Research Training Needs of Faculty: Basis for a Targeted Capability-Building Program

In the academic landscape, strengthening the faculty research capabilities through continuous professional development is vital for institutional excellence. When the specific research training needs of the faculty are identified, hidden gaps are brought to light. Utilizing a descriptive-comparative research design, the data was gathered among 108 faculty members from a private educational institution in Bacolod City, Philippines across departments, teaching and research experience levels, and research interests. The study centered on three vital domains: Research Design and Conceptualization, Technical Skills and Methodology, and Dissemination, Ethics, and Mentorship. Contextual analysis provides a valuable roadmap for high-impact professional growth, identifying opportunities to accelerate research capability among the mid-career educators (7–10 years of teaching) and novice researchers (0–2 years). Furthermore, it optimizes support for those whose interests are in Social/Behavioral and Market/Feasibility/Management research, maximizing the institution’s research trajectory. Concurrently, early-career educators (less than one year in teaching), experienced researchers, and those inclined in clinical or laboratory research demonstrate strong foundations in these domains. Statistical analysis revealed no significant difference in research training needs across all demographic groups; thus, the institution is positioned to establish a unified Faculty Research Capability-Building Program. This initiative will leverage targeted mentorship and peer collaboration to share existing expertise across departments. Ultimately, this collaborative network will seamlessly integrate research with pedagogy, empowering faculty to conduct action research that transforms classrooms into data-driven spaces where students’ problem-solving and critical thinking skills thrive.