The Importance of Research Skills in Teaching Practice

Ghent University's policy on education comprises six strategic education objectives. One of these is ‘Education based on Excellent Research’. At Ghent University, a study programme’s education practice is always grounded in cutting-edge research and the latest academic insights in the relevant fields. In addition, the programme ensures that all students have the best opportunities to develop their research skills and foster an attitude of academic integrity. This gradual acquisition culminates in a Master's dissertation, in which students demonstrate that they have acquired the expected research skills. Although a large section of our student population does not aspire to an academic career, a solid set of research skills is transferable to many other sectors where the main focus is not on research. A critical attitude towards research and science is an essential skill for anyone, especially in times of GenAI, polarisation and disinformation.

Ghent University's Definition of Research Skills

Independent academic research requires strong research skills. Some, such as academic integrity and proper data management, are relevant across all disciplines. Others are specific to a particular discipline. Below is a non-comprehensive overview of good research practices and research skills for each phase of the research process, with links to further information.

Good Research Practices

• Academic integrity and ethics: conducting research responsibly, in line with the appropriate ethical, legal and professional frameworks.
• Open Science: making research freely available to other scholars and to society at large.
• Research data management: ensuring that research data are secure yet still easy to find, understand, and (re)use.
• Responsible GenAI use during the research process. 

Please review the alphabetical overview of good research practices in the Framework for Good Research Practice. 

Searching and Finding References

• Searching and finding information: adopting a search strategy (information shared by the Faculty of Medicine & Health Sciences), consulting academic/scientific databases, and choosing appropriate articles.
• Reading: academic reading, critical reading.
• …

Setting Up One's Research

Some research skills are relevant to the research design across disciplines, such as defining one's research question or hypothesis, understanding discipline-specific research methods, selecting appropriate research and analysis methods, and determining the research plan. The latter also involves data collection and data management.

Other research skills are discipline-specific, such as applying for ethical approval and complying with the General Data Protection Regulation (GDPR) when processing personal data.

In this phase, it is useful to align the research approach with the research transfer and impact goals.

Data Collection

Research data can take many forms, depending on the discipline and the research topic.

• Data Collection and Data Organisation
• Data Documentation
• Data Storage
• Guaranteeing Data Security
• …

Data Processing and Analysis

• Preparing data for analysis, such as transcription from speech to writing, digitisation, anonymisation or pseudonymisation, ...
• Data Analysis: (statistical) analysis, interpretation of research results.
• Data Preservation
• Data Sharing
• Using a Data Repository
• FAIR Data
• …

Writing a Report or Dissertation

• Academic writing: review the Academic Writing in a Nutshell learning pathway on Ufora or Academic writing(specific tools and examples in English), information on language advice and language support at Ghent University, and research tips on writing.
• References: see the research tips ‘Reference Software: Reasons to Use It’,  ‘Reference Style: What Is It?, ‘Referencing: How to Do It Correctly?, the research tip ‘Zotero: How to Cite in Word or LibreOffice?, and the IT help desk's webpage on EndNote.
• Avoiding Plagiarism: the research tip ‘Plagiarism Detection: Using the Strike Plagiarism Tool’.
• Responsible GenAI Use during the writing process: Generative AI in Ghent University education, the Ufora learning pathway for students (Generative AI: from Concepts to Creation) and for lecturers and researchers (Generative AI: Concepts, Creations, Research and Classroom Practice). 

Science Communication and Research Transfer

• Science communication: cf. ‘Scholarly Publishing and Open Access’
• Science Communication
•  …

How to Teach Research Skills?

In the beginning, you stimulate critical thinking and define the impact of each step of the research process. Students require a safe learning environment where they can ask questions and discuss mistakes.

Invest in Research-Related Learning Outcomes (Course Competencies)

Check whether you can (re)formulate the learning outcomes/course competencies for your course unit (if applicable), and whether they align with the programme competencies. A few Ghent University examples:

• “Report the results of a statistical analysis in a scientifically correct manner."
• “Testify to a critical-academic attitude towards social phenomena."
• “To be able to find and retrieve digital information, and to assess its source and its content."
• “Have an attitude of integrity that testifies to academic curiosity, critical reflection and an attitude of lifelong learning."

If you want to address the students' skills at the programme level, you will need to identify which research skills are already incorporated into the programme's learning outcomes or still need to be, and determine which course units are most suitable. You could also opt for a curricular strand on research skills.

Update Your Syllabus

Update your syllabus with recent academic insights and innovative research. You could consider focusing on your own research results. This boosts students’ enthusiasm and facilitates the transfer of knowledge.

Explicitly Discuss Good Research Practices

Talk about your research process, share your personal experiences and be open and honest about the successes, challenges and failures in class. Show your critical attitude and your commitment to lifelong learning by being open to opportunities for improvement. Discussing good research practices is something you can do in methodology as well as theory course units. Why is it important to critically consider references? How is scientific knowledge established? Which references are being used? 

Make Time to Reflect on the Research Relevance and Impact of Your Course Unit/Discipline 

Consider the human need for truth-finding, as interpreted in philosophy; the importance of discovering causality to take appropriate policy decisions; the robust research results necessary to fight illnesses; ...
Systematically introduce your students to the scholarly literature.

Use Active Teaching Methods

Ask students to analyse research questions, explain their research choices, give each other feedback, and reflect on the research process. This makes the underlying research skills tangible and discussable. Consider the following teaching methods:

• Case-based learning. In small groups, students analyse a brief research case (e.g. an excerpt from a scholarly article, a problem definition or a section of the methodology). You could ask them to define a research question, select suitable methods or identify potential limitations. The ensuing discussion should not focus on the correctness of their answers, but on how their thought processes and choices are laid bare.
• Comparative and assessment assignments. Students compare two research set-ups or scholarly articles and discuss the differences in research purpose, methodology and data collection. They build arguments about the quality or suitability of each approach. In this way, you establish and define the assessment criteria for good research together.
• Thinking out loud. Ask students to explain how they would tackle a research question, for instance, how they would conduct a study of the literature or operationalise variables.
• Mini Peer Review. Let students assess each other's research proposals or partial products using a limited set of criteria. The focus is on giving and receiving feedback, not on receiving marks. Afterwards, hold a class-wide discussion of the solid and less solid research choices.
• Research Dissected. A step-by-step approach. The research process comprises various stages: the problem statement, the method, the analysis, and the interpretation. For each step, let the students work together on a brief assignment and reflect on the coherence of the stages.
• In-class reflection assignments. Let students answer short reflection questions, such as defending their choice of method or explaining how specific assumptions influenced it. A discussion of these answers, either with the entire group or in smaller groups, explicitly defines and substantiates research skills.

Assist the Search for References

Teach students how to find and evaluate reliable sources. Emphasise the importance of proper referencing and the avoidance of plagiarism. Ensure students integrate different perspectives into their approach to a topic: references that do not support your claim are equally important as those that do.

Align Dissertation Topics with Ongoing Research

Propose dissertation topics that align with ongoing research. This will make it easier for you to supervise the student throughout the various research stages. Also consider involving students in partnerships with external stakeholders.