Master’s Students’ Capacity for Scholarly Inquiry as a Theoretical Construct

Abstract

Drawing on an analysis of scholarly literature, this article examines master’s students’ capacity for scholarly inquiry as a theoretical construct. The discussion compares three interpretations of research competence: a set of personal attributes, a combination of knowledge and skills required to conduct research, and readiness to undertake scientific investigation, disseminate findings, and apply them in educational practice. These perspectives are explored in relation to independent knowledge acquisition, intellectual engagement, and creative activity.

Capacity for scholarly inquiry is conceptualised as an integrated personal characteristic that combines individual dispositions with research capabilities developed through education. Its components are considered transferable across professional and pedagogical contexts, while their specific content reflects the discipline, degree programme, and research focus. Particular attention is paid to the role of the master’s thesis in developing specialised research skills.

The article outlines six approaches to organising research training at the master’s level. The competence-based approach emphasises the development of key competencies through problem-based learning and relevant academic tasks. The adaptive approach focuses on engagement with unfamiliar learning formats and the creative use of distance learning environments. The critical and creative approach prioritises the reflective examination and creative application of educational content. The environmental approach highlights the provision of conditions conducive to scholarly inquiry within the broader development of higher education. The andragogical approach addresses professional thinking, while the person-centred approach emphasises personal development through inquiry and reflection. Literature-based papers, coursework projects, and thesis preparation are discussed as forms of academic work that support the development of master’s students’ capacity for scholarly inquiry.