Pub Date : 2019-10-14DOI: 10.1108/SGPE-04-2019-0040
Susan Gasson, C. Bruce
Purpose This paper aims to demonstrate the value of a collaborative research culture framework (Gasson and Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of higher degree research (HDR) students. HDR is a term used in Australia to reference Doctoral and Master by research programmes. Design/methodology/approach The authors propose that by positioning collaboration as part of a research culture built on trust and respect, discussion about and the development of healthy collaborative research culture will be facilitated. A healthy culture is defined as one that supports sustainable and productive collaborative research. Findings The applications of the framework demonstrate the role the framework can play in supporting researchers to understand, engage in and manage collaborations. Research limitations/implications Reflection on discussions to date has led to the authors’ view that collaborative success requires a unique set of skills (i.e. skills in the development of a collaborative research culture) and that the framework provides a deliberate and overt way of supporting development of those skills. Originality/value The framework helps HDRs develop the capacity to build healthy collaborative research cultures vital for their research productivity and longer-term success as researchers.
{"title":"Supporting higher degree research collaboration","authors":"Susan Gasson, C. Bruce","doi":"10.1108/SGPE-04-2019-0040","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0040","url":null,"abstract":"\u0000Purpose\u0000This paper aims to demonstrate the value of a collaborative research culture framework (Gasson and Bruce, 2018a), featuring trust and respect as core elements of healthy collaborations, to support the research success of higher degree research (HDR) students. HDR is a term used in Australia to reference Doctoral and Master by research programmes.\u0000\u0000\u0000Design/methodology/approach\u0000The authors propose that by positioning collaboration as part of a research culture built on trust and respect, discussion about and the development of healthy collaborative research culture will be facilitated. A healthy culture is defined as one that supports sustainable and productive collaborative research.\u0000\u0000\u0000Findings\u0000The applications of the framework demonstrate the role the framework can play in supporting researchers to understand, engage in and manage collaborations.\u0000\u0000\u0000Research limitations/implications\u0000Reflection on discussions to date has led to the authors’ view that collaborative success requires a unique set of skills (i.e. skills in the development of a collaborative research culture) and that the framework provides a deliberate and overt way of supporting development of those skills.\u0000\u0000\u0000Originality/value\u0000The framework helps HDRs develop the capacity to build healthy collaborative research cultures vital for their research productivity and longer-term success as researchers.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49231541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-21DOI: 10.1108/sgpe-03-2019-0029
Clinton A. Patterson, Chi-Ning Chang, Courtney Lavadia, M. Pardo, Debra Fowler, K. Butler-Purry
Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.
{"title":"Transforming doctoral education: preparing multidimensional and adaptive scholars","authors":"Clinton A. Patterson, Chi-Ning Chang, Courtney Lavadia, M. Pardo, Debra Fowler, K. Butler-Purry","doi":"10.1108/sgpe-03-2019-0029","DOIUrl":"https://doi.org/10.1108/sgpe-03-2019-0029","url":null,"abstract":"\u0000Purpose\u0000Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow.\u0000\u0000\u0000Design/methodology/approach\u0000The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience.\u0000\u0000\u0000Findings\u0000Current global doctoral education models and literature were reviewed. These findings informed the new TDEM.\u0000\u0000\u0000Practical implications\u0000Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness.\u0000\u0000\u0000Social implications\u0000Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems.\u0000\u0000\u0000Originality/value\u0000This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/sgpe-03-2019-0029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-29DOI: 10.1108/SGPE-04-2019-0044
Emiko Blalock
Purpose The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming to the perceived legitimate norms within the larger field of higher education. Design/methodology/approach This case study is focused on a multi-day Summit, collecting data from participant presentations and discussions, observations and field notes and documents. Inductive coding and deductive coding are used to analyze data, framed under the theoretical framework of organizational legitimacy, strategy and homogeneity. Findings Three major themes are identified that illuminate the inherent tension between the ambiguous nature of legitimacy and the structured character of accreditation: arguing the field is unique, establishing threats to innovation and drawing boundaries. Originality/value This study offers unique insights into the political nature of accreditation and its ties to legitimacy for professional graduate education programs. With the expansion of graduate education into more applied fields and the increased pressure to provide programs that are directly related to professional and career advancement, many programs may benefit from accreditation standards while garnering legitimacy. However, it is imperative that those seeking accreditation understand they may risk losing the very elements that make their programs distinct.
{"title":"The role of accreditation in establishing academic legitimacy in graduate level non-profit management education","authors":"Emiko Blalock","doi":"10.1108/SGPE-04-2019-0044","DOIUrl":"https://doi.org/10.1108/SGPE-04-2019-0044","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming to the perceived legitimate norms within the larger field of higher education.\u0000\u0000\u0000Design/methodology/approach\u0000This case study is focused on a multi-day Summit, collecting data from participant presentations and discussions, observations and field notes and documents. Inductive coding and deductive coding are used to analyze data, framed under the theoretical framework of organizational legitimacy, strategy and homogeneity.\u0000\u0000\u0000Findings\u0000Three major themes are identified that illuminate the inherent tension between the ambiguous nature of legitimacy and the structured character of accreditation: arguing the field is unique, establishing threats to innovation and drawing boundaries.\u0000\u0000\u0000Originality/value\u0000This study offers unique insights into the political nature of accreditation and its ties to legitimacy for professional graduate education programs. With the expansion of graduate education into more applied fields and the increased pressure to provide programs that are directly related to professional and career advancement, many programs may benefit from accreditation standards while garnering legitimacy. However, it is imperative that those seeking accreditation understand they may risk losing the very elements that make their programs distinct.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"26 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-04-2019-0044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62359020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1108/SGPE-03-2019-0028
Petra Angervall, E. Silfver
Purpose The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education. Design/methodology/approach The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education. Findings The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related. Social implications The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities. Originality/value In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.
