Information collection • Data interpretation • Academic written communication • Research knowledge & understanding • Project design • Research methodology • Model building • Model testing • Data analysis techniques (Doctoral Programme – Henley Management College)

  12. The end result…. Students who are… motivated, self-aware, focused, self-critical, deep learners, conscientious, sensitive to others, emotionally resilient….. Students who can…. take a long-term approach, self-manage, influence and persuade, integrate their learning, see the bigger picture, challenge themselves, make choices about the appropriate way to approach a problem …..

  13. Why link PDP with research methods in particular? • Both ‘process’ rather than ‘content’ driven • Link with dissertation • gateway to the future • students make choices and commit themselves to a course of action • high degree of self-management and independence • revealing much about themselves, their abilities and their motivations

  14. The research process Idea generation Review of literature Research design Data collection Data analysis Findings & Conclusions Reflection

  15. Motivation Intuitiveness Emotional resilience Conscientiousness Self-awareness Inter-personal sensitivity Influence Drivers Constrainers Enablers Dulewicz & Higgs (2004) Emotional Intelligence

  16. In summary….. • Research methods teaching and personal development planning are ‘natural allies’. • Tightening the links between them should lead to better research and more employable students. • The way in which these links are tightened will, in theory, depend on structural and logistical issues. • In reality, the challenges are more varied and possibly more deeply embedded.

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