Research Competence or Research Culture in the University A Preliminary Study
DOI:
https://doi.org/10.58210/fprc3581Keywords:
Competence, culture, higher education, ethnography, research, pragmatismAbstract
Following academic university training, there is often a gap between students and research practice, despite the recognition of research culture as an essential component of higher education. This study aims to characterize the conditions surrounding research competence observed in Early Childhood Education students at an Ecuadorian university. Through an ethnographic approach supported by participant observation methods, semi-structured interviews, and document review, a core focus group was established to identify the units of analysis, which were then coded and grouped based on recurring themes: beliefs, personal experiences, satisfaction with research competence, and professional expectations. The responses were converted into numerical values using a Likert scale to obtain an objective, structured, and analytical understanding of informants' perceptions. The results suggest limitations when research competence is focused solely on cognitive and procedural aspects; interaction and practice are essential to promoting a research culture aligned with a pragmatic perspective. The study concludes that overcoming these limitations could strengthen a research culture grounded in collaborative work, social commitment, and knowledge transfer among participants.
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