Do you view research as a concomitant of scholarship related to teaching-learning-training? To what extent do you believe higher education faculty and organization trainers should engage in the systematic study of effective student and trainee learning, achievement and competence?
In earlier topics we have alluded to and discussed the vital role of professionalism in achieving excellence in delivering instruction and training to higher education and training students and trainees.
Here we ask whether, and to what extent, you believe higher education faculty are professionally obligated to commit to objective and direct study and research of higher education and training instruction and student learning, i.e., design, implementation, analysis and generalizability of findings? What forms of research or research design readily lend themselves to the investigations of instruction – training, and learning?