We conducted the interview with Lungtaen Gyatso, President of College of Language and Cultural Studies on what is the added value for CLCS.
Mr. Lungtaen has a Masters degree in Buddhist Studies and an additional Masters degree in Sanskrit Literature. His primary research interest is ‘wellbeing and spirituality'. Currently, he teaches Universal Human Values, Personal Transformation, and Buddhism in the College. He co-authored The Light of My Life, English-Dzongkha Dictionary, Dzongkha-English Dictionary and has published several articles on philosophy, language, well-being, and culture.
Sensitization for Higher Management
As head of the institution, what does the HAPPY project, with its focus on qualitative research methodology mean to you?
Our College focus of study is mostly humanities and social sciences, and the kind of research methodology applicable is largely qualitative research methodology. Most of our faculty members have been conducting research mostly using qualitative research methodology. Although they have been applying QRM, they are not formally trained to use the methods and tools of QRM. Since the focus of the HAPPY project is to train all the faculty members in qualitative research methodology, they will be better prepared in using QRM in a more scientific manner, get hands-on skills to apply tools to have a deepened knowledge of society, and its communities, and the issues around them. I believe, they will be able to better connect, appreciate and articulate people’s lives and the social phenomena that they are part of in a more structured way.
How far do you think this project will contribute to the enhancement of qualitative research in particular, and research culture in general in the College?
For a research work to be inclusive and complete, especially research work on humanities and social sciences, researchers need to be thorough with the qualitative research processes starting with theoretical knowledge, tools of qualitative research that largely focuses on design, sampling, data collection and most importantly the analysis so that the research output is substantiated by empirical investigation leading to creative breakthroughs. Once the researchers are well-informed about qualitative research methodology and ensure the right skills which they have been struggling to use without any formal training till now, after the training on qualitative research methodology, I hope to see tangible transformative shift characterized by authenticity, creativity, and inclusivity in their work, and a strong level of confidence and clarity to make research to the next level. This will also boost their morale ultimately leading to vibrant research culture in the College.
How different do you think the HAPPY project is going to be from other projects the College has handled so far, especially with regard to making immediate impacts at the College level?
The ultimate goal of the HAPPY project is to reach the entire faculty members of the College, and through the well-trained faculty in QRM, I hope to see the knowledge and skills of QRM transferred to the students. Since almost all the faculty members are already engaged in conducting research, training them in qualitative research methodology will give them the fresh impetus to their motivation and research zeal. So, with the HAPPY project two-fold benefits will be visible; all faculty members will be trained and having a team of well-grounded faculty in QRM will also contribute to enhancing the research knowledge, skills, and culture in the students as well.
What crucial improvements or changes, in particular, do you expect to see after the completion of the project?
This kind of QRM training is happening for the first time. I would like to believe that all our faculty members will have learned the skills of qualitative research methodology through the HAPPY project and apply it in their work. With enhanced knowledge and skill in carrying out qualitative research, the quality and rigor of research output are expected to be much more at CLCS. Hopefully, there will be a heightened level of confidence and a strong sense of academic achievement. As a result, I want to see that some of the research outputs will provide decision-makers the basis and perspectives for developing policy interventions and designing strategies for ensuring social wellbeing. Moreover, their performance in the classroom is expected to be transformative, and create enabling factors in students to carry out research as well. All in all, I hope that the training will also change their performance in teaching and learning. Hopefully, the trained faculty will be able to create a learning environment that enhances analytical and critical thinking in the students.
