Research skills development in higher education students

  1. Tiziana Priede Bergamini 1
  2. Cristina López-Cózar Navarro 2
  1. 1 Universidad Europea de Madrid, España
  2. 2 Escuela Técnica Superior de Ingenieros Agrónomos, Universidad Politécnica de Madrid, España
Zeitschrift:
Higher learning research communications: HLRC

ISSN: 2157-6254

Datum der Publikation: 2014

Ausgabe: 4

Nummer: 1

Seiten: 57-72

Art: Artikel

DOI: 10.18870/HLRC.V4I1.194 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Higher learning research communications: HLRC

Zusammenfassung

This case study presents the development of a research project in a third-year undergraduate course, Family Business Administration. The research project aimed at promoting research skills in students. The authors formed working groups of no more than six students, and each group had to select an original research topic after conducting a literature review. Students were guided by the teachers and provided with initial reading materials, as well as an activity rubric specifying the minimum requirements of a scientific paper. The activity evaluation consisted of two parts, a written article (group assessment) and an oral presentation (individual assessment). After the activity concluded, students were asked to answer an online satisfaction survey. Results showed students viewed the activity as positive and appreciated the chance to develop several competencies, including research skills. The authors conclude several objectives were achieved, including: familiarize students with scientific research; make sure students are cable of finding information through primary sources; have students apply the knowledge acquired during the course; promote responsibility in students; cultivate in students the capacity to summarize ideas and expose them in a reasoned way; have students learn from the experiences and knowledge of others; and develop in students the capacity to synthesize all that information.

Bibliographische Referenzen

  • References Astrachan J., Klein S., & Smyrnios K. (2002). The F-PEC scale of family influence: A proposal for solving the family business definition problem. Family Business Review 15(1), 45-58. http://dx.doi.org/10.1111/j.1741-6248.2002.00045.x
  • Bañegil Palacios, T. M., Barroso Martínez, A., & Tato Jiménez, J. L. (2011). Profesionalizarse, emprender y aliarse para que la empresa familiar continúe [Becoming professional, entrepreneurship and alliances for the continuance of the family business]. Revista de Empresa Familiar, 1(2), 27-41.
  • Benito Hernández, S., López-Cózar Navarro, C., & Priede Bergamini, T. (2011). Propuesta de una investigación participativa para la asignatura “Administración de la empresa familiar”: Utilización del análisis comparativo y la entrevista en profundidad [Proposal for a participative investigation for a “Family business management” course: Using comparative analysis and in-depth interviews]. RED Revista de Educación a Distancia, 2, 1-24.
  • Cano González, R. (2009). Tutoría universitaria y aprendizaje por competencias. ¿Cómo lograrlo? [College tutoring and competence learning. How to achieve it?]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 12(1), 181-204.
  • Cuadrado Gordillo, I., & Fernández Antelo, I. (2008). Nuevas competencias del profesor en el EEES: Una experiencia de innovación docente [New teacher competences in the EHEA: An experience in teaching innovation]. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 9(1), 197-211.
  • Claver, E., Rienda, L., & Quer, D. (2009). Family firms’ international commitment: The influence of family-related factors. Family Business Review, 22(2), 125-135. http://dx.doi.org/10.1177/0894486508330054
  • Domingo, J. (2008). El aprendizaje cooperativo [Cooperative learning]. Cuadernos de Trabajo Social, 21, 231-246.
  • Gallo, M. (1995). The role of family business and its distinctive characteristic behavior in industrial activity. Family Business Review, 8(2), 83-97. http://dx.doi.org/10.1111/j.1741-6248.1995.00083.x
  • Gallo, M. (1998). La sucesión en la empresa familiar [Succession in family business]. Colección estudios e informes, núm. 12. Barcelona, Spain: Caja de Ahorros y Pensiones de Barcelona.
  • González, J., & Wagenaar, R. (2003). Tuning Educational Structures in Europe. Bilbao, Spain: Universidad de Deusto.
  • González, J., &Wagenaar, R. (Eds.). (2006a). Tuning educational structures in Europe II: Universities’ contributions to the Bologna Process. Bilbao, Spain: Publicaciones Universidad de Deusto. Retrieved from http://www.unideusto.org/tuningeu/
  • González, J., & Wagenaar, R. (Eds.). (2006b). Universities’ contributions to the Bologna Process - An introduction. Bilbao, Spain: Publicaciones Universidad de Deusto. Retrieved from http://www.unideusto.org/tuningeu/
  • Instituto de Empresa Familiar [IEF]. (2009). El Instituto de la Empresa Familiar [The Family Business Institute] [Brochure]. Madrid, Spain: IEF. Retrieved from http://www.iefamiliar.com
  • Johnson, D. & Johnson, R. (1989). Cooperative learning: What special education teachers need to know. Pointer, 33(2), 5-11. http://dx.doi.org/10.1006/ceps.1996.0004
  • Johnson, D. & Johnson, R. (1999). Aprender juntos y solos: Aprendizaje cooperativo, competitivo e individualista [Learning together and alone: Cooperative, competitive and individual learning]. Buenos Aires, Argentina: Aique.
  • López-Cózar Navarro, C., & Priede Bergamini, T. (2009). Empresa familiar: Claves para su supervivencia en un mundo cambiante [Family business: Keys for its survival in a changing world]. La Coruña, Spain: Netbiblo.
  • López-Cózar Navarro, C., Priede Bergamini, T., & Benito Hernández, S. (2013). Influencia de la deuda en la estrategia de exportación de la empresa familia [The influence of debt in the exportation strategy of family businesses]. Revista de Empresa Familiar, 3(1), 31-46.
  • Martín, J. y Cabrera, K. (2007). La gestión del marketing estratégico en la pequeña empresa familiar [Strategic marketing management in small family businesses]. Cuadernos de Gestión, 7(1), 85-100.
  • Martínez, M. (2009). Análisis de las competencias desarrolladas en el aprendizaje autónomo y en el presencial: construyendo la autonomía del alumno universitario [Analysis of developed competences in autonomous and classroom learning: Building autonomy in college students]. Revista de Enseñanza Universitaria, 34, 4-14.
  • Serrano, J. M. (1996). El aprendizaje cooperativo [Cooperative learning]. En J. L. Beltrán Llera y C. Genovard Roselló (Eds.), Psicología de la instrucción I. Variables y procesos básicos (pp.217-244). Madrid, Spain: Editorial Síntesis.
  • Slavin, R. E. (1996). Research for the future: Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69. http://dx.doi.org/10.1006/ceps.1996.0004
Fuente de los datos: Dialnet