Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Research Professors’ Self-assessment of Competencies

Version 1 : Received: 13 January 2021 / Approved: 15 January 2021 / Online: 15 January 2021 (12:43:42 CET)

How to cite: Torres, G.; Hernández-Gress, N. Research Professors’ Self-assessment of Competencies. Preprints 2021, 2021010289 (doi: 10.20944/preprints202101.0289.v1). Torres, G.; Hernández-Gress, N. Research Professors’ Self-assessment of Competencies. Preprints 2021, 2021010289 (doi: 10.20944/preprints202101.0289.v1).

Abstract

Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research.

Subject Areas

research professors; assessment; model of competencies; transformation of universities.

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