The enhancement of Gross National Happiness (GNH) has been the most significant national priority for Bhutan since the 1980s, and it has evolved into the guiding purpose of Bhutan’s development. To increase GNH and support sustainable development, knowledge is needed to deepen the understanding of real life at each societal level. Qualitative research data have been recognized as critically important to contribute to evidence-based policies which address social and developmental challenges. There is however a disjuncture between the desire for qualitative research data and the absence of knowledge, skills and technical infrastructure to teach qualitative research methods.The HAPPY Project aims to include innovative Qualitative Research teaching approaches in the field of Social Sciences and Humanities at 4 Colleges in Bhutan. We thus aim to modernize and renew existing curricula by developing innovative modules for existing courses and enhance the competencies of academics in qualitative research methods (QRM). The HAPPY Project uses a people centered approach to co-create innovative teaching methodologies and accentuates “learning by doing”. The implementation of the renewed curricula will contribute to the development of students’ transversal skills which will increase their employability. To accomplish all of the above and increase its societal impact, the HAPPY Project aims to sensitize stakeholders both in HEIs and society regarding the value and the potential of using QR data. This will strengthen the existing relationships between HEIs and societal stakeholders, including Civil Society, government, local communities, industry and enterprises. This in turn will create a space to explore further QR collaboration in the future. By disseminating project milestones to societal stakeholders, the project will initiate the use of QR data in domains beyond HEI. The HAPPY project has the potential to enhance well-being, and thus GNH.
The overall objective was to enhance qualitative research methodology (QRM) across all Bhutanese Higher Education Institutions offering Social Sciences and Humanities degrees. By introducing innovative pedagogical approaches to QRM, the project aimed to support sustainable development at the state, civil society, business, and community levels, addressing rapid social change, cultural preservation, and climate change.
The Bhutanese academic landscape is dominated by the use of quantitative research, thus questions that are essential to Bhutanese development could not be posed due to a lack of Qualitative Research Methods (QRM)-based research. These deficiencies have been recognized by the Bhutanese institutions included in the HAPPY Project, and hence the project aimed to address them with tailored capacity-building activities in the area of QRM.
<< Background >> The Bhutanese academic landscape is dominated by the use of quantitative research, thus questions that are essential to Bhutanese development could not be posed due to a lack of Qualitative Research Methods (QRM)-based research. These deficiencies have been recognized by the Bhutanese institutions included in the HAPPY Project, and hence the project aimed to address them with tailored capacity-building activities in the area of QRM. << Objectives >> The overall objective was to enhance qualitative research methodology (QRM) across all Bhutanese Higher Education Institutions offering Social Sciences and Humanities degrees. By introducing innovative pedagogical approaches to QRM, the project aimed to support sustainable development at the state, civil society, business, and community levels, addressing rapid social change, cultural preservation, and climate change. << Implementation >> The HAPPY Project implemented activities to enhance QRM in Bhutanese Higher Education. We strengthened faculty capacity through Training of Trainers (ToT) and integrated QRM into curricula and supervision to enhance graduate employability. We engaged HEI leadership & faculty on QRM’s role in research and education and disseminated QRM’s value to multi-level stakeholders, fostering sustainable development and aligning education with labour market needs. << Results >> - 325 faculty, library staff, research assistants trained in QRM, fostering a research-intensive environment - 4 QRM Labs and 1 Audio-visual Lab- 1 joint QRM Learning Management System- 49 QRM research proposals submitted- 15 qualitative research publications- 13 restructured QRM modules and 59 minor curriculum improvements- Innovations in QRM teaching approaches- 3 stakeholders seminars raising awareness of QRM's value, fostering a sustainable collaborative framework-1 policy brief