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?
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). Most thesis/dissertation writing students are taught how to write a 200-page thesis but are not taught how 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?
Generative, instructional and evaluative in its ways, the peer review process serves as the gold standard that defines the quality, validity and integrity of the scientific literature. Policing scholarly publications from misinterpretations, unwarranted claims and gross inaccuracies, how does one become an effective vanguard of journal quality and uphold peer review as the central pillar of trust for researchers?
As a sentry of quality, academic rigor and integrity of students’ scholarly work, the thesis mentor is a crucial determinant to the boon or bane of the mentees’ thesis completion. Nourishing, capable and in sync with the times, a great thesis mentor personifies excellence in education and research, exhibits technological expertise and manifests leadership qualities. Turning passive research advising to a more dynamic thesis mentoring, how does one become an effective thesis mentor which ultimately results to scientific publications?
In today’s digital divide with students having little knowledge of how the scholarly process works, interactive pedagogy and effective praxis spell the difference. Both a daunting and challenging task for educators, research instruction should be able to weave research theories, principles and knowledge with current available technologies. With pedagogy developing students’ critical and strategic skills and technology molding their procedural skills, how can a teacher efficiently blend pedagogical techniques with smart technologies in the teaching of research?
A thesis/dissertation is never finished until it is published. This makes the pressure for publication for masters and doctoral students as well as neophyte researchers an arduous, overwhelming, and taxing journey in the cause of advancing science. As the hardest part of the research process, how can one translate thesis/dissertation in the Germanic form to an IMRAD format publication for high-impact publications?
An amalgamation of holistic education, technological expertise, and leadership excellence, a good thesis mentor highlights a student’s ability to make original and significant contribution to the corpus of human knowledge. Where thesis advising is just a work transaction, thesis mentoring is a lifelong engagement. With outdated research advising being replaced by dynamic thesis mentoring, how does one become an effective, nourishing thesis mentor for scientific publications?
Not everything that can be counted counts, and not everything that counts can be counted. Qualitative research methods such as focus group discussions and unstructured interviews have become a standard part of the development of valid and reliable survey instruments. With QLR methods providing the balance of the excesses of quantitative research (oversimplication of individual experience through generalization, failure to acknowledge research biases, resulting to guesswork in understanding the human meaning of aggregate data), how can one effectively teach Qualitative Research Methods through the experiential approach?
Many are published but few are cited. Citations have become an objective measure that builds a solid reputation for a researcher, dictates the reliability of a research work and establishes the quality of the journal. In today’s academic jungle of over 2.5 new scientific papers published each year and approximately 28,100 active scholarly peer-reviewed journals, a question persists: how do you get your articles and your journals cited?
With most training-workshops in scientific writing for publication focused on the quantitative/descriptive design, there is a clamor for courses in the effective writing for publication of research articles in the qualitative kind. Both complex and multimethod in focus, qualitative research is exploratory in nature and seeks to explain the “hows” and “whys” of a particular phenomenon. As writing qualitative research articles is considered to be a creative endeavor with unlimited possibilities, how can qualitative researchers meet the standardized expectations of academic journals to merit its publication?
A process both critical and substantial, scholarly peer review serves as a buffer to publication. In the self-corrective nature of science, it is meant to act as a quality control and safeguards the integrity of the scientific literature. As a core to research publication, how do peer reviewers know the uses and abuses of this academic undertaking and become effective vanguards of journal quality?
The understanding of the science and practice of adult learning, andragogy promotes self-motivated education and veers the bastion of learning from the helm of the teachers to the hands of the students. With research instruction focused on pedagogy which is a teacher-centered approach, how can educators be acquainted with andragogy in the teaching of research; an alternative model which promotes a learner-focused education?
A process both critical and substantial, SCHOLARLY PEER REVIEW serves as a buffer to publication. In the self-corrective nature of science, it is meant to act as a quality control and safeguards the integrity of the scientific literature. As a core to research publication, how do peer reviewers know the uses and abuses of this academic undertaking and become effective vanguards of journal quality?
Getting published is just half the journey. The researcher’s scientific work comes full circle in being cited. Citations, be it in journal or article, enables researchers to cultivate a stronger reputation in their field of expertise as well as promote research and ultimately, move forward in their careers. In today’s academic jungle of over 2.5 new scientific papers published each year and approximately 28,100 active scholarly peer-reviewed journals, a question persists: how do you get your articles and your journals cited?
To be an effective teacher and educator, one must keep up with the times. With a dramatic shift in the availability and access of new knowledge, a 21st Century Teacher must be able to marry content with skill and must make adjustments in the pedagogy and methodology of teaching. With the world literally at the students’ fingertips, the 21st Century Learners need teachers who would rise up to the challenge and re-envision the role of technology in the classroom.
With researchers shifting its interest away from quantitative, monomethod research design, there is an increasing appeal on mixed methods design and qualitative research designs such as phenomenology: conditions of its usage, the process of doing it, and the rules that ensures its legitimacy from the conceptualization of the research to the publication of the journal article.