Desvendando o enigma: Compreendendo as justificativas dos educadores para refratar publicações de pesquisa
DOI:
https://doi.org/10.48017/dj.v10i2.3358Palavras-chave:
Faculty Research, Research Publication, Qualitative Method, State Colleges and Universities, Maximum Variation SamplingResumo
Uma das contribuições das Faculdades e Universidades Estaduais é a geração de conhecimento por meio da condução de pesquisas e sua disseminação. No entanto, enigmas entre educadores em instituições de ensino superior impedem o florescimento de abundantes publicações de pesquisa. Utilizando o método qualitativo de pesquisa, este estudo investiga mais profundamente as razões emergentes pelas quais os membros do corpo docente não publicam artigos de pesquisa. Os participantes do estudo são os membros do corpo docente da Faculdade, identificados utilizando a amostragem de máxima variação. O total de participantes do estudo foi n = 63. Os dados foram coletados por meio de entrevistas individuais aprofundadas, discussões em grupo focal e entrevistas em painel, dependendo da escolha dos participantes. Os dados relacionados à identificação dos participantes foram divulgados para a consideração ética deste estudo. Os dados foram analisados usando uma abordagem temática e validados através de auditoria dos membros e triangulação entre o corpo docente de tecnologia, acadêmicos e administradores. As descobertas sobre por que eles se abstêm de publicar pesquisas são tempo e carga de trabalho, incentivos e reconhecimento, apoio e recursos, orientação e colaboração, expertise e aplicação, revisão curricular e conscientização sobre requisitos regulatórios e estatutários na condução de pesquisa e publicação. O estudo recomenda a criação de um framework para revitalizar e redirecionar o apetite refratado do corpo docente na publicação de resultados de pesquisa.
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