scholarly journals Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

10.28945/3950 ◽  
2018 ◽  
Vol 3 ◽  
pp. 001-020 ◽  
Author(s):  
Elizabeth K Niehaus ◽  
Crystal E Garcia ◽  
Jillian Reading
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Hidden Curriculum ◽  
Research Training ◽  
Graduate Programs ◽  
Early Career ◽  
Faculty Members ◽  
Formal Curriculum

Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can provide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral programs and early research experiences contribute to the development of RSE in higher education scholars. Background: Participants identified elements of the formal and “hidden” curriculum that promoted and inhibited RSE development. Methodology: We employed multiple case study analysis of 17 individual early career scholars in higher education and student affairs. Contribution: Findings indicate that the development of RSE is complex, but that Bandura’s four main sources of efficacy are a useful way to understand the types of experiences that students are and should be having to promote RSE. Our findings also highlight the importance of the research training environment in RSE development. Findings: We found that the formal curriculum of participants’ doctoral programs – their research methods coursework and the process of writing their dissertations – were important facilitators of their RSE development. However, we also found that the “hidden curriculum” – the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs – were influential in participants’ development. Recommendations for Practitioners: Our findings point to a number of implications for higher education graduate programs seeking to improve students’ RSE. First, with regard to coursework, our findings point to the importance of recognizing the negative experiences students may bring with them to their doctoral programs, particularly related to quantitative methods, and of finding ways to help them see quantitative methods in different ways than they have before. Second, our findings suggest important implications for how faculty members as teachers, advisors, and men-tors can think about providing feedback. Finally, our findings suggest the importance of understanding the “hidden curriculum,” and how faculty members can influence students’ experiences outside of coursework and dissertations.

scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

scholarly journals THE EFFECT OF ENTREPRENEURSHIP EDUCATION TO STUDENT’S ENTREPRENEURIAL INTENTION WITH SELF-EFFICACY AS MEDIATING VARIABLE [PENGARUH PENDIDIKAN KEWIRAUSAHAAN TERHADAP NIAT KEWIRAUSAHAAN PADA MAHASISWA DENGAN VARIABEL EFIKASI DIRI SEBAGAI VARIABEL MEDIASI]

2021 ◽  
Vol 16 (2) ◽  
pp. 158
Author(s):  
Elissa Lestari ◽  
Geofanny Teo Setiawan
Keyword(s):  
Higher Education ◽  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Quantitative Methods ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Equation Modeling ◽  
Probability Sampling

<p>Entrepreneurship holds a strategic role for national economic development by creating job opportunity. Unfortunately, Indonesia still has low number of entrepreneurs. Since entrepreneurship can be learned, then universities are seen as one of the potential sources of supply to create entrepreneurs through entrepreneurial education. Although Indonesian government and ministry of higher education give a strong support to stimulate entrepreneurship in higher education, in the reality, most of university graduates still hesitate to become entrepreneur. This study aims to see the effect of entrepreneurship education, entrepreneurial self-efficacy on student’s entrepreneurial intentions from four private universities located in Tangerang. The research was carried out using quantitative methods using non-probability sampling with judgmental sampling. The data were collected through online questionnaires using google forms with a sample target of 134 samples. The data analysis in this study using the SEM (Structural Equation Modeling) technique assisted by the SmartPLS 3.0 software. This study shows that entrepreneurship education has a significant effect on entrepreneurial self-efficacy and entrepreneurial intentions. And, Entrepreneurial Self-Efficacy positively affect entrepreneurial intention.  The study also found that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education with Student's Entrepreneural Intention</p><p><em><strong>Abstrak dalam Bahasa Indonesia.</strong> Kewirausahaan memegang peran strategis bagi pembangunan ekonomi nasional dengan menciptakan lapangan kerja. Sayangnya, jumlah wirausahawan di Indonesia masih rendah. Oleh karena kewirausahaan merupakan hal yang dapat dipelajari maka perguruan tinggi dipandang sebagai salah satu sumber pasokan potensial untuk menciptakan wirausahawan melalui pendidikan kewirausahaan. Meskipun pemerintah Indonesia dan kementerian pendidikan tinggi memberikan dukungan yang kuat untuk mendorong kewirausahaan di perguruan tinggi, pada kenyataannya, sebagian besar lulusan universitas masih ragu-ragu untuk menjadi pengusaha. Penelitian ini bertujuan untuk melihat pengaruh pendidikan kewirausahaan, efikasi diri kewirausahaan terhadap intensi berwirausaha mahasiswa dari empat perguruan tinggi swasta yang berada di Tangerang. Penelitian ini dilakukan dengan menggunakan metode kuantitatif dengan menggunakan non-probability sampling dengan judgemental sampling. Pengumpulan data dilakukan melalui kuesioner online menggunakan google form dengan target sampel sebanyak 134 sampel. Analisis data dalam penelitian ini menggunakan teknik SEM (Structural Equation Modeling) yang dibantu dengan software SmartPLS 3.0. Penelitian ini menunjukkan bahwa pendidikan kewirausahaan berpengaruh signifikan terhadap efikasi diri kewirausahaan dan niat berwirausaha. Lebih lanjut, Entrepreneurial Self-Efficacy berpengaruh positif terhadap niat berwirausaha. Penelitian ini juga menemukan bahwa efikasi diri kewirausahaan secara parsial memediasi hubungan antara pendidikan kewirausahaan dengan Niat Berwirausaha Siswa.</em></p><p> </p>

scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty

2021 ◽  
pp. 329-348
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Professional Role ◽  
Early Career ◽  
Faculty Members ◽  
Early Career Teachers ◽  
Academic Cultures ◽  
Early Career Teacher ◽  
Early Career Faculty ◽  
Career Teachers ◽  
Career Teacher

