From research conceptualization to journal publication, the role of the thesis/dissertation mentor spells the success or failure of the mentees’ thesis and dissertation completion. Thesis mentors, together with their mentees, mold and define the quality, integrity, and research validity of the academic work by incorporating their academic expertise in research and the academia, exhibiting technological competence in navigating the technologies of research, and manisfesting disciplinal proficiency in hurdling the publication process. Turning the passive research advising to a more dynamic thesis/dissertation mentoring, how does one become an effective thesis/dissertation mentor of descriptive-inferential studies?
Perfect for researchers who to have a strong quantitative research background as well as qualitative research expertise, the convergent parallel mixed methods design collects the quantitative and qualitative data concurrently, analyzes the two components separately, and interprets the results simultaneously. With a growing attention to emergent research methodologies such as the mixed methods design, how can one employ the strength of both qualitative and quantitative research designs, specifically the convergent parallel kind?
Considered to be one of the gold standards of scholarly publishing, the peer review process lays the foundation of what defines good science. Acting as both quality control and ethical safeguard, the peer review assesses the quality, validity, originality, and integrity of a research manuscript prior to publication. Protecting the academia from publications with unwarranted claims, gross inaccuracies, and ethical dilemmas, how does one become an effective peer reviewer who is vanguard of academic integrity, journal quality, and research novelty?
A preferred mixed methods design to researchers with strong qualitative research orientation, the Exploratory Sequential Mixed Method Design is made up of an initial qualitative phase where the analysis provides the critical fodder for the development of the quantitative phase which could be in the form of a survey questionnaire or other forms of quantitative data collection. With a growing interest in research methodologies that employ the strength of both qualitative and quantitative research designs, how can one conceptualize a study that utilizes the mixed method design, specifically the exploratory sequential kind?
The COVID-19 pandemic has presented a unique dichotomy in education: the largest disruption of educational systems in history and ironically, the acceleration of innovation in the education sector towards the digitalization of learning. From the physical four walls of the classroom to the digital interface of Google Meet and Zoom meetings, there is a significant paradigm shift in educational strategies from pedagogy (teacher-centered approach) to andragogy (learner-focused approach). Veering the bastion of learning from the helm of the teachers to the hands of the students, how can educators be acquainted with andragogy in the teaching of research; an alternative model which promotes a learner-focused education in research?
With institutions giving more premium on quantitative research as evidenced by research pedagogy and praxis more centered on the descriptive, correlational and experimental research, students doing thesis and dissertation in the qualitative kind are often met with setbacks and roadblocks in their journey towards thesis completion. Thus, qualitative research advisers are thrust into a role fraught with paradoxes: being an adviser who is basically a sentry of quality and academic rigor of the student’s scholarly work while also being a coach and mentor who is sage for the apprentice researchers guiding, helping, and building their self-concept as a qualitative researcher in the process. With such an important and delicate role as quality supervisor and qualitative research instructors, how can one become an effective qualitative research adviser that results to publication?
Fit for archiving rather than publication, a Germanic Thesis is the classical five chapter thesis (Chapter I. The Problem; Chapter II. Review of Related Literature and Studies; Chapter III. Research Methodology; Chapter IV. Presentation, Analysis and Interpretation of Data; Chapter V. Summary, Conclusion, Recommendations). In most higher education institutions and universities, students are taught how to write a 200-page thesis but are not trained to convert a thesis/dissertation to a scientific article for publication using the IMRAD format: Introduction, Methods, Results and Discussion. With the trend shifting from Germanic form to the IMRAD format, how can one translate a thesis/dissertation in the chaptered form to an article of publishable format for high-impact journals?
At the heart of policy formulation, program development, process management and advocacy enhancements is research. The value of a research output is best defined by its impact to stakeholders. Given all the time, energy, and resources devoted to research, how can institutions and their personnel utilize research outputs that will produce lasting and efficient impact to the community they serve?
A preferred mixed methods design to researchers with strong quantitative leanings, the Sequential explanatory design is typically utilized to explain and interpret quantitative results by collecting and analyzing follow-up qualitative data. With a growing interest in the mixed methods research design, how can one design a study that utilized a research methodology which employs the strength of both qualitative and quantitative research?
