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Zimbabwe Journal of Educational Research

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Mentoring Model for Lecturers’ Research Skills Development: Case of a University in Zimbabwe

E Chinamasa, T V Manyike

Abstract


The purpose of this study was to establish an appropriate model which can be applied to develop research skills for lecturers. The study was guided by a qualitative research philosophy. Data were gathered at two levels. First, a critical literature review for possible models for developing research for skills lectures. This was the basis for structuring the informal group research skills development model.  The study implementation stage tested informal group research skills development model with a purposive sample of five volunteering novice researchers without publications. The informal group mentoring model for research skills development begins with desk research for qualities of a publishable paper. Five dummy papers were reviewed by participants for quality. Participants conducted new studies and wrote research articles. These articles were peer reviewed by participants and submitted for possible publication in different journals. All of them were accepted and published. Researchers concluded that informal group mentoring model for research skills development developed lecturers’ research skills to publish. They were able to conceptualize, conduct and report research findings. We recommend that lectures in need of research skills can form informal research groups. They should seek the services of a mentor for their specific research skills needs, and apply the informal group research skills development model. Universities are encouraged to form research mentoring teams and apply the mentoring model for the development of research skills for their lecturers.



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