Unraveling the Enigma: Understanding Educators’ Rationales in Refracting from Research Publications
DOI:
https://doi.org/10.48017/dj.v10i2.3358Keywords:
Faculty Research, Research Publication, Qualitative Method, State Colleges and Universities, Maximum Variation SamplingAbstract
One of the contributions of State Colleges and Universities is the generation of knowledge through the conduct of research and its dissemination. However, enigmas among educators in tertiary institutes hinder the blossoming of bountiful research publications were observed. Utilizing the qualitative method of research, this study digs deeper into the emerging reasons as to why faculty members do not publish research articles. Participants of the study are the faculty members of the College to be identified utilizing maximum variation sampling. Total participants of the study were n = 63. Data were gathered using one-on-one in-depth interviews, focus group discussions, and panel interviews depending on the choice of the participants. Data regarding the identification of the participants were disclosed for the ethical consideration of this study. Data were analyzed using a thematic approach and validated using the member audit and triangulation among the faculty of technology, academics, and administrators. Findings as to why they refract from publishing research are time and workload, incentives and recognition, support and resources, mentoring and collaboration, expertise and application, curriculum revisitation, and awareness on regulatory and statutory requirements in the conduct of research and publication. The study recommends the creation of a framework to invigorate and redirect the refracted appetite of the faculty in publishing research outputs.
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