A Phenomenological Inquiry on the Research Engagement of Tertiary Instructors in a Philippine State College

Abstract

Research engagement among tertiary instructors is crucial in advancing knowledge, enhancing teaching practices, and driving innovation within higher education institutions. This study explored on the engagement of tertiary instructors in research. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 tertiary instructors served as participants for this phenomenological study. Five themes unfolded as the lived experiences of tertiary instructors with regards to their research engagement: advancing knowledge along the institutional research journey, navigating multiple responsibilities under time pressure, and ensuring research feasibility despite budget challenges. Regarding the coping mechanisms employed by tertiary instructors in their research engagement, four themes emerged: keeping abreast through research enrichment sessions, conducting research through interdisciplinary collaboration, framing research topics with practical relevance, and refining research engagement through active feedback. Further, three themes emerged as the insights of tertiary instructors regarding their research engagement: enhanced scholarly drive empowers faculty research, research illuminate pathways for educational advancement, and time and commitment fuel faculty research engagements. The study concludes with recommendations for higher education institutions to promote and sustain robust research engagement among tertiary instructors, ultimately contributing to the advancement of knowledge and the mission of higher education.