Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs

Abstract

Undergraduate and master’s programs—thesis- or non-thesis-based—provide students with opportunities to develop research skills that vary depending on their degree requirements. However, there is a lack of clarity and consistency regarding the definition of a research skill and the components that are taught, practiced, and assessed. In response to this ambiguity, an environmental scan and a literature search were conducted to inform the creation of a comprehensive list of research skills that can be applied across programs and disciplines. Although published studies directly comparing research skills in thesis and non-thesis programs were limited, the specific skills reported in each program type were similar. This viewpoint article identifies the following seven research skills that were most frequently reported across both thesis and non-thesis programs: critical appraisal, information synthesis, decision making, problem solving, data collection, data analysis, and communication. When contextualized appropriately, these skills can be useful for a student during their academic program and are transferable across a range of future career pathways. Broadening the definition of “research skills” can inform curricular updates and program development, independent of their program type, to ensure that students are presented with explicit opportunities to develop the skills needed to succeed in their educational and occupational endeavours.

Keywords

• research skills
• master’s education
• undergraduate education
• thesis-based degrees
• non-thesis-based degrees
• curriculum design