Being an early-career teacher and an early-career faculty member are experiences that are fraught with vulnerability. Yet, the vulnerability that underlies these processes of becoming are not always addressed within academic cultures. Unless early-career teachers and early-career faculty are taught how to engage with vulnerability productively, early-career teachers and early-career faculty may blame themselves for the challenges that they encounter, when, in fact, these challenges may be more indicative of the complexity of their professional role rather than a reflection of their personal shortcomings. This chapter will draw on the writing of Brene Brown to describe how early-career teachers and early-career faculty members can choose to engage with vulnerability by daring greatly. This chapter will also make recommendations for how programs of teacher education and institutions of higher education can promote cultures in which the disposition of daring greatly is encouraged and supported.

scholarly journals The Effect of Self-Efficacy and Motivation on the Effectiveness of the Lecturer’s Performance

2020 ◽  
Vol 24 (1) ◽  
pp. 74
Author(s):  
Tiarto, Nugroho Budi R
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Statistical Analysis ◽  
Data Collection ◽  
Community Service ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Industrial Revolution ◽  
Motivational Variable ◽  
Descriptive Statistical Analysis

The purpose of this study was to determine how much influence self-efficacy and motivation have on the performance of Lecturers' in the College of Indonesian Aviation or Sekolah Tinggi Penerbangan Indonesia (STPI). The lecturers' self-efficacy decreases if it is not related to the disruptive era - industrial revolution 4.0. In applying Tridharma Perguruan Tinggi, lecturers have three main functions of education, research and community service. This research used an empirical approach with quantitative methods. Data collection was done by sampling with questionnaires and observation techniques. Through descriptive statistical analysis of the results of the variables Self-Efficacy (X1) and Motivation (X2) obtained from questionnaires for 30 respondents using the percentage of answers to 35 indicators. The same method in motivational variable data is for 12 indicators. Moreover, with the same method, the result data of lecturer performance variable (Y) towards 26 question indicators stated that lecturer performance at STPI is already good or high, it means that the correlation between two positive variables is solemnly strong. The result of this study indicated that self-efficacy and motivation are closely and strongly related to the effectiveness of the performance of STPI lecturers in the application of Higher Education Tridharma by STPI lecturers.

scholarly journals Towards a culture of open scholarship: The role of pedagogical communities

2021 ◽  
Author(s):  
Flavio Azevedo ◽  
Meng Liu ◽  
Charlotte Rebecca Pennington ◽  
Madeleine Pownall ◽  
Thomas Rhys Evans ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Impact ◽  
Research Training ◽  
Research Integrity ◽  
Early Career ◽  
Reproducible Research ◽  
Mentoring Practices ◽  
Higher Education Pedagogy ◽  
The Uk ◽  
Impact Of Higher Education

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting A Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

Promoting the Scholarly Writing of Female Doctoral Students in Higher Education and Student Affairs Graduate Programs

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Catherine McHugh Engstrom
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Female Students ◽  
Women Faculty ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Research Writing ◽  
Scholarly Writing

This study reports on the influence of their doctoral experiences on the scholarly writing and productivity of tenured women faculty members in higher education and student affairs programs. Factors that contributed to creating their identities as scholarly writers and influenced their scholarly writing and productivity included: a) structured opportunities in research, writing, and publishing, b) mentors, and c) student peers. Strategies are presented for faculty members, student affairs administrators, and female students who encourage women to develop a commitment to integrate scholarly activities and writing into their professional identity and practice.

scholarly journals Les facteurs de satisfaction et d’insatisfaction aux cycles supérieurs dans les universités québécoises francophones

2006 ◽  
Vol 36 (2) ◽  
pp. 23-47
Author(s):  
Brigitte Gemme ◽  
Yves Gingras
Keyword(s):  
Doctoral Programs ◽  
Research Training ◽  
Graduate Programs ◽  
Attrition Rates ◽  
Global Satisfaction ◽  
Level Of Satisfaction ◽  
Gender And Age ◽  
Students Success ◽  
Phd Programs

Elucidating the factors that determine the level of satisfaction of graduate students may help us explain the high attrition rates observed in master’s and doctoral programs. Based on a survey of nearly one thousand students and graduates of master’s degree and PhD programs in Québec’s francophone universities, this paper examines the variables affecting their overall satisfaction from their studies. The fi ndings suggest that the factors most closely related to research training are strongly associated with satisfaction. These factors include supervision and the capacity to produce and publish research results. Moreover, the type of funding secured by students is signifi cantly associated with global satisfaction, while gender and age are not. The study concludes that supervised socialization into the role of professional researcher contributes to students’ success in graduate programs.

Research Training Environment, Attitudes toward Research, and Research Self-Efficacy

1996 ◽  
Vol 24 (2) ◽  
pp. 304-322 ◽  
Author(s):  
Charles J. Gelso ◽  
Brent Mallinckrodt ◽  
Ann Brust Judge
Keyword(s):  
Self Efficacy ◽  
Doctoral Programs ◽  
Research Training ◽  
Self Esteem ◽  
Training Environment ◽  
Several Variables ◽  
Research Training Environment ◽  
Relationship Of ◽  
The Relationship

This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the relationship of the research training environment to several variables theorized to be either related or unrelated to that environment. One hundred seventy-three graduate students from 6 doctoral programs in counseling, clinical, and school psychology responded to the measures. Internal consistency and retest reliability of the RTES were substantially improved Consistent with our hypotheses, all 9 subscales and the total score of the revised RTES correlated positively with research self-efficacy and changes in attitudes toward research during graduate education; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their general self-esteem. Contrary to the hypotheses, RTES was minimally related to interest in the role of scientist.

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