The Responsibility to Know: The Moral Argument for Epistemic Responsibility
University responsibility management in training a good researcher
11
Loreta Tauginienė [email protected] University Responsibility Management in Training a Good Researcher 11 th International Conference on Corporate Social Responsibility 8-10 May 2012, Lahti
Transcript of University responsibility management in training a good researcher
Loreta Tauginienė
University Responsibility
Management in Training
a Good Researcher
11th International Conference on Corporate Social Responsibility
8-10 May 2012, Lahti
Shortly…
From 2011, analyst at Research and Higher Education Monitoring and Analysis
Centre
2003-2011, different positions at Mykolas Romeris University
Main research interests:
university social responsibility, doctoral studies, research administration and
management research; research ethics, integrity.
Focus
- doctoral studies development as a starting point for the professionalism in research
- the compliance of university commitment to train high level academic with doctoral candidate’s skills under the three-dimensional conception (Corlett, 2005)
Design/ methodology
- Mykolas Romeris University, Lithuania, chronologically, from 2009 till now, in terms of doctoral curricula development
- A mixed questionnaire
- The sample was selected on purposive sampling method considering that SR and transferable skills are in conjuncture of social sciences, particularly in MA
- The collected data were then analyzed in two perspectives: qualitatively and quantitatively
- Critics to stakeholder theory for developing the SR phenomena:
“focus more on enhancing profitability and competitive advantage than
fostering norms and moral impulses, paying less or no attention to the social
welfare of organizations” (Banerjee, 2011)
- University’s impact on society: organizational, educational, cognitive and
social (Vallaeys et al., 2009)
- Researcher’s beliefs and values vs university mission-driven goals
Designing of doctoral curricula
Bologna process initiatives:
- Dublin descriptors, 2004
- Salzburg principles, 2005
- Nice recommendations, 2006
- Salzburg II recommendations, 2010
Lithuania’s endeavours
The doctoral studies are the bridge
between graduate studies and professional research
The maze of competences for a researcher
The three-dimensional conception to be a good professor (researcher)
(Corlett, 2005):
- Teaching
- Research
- Administrative functions
Findings I
Mapping doctoral subjects on transferable skills at MRU
Higher education didactics; Research philosophy and methodology
Higher education conceptions and didactics; Research culture and ethics;
Rhetoric; Management of institutional values;
Research and higher education policy; Education h
?
till 2008
2009-2010
from 2011
Findings II
Progress of transferable skills in comparison to before and after
doctoral studies
Self-presentation;
Filling applications for funding;
Time management; Networking with academics; Performing research; Academic writing; Realistic monitoring of research progress; Teaching;
Three-dimensional competences of researcher
Findings III
14%
30%
15%
24%
17%
What kind of competences should the postgraduate alumni have to be developed?
teaching
Research work fullfillment
Performance organisation
Disciplinary
Social: tolerance, education, will-power, responsible citizen, etc.
Conclusions
- Some traces of the implementation of transferable skills in Lithuania to
preparing postgraduates for the likely successful employability
- The conceptualization of being a good researcher is needed at the level of
HEI
- A researcher’s performance and behaviour is not always compliant with
HEI’s operations and management
Thank you!