A cornerstone in the scientific process, bibliometric indicators such as the h-index for authors and impact factors for journals have become the currency of good science. Journal, article and author citations have become one objective and quantifiable measure of research productivity and utilization that solidifies the researcher’s reputation, dictates the journal article’s reliability, and establishes journal quality. In today’s academic milieu of close to two million new scientific papers published yearly in over 28,100 academic journals, a question persists: how do you get your articles and your journals cited?
Many novice researchers believe that qualitative approach in doing research is inferior to the quantitative approach. In fact, the ratio of published qualitative to quantitative theses and dissertations is unbalanced; more researches are lodged under the quantitative side. However, both approaches have strengths and limitations. Qualitative research is, in fact, indispensable in answering research questions that could not be solved by numbers alone.
An aphorism highlighting the importance of research publication, “Publish or Perish” shapes the culture of research in the academe. In the last few decades, journals indexed in the Web of Science (ISI, now Clarivate Analytics) and Scopus Elsevier are considered to be the gold standard of publishing. With a tedious vetting process, low acceptance and high rejection rates, how can one researcher prepare his/her manuscript for publication in journals indexed by ISI (Clarivate Analytics)/Scopus?
As the COVID-19 pandemic continues to push researchers to create innovative and novel ways for the digitalization of the research process, we continue to navigate a significant paradigm shift in research goals and methods at a dizzying pace in such a unique time. As the pandemic calls for a more digitalization of research and its processes, how does one design a research fit for the new normal? Adapting to the COVID-19 challenge, the Asian Society of Teachers for Research Inc. invites you to a webinar, Designing Research in the New Normal on August 13-14, 2020 (9:00 am -5:00 pm, daily).
Considering safety and health at the paramount, the COVID-19 pandemic has become an impetus for schools, universities, and colleges to reimagine new forms of education as a substitute to the traditional, physical teacher-student interaction. An effective research instruction requires an expert understanding of the 21st century pedagogy-technology nexus and the complications brought about by these times. As blended learning and emerging technologies in education takes renewed interest, how can a teacher of research unlearn traditional, old modes of education and acquire new skills of blended, online learning engagement that blend pedagogy that develops the student’s critical and strategic knowledge with smart technologies that mold their procedural skills?
Effective research instruction requires an expert understanding of the 21st century pedagogy-technology nexus. A competent research teacher should be able to weave research theories, principles and knowledge with available technologies, applications and software. In the Conceptual Age where models of teaching demands a more sophisticated approach, how can a teacher of research efficiently blend pedagogy that develops the student’s critical and strategic knowledge with smart technologies that mold their procedural skills?
Statistics is considered to be the grammar of science. Statistical methods and analyses are utilized to communicate research results, support the hypotheses, and give credibility to research methodology and conclusions. Guiding the students in establishing the credibility of their research outputs that could be published in indexed journals, how can one become an effective research adviser and nourishing research panelist?
Considered to be the gold standard in publication, publishing in ISI (now Clarivate Analytics) and Scopus Elsevier indexed journals is a goal for every researcher as it validates the quality of their research work as well as their reputation as a published author. With a very tedious vetting process, low acceptance and high rejection rates, how can one researcher publish his/her manuscript in journals indexed by ISI (Clarivate Analytics)/Scopus?
The malpractice of research teachers and thesis mentors requiring students to fully entrust statistical treatments to pseudo-statisticians without knowledge and skill transfer has given way to research outputs with erroneous results, blatant claims in the conclusions and total disregard of tatistical assumptions. To avoid these consequential effects of deficient statistical knowledge, how can one improve on the pedagogy of teaching tatistics and become an effective research teacher and thesis mentor?
Most thesis/dissertation writing students are taught how to write a 200-page thesis but after the painstakingly arduous and demanding amount of time, effort and resources that come with the process, most completed thesis/dissertation remain unpublished and are kept in the confines of institutional libraries. With an academic community where the pressure to publish is more of a must than a can, how can one write a thesis and dissertation that could result to one or more publications in indexed journals?
Citation serves more purposes than simply naming the academic giants on whose shoulders researchers find themselves standing. Citations have become one objective and quantifiable measure of research utilization that solidifies the researcher’s reputation, dictates the journal article’s reliability and establishes journal quality. In today’s academic environment where citations, h-indeces, journal impact factors and journal metrics have become the currency of good science, a question persists: how do you get your articles and your journals cited?