Exploring what engineering doctoral students, aspiring to faculty careers learn about research from faculty mentors

Abstract

This qualitative study explored the socialization process of doctoral students aspiring faculty careers. Using qualitative methods, 20 engineering doctoral students from four Predominately White Research Institutions were interviewed to understand what knowledge and skills students learned about research while working collaboratively with faculty mentors. Findings suggest that by conducting “problem solving” research during the research collaborative experience with faculty mentors, engineering doctoral students discovered their capabilities to contribute innovative research to the field that is highly competitive in addition to gaining perseverance during the research process.