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Research self-efficacy of lecturers in non-university higher education

Research self-efficacy of lecturers in non-university higher education

Samenvatting

During the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in non-university higher education, while research hardly played a role. This paper is about the belief of lecturers in non-university higher education in their own research ability (research self-efficacy). In a survey study conducted among Dutch lecturers (N = 790), the research self-efficacy has been measured. A structural equation model shows the effects of personal aspects, mastery experience and organisational context on the research self-efficacy of lecturers. Research self-efficacy is also modelled in relation to lecturers’ need to work on professional development in research skills. Results show that research self-efficacy is mostly affected by aspects of mastery experience, in which the context is similar to the given task. Implications are discussed.

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OrganisatieHogeschool van Amsterdam
Gepubliceerd inInnovations in Education and Teaching International Taylor and Francis, Vol. 50, Uitgave: 1, Pagina's: 25-37
Jaar2013
TypeArtikel
ISSN1470-3297
DOI10.1080/14703297.2012.746512
TaalEngels

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