Report R2.19 Importance of Self-awareness in Developing Research Skills Seminar Leader: Snigdha Pattnaik, XIMB snigdha[at]ximb.ac.in The seminar sought to establish the link between self-awareness as an important attribute for researchers and the set of research skills that need to be part of their repertoire. Skills required by researchers can be identified only if there is an understanding about who a researcher is. As a convenient starting point, a list of skills necessary for doctoral scholars that was compiled by the current doctoral students at XIMB was presented. A few of the skills that were discussed are given below: a. Skills required for coursework: Information search skills--using libraries, search engines, etc. Information evaluation skills--checking authenticity of sources, bias, etc. Communication skills--oral, written, non-verbal Stress Management skills--obtaining maximum personal effectiveness Time Management skills--planning, prioritising Negotiation skills--with groups, individuals Balancing skills--doing justice to one’s roles (institutional, and non-institutional) Decision-making skills--committing after a reasonable examination of factors Self-motivation Skills--driving oneself in a sustained manner b. Skills required during the pre-registration period: Planning skills--setting objectives, goal, allocating resources Self-learning skills--posing questions to oneself, seeking answers, knowing where to look Higher order thinking skills--analytical and synthetic Doubting skills--constructive scepticism, challenging set patterns Problem-formulation skills--clarifying concepts, identifying questions Interpersonal skills--to make one’s interactions with advisors, colleagues, authorities Self appraisal skills--evaluating and correcting oneself constantly Uncertainty handling skills--functioning in uncertain situations Multiplicity skills--handling several frameworks, perspectives, opinions concurrently c. Skills required during the post-registration period and beyond: Advanced Data skills--collecting, analysing, interpreting, using statistical tools Report writing skills--attention to detail, knowledge of doctoral thesis conventions Project management skills--implementing the research project Promotional skills--creating enthusiasm for one’s work among others Educational skills--designing and teaching post-graduate level courses Advisory skills--guiding other researchers Leadership skills--Leading the change to a new understanding, perspective, paradigm? These skills were classified on the basis of the various stages of a typical doctoral programme in management in India. It was pointed out that apart from this practical criterion various other criteria could be used for the classification of these skills. For example, the joint statement of the UK Research Councils and Arts and Humanities Research Board about skills that doctoral students would be expected to develop during their research training categorizes them under the following heads: Research skills and techniques Research environment Research management Personal effectiveness Communication Networking and team working (Source: http://www.vitae.ac.uk/policy-practice/1690/Joint-Skills-Statement.html) It was also noted that the list’s level of detail could also be varied through sub-classifications or aggregations. One way to look at the skills imparted through a doctoral programme is as expectations. Institutions of higher learning need to be sensitive to such expectations and doctoral programmes should be structured to meet them. However, self-aware researchers typically take stock of any mismatch between one’s skill set and these expectations. The seminar leader guided the group through various exercises that illustrated the fact that whatever a person does is coloured by what he/she is. Do personality factors also affect the work of a researcher? The ignorance of one's own self is viewed in existentialism and Zen buddhism as the source of much human suffering. It seems rational to argue that this proposition extends to the domain of research as well. The ability to take stock of one’s traits, feelings and behaviours is commonly referred to as self-awareness. In this context, a distinction was made between the perceived self (the way we see ourselves), the real self (the way we truly are), and the ideal self (the way we would like to be). Emotional self-awareness is also an essential component in achieving a true understanding of the self. The question whether increased levels of self-awareness could lead to complacency was also discussed. The role of change and the researcher’s need for a certain amount of dissatisfaction with one’s own self was acknowledged. However since true self-awareness also recognizes one’s own potential, this apparent dissatisfaction can lead to realistic changes in the future. Therefore researchers should strive to achieve a clear self- understanding so that there is clarity regarding motives that drive one’s research decisions. Personality factors shape research decisions like choice of a problem, or methodology. Being aware of this helps the researcher to exercise more control over the subjectivity of his/her work. Reported by Jacob D. Vakkayil, with inputs from D. P. Dash. Copyleft Xavier Institute of Management, Xavier Square, Bhubaneswar 751013, India Research World (ISSN 0974-2379) http://www1.ximb.ac.in/RW.nsf/pages/Home |
