Research training needs analysis of the University of Baguio support staff
DOI:
https://doi.org/10.5281/zenodo.19499820Keywords:
research training needs assessment, mentorship, educational level, research phaseAbstract
Support staff in higher education institutions play a critical yet frequently overlooked role in advancing academic research. This study examined the research training needs of the University of Baguio's non-teaching personnel to identify competency gaps and inform the development of a targeted, institution-based research training program aligned with accreditation and internationalization demands. Using a concurrent triangulation mixed-method design, 99 support staff respondents drawn from various university offices and schools participated in the study. A structured Likert-scale questionnaire measuring perceived research capability and extent of training needs across five research phases — conceptualization, design, empirical, analytical, and dissemination — was administered via Google Forms and supplemented by open-ended qualitative responses analyzed through thematic analysis. Findings revealed that the majority of respondents hold college degrees (81.8%), with research engagement positively correlated with educational attainment. Overall, support staff rated themselves as generally capable across research phases (M = 2.68 ± 0.61); however, specific areas such as statistical tools (M = 2.45), use of appropriate research instruments (M = 2.40), and research publication (M = 2.48) reflected weaker competencies. Correspondingly, training need was consistently rated high across all phases (overall M = 3.14 ± 0.68), with the dissemination (M = 3.19) and conceptualization phases (M = 3.17) registering the greatest demand. Qualitative themes further highlighted the need for mentorship programs, continuous skills development, and institutional process improvements. These findings underscore the urgency of structured, institution-led research training for non-teaching staff. Universities are encouraged to establish mentorship programs, conduct regular needs assessments, and provide flexible, self-paced training to bridge research competency gaps and foster a stronger institutional research culture.
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