How Research Is Conceived and Practised in Higher Education? Assumptions of Masters/Doctoral Students and Instructors

Autor/inn/en	Rahimi, Masoud; Yousofi, Nouroddin; Moradkhani, Shahab
Titel	How Research Is Conceived and Practised in Higher Education? Assumptions of Masters/Doctoral Students and Instructors
Quelle	In: Research Papers in Education, 36 (2021) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rahimi, Masoud) ORCID (Yousofi, Nouroddin) ORCID (Moradkhani, Shahab)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1615119
Schlagwörter	Higher Education; English (Second Language); Graduate Students; College Faculty; Second Language Instruction; Student Research; Teacher Researchers; Student Attitudes; Teacher Attitudes; Writing for Publication; Research Design; Competence; Educational Research; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Fremdsprachenunterricht; Studentenforschung; Lehrerforschung; Schülerverhalten; Lehrerverhalten; Forschungsdesign; Kompetenz; Bildungsforschung; Pädagogische Forschung; Ausland
Abstract	As part of a large-scale project, this study explored research conception and research engagement of English as a second/foreign language (L2) researchers as stakeholders of research in higher education communities of practice. To this end, 10 Masters students, 10 doctoral students, and 10 instructors in L2 education of English in different high-ranking state universities in Iran participated in the study. A narrative frame was used to explore the participants' research conception and research engagement. Semi-structured interview was also conducted to explore the research questions of the study more deeply. The results of data analysis, guided by Grounded approach, revealed a number of themes for the following categories of research conception: contributions, procedure rigidity, research logistics, writing style, published articles, research topic, design, and researcher ability. The findings also generated a number of themes for the following categories of research engagement: instrumental purpose, professional development, course requirement, and research reading and doing processes. The findings are discussed in the light of the available literature and the postgraduate L2 education status in Iran. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01