{"title":"Assembling lines in research education","authors":"Petra Angervall, E. Silfver","doi":"10.1108/SGPE-03-2019-0028","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0028","url":null,"abstract":"\u0000Purpose\u0000The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.\u0000\u0000\u0000Design/methodology/approach\u0000The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.\u0000\u0000\u0000Findings\u0000The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.\u0000\u0000\u0000Social implications\u0000The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.\u0000\u0000\u0000Originality/value\u0000In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62358640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1108/SGPE-03-2019-0039
Katia Ciampa, Zora Wolfe
Purpose This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations. Design/methodology/approach Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA. Findings The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing. Practical implications This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing. Originality/value This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.
{"title":"Preparing for dissertation writing: doctoral education students’ perceptions","authors":"Katia Ciampa, Zora Wolfe","doi":"10.1108/SGPE-03-2019-0039","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0039","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate doctoral students’ perceptions of and satisfaction with their doctor of education program, specifically related to dissertation writing preparation. The results offer a complex picture that has implications for the design of doctoral education programs that aim to help students prepare for culminating academic writing products such as dissertations.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative data, by means of an anonymous online survey with open-ended questions, were used to ascertain 115 doctoral students’ writing experiences in a doctoral program at one university in the USA.\u0000\u0000\u0000Findings\u0000The findings of this study suggest the importance of intrapersonal factors, specifically the ability to engage in self-directed learning; interpersonal factors, such as peer and faculty support; and institutional factors, namely, faculty’s writing-based pedagogical practices, in supporting doctoral students’ academic writing.\u0000\u0000\u0000Practical implications\u0000This study suggests in addition to selecting and nurturing students’ ability to engage in self-directed learning, there are a number of specific strategies and practices doctoral faculty can engage in and use to prepare students for successful dissertation writing.\u0000\u0000\u0000Originality/value\u0000This study provides the perspective of former and existing doctoral students to illuminate the needs they perceive as they engage in dissertation writing. The study provides practical strategies based on common themes in student responses.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1108/SGPE-03-2019-0027
Christos Petichakis, E. Saetnan, L. Clark
Purpose The purpose of this study is to examine the lived experiences of current or recent research fellows holding a prestigious research fellowship, and are based in a research-intensive university in the UK. The authors of this study explored the challenges and opportunities that come with the transition of these individuals from a postdoctoral position to a fellowship. Design/methodology/approach Using a qualitative research method and through semi-structured interviews with a purposively selected sample, this research attempts to interpret the lived experiences of four research fellows by making sense of their narratives and reflections on their roles through their career development and the pursuit of research independence in their field. Findings Three themes were identified following the analysis of the data collected, namely, the freedom to explore, managing relationships and serendipity. The emphasis on achieving research independence, with the first signs of independence appearing from their postdoctoral years, was stated as an important factor in the career development of the research fellow. Gaining legitimacy and membership to multiple communities of practice simultaneously appeared to be a productive yet challenging developmental experience. Originality/value While attention in recently published output has been given to the professional development of research students and postdoctoral staff, exploring the views of research fellows remains an under-researched area in the field of researcher development. This qualitative study aims to start a discussion by exploring the lived experiences of this select group as they explain their identity-trajectory in research and pursue their aspirations towards achieving an academic post.
{"title":"The experiences of research fellows seeking independence in multiple communities of practice","authors":"Christos Petichakis, E. Saetnan, L. Clark","doi":"10.1108/SGPE-03-2019-0027","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the lived experiences of current or recent research fellows holding a prestigious research fellowship, and are based in a research-intensive university in the UK. The authors of this study explored the challenges and opportunities that come with the transition of these individuals from a postdoctoral position to a fellowship.\u0000\u0000\u0000Design/methodology/approach\u0000Using a qualitative research method and through semi-structured interviews with a purposively selected sample, this research attempts to interpret the lived experiences of four research fellows by making sense of their narratives and reflections on their roles through their career development and the pursuit of research independence in their field.\u0000\u0000\u0000Findings\u0000Three themes were identified following the analysis of the data collected, namely, the freedom to explore, managing relationships and serendipity. The emphasis on achieving research independence, with the first signs of independence appearing from their postdoctoral years, was stated as an important factor in the career development of the research fellow. Gaining legitimacy and membership to multiple communities of practice simultaneously appeared to be a productive yet challenging developmental experience.\u0000\u0000\u0000Originality/value\u0000While attention in recently published output has been given to the professional development of research students and postdoctoral staff, exploring the views of research fellows remains an under-researched area in the field of researcher development. This qualitative study aims to start a discussion by exploring the lived experiences of this select group as they explain their identity-trajectory in research and pursue their aspirations towards achieving an academic post.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1108/SGPE-03-2019-0031
Alessa Hillbrink, Regina Jucks
Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.
{"title":"‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students","authors":"Alessa Hillbrink, Regina Jucks","doi":"10.1108/SGPE-03-2019-0031","DOIUrl":"https://doi.org/10.1108/SGPE-03-2019-0031","url":null,"abstract":"\u0000Purpose\u0000Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated?\u0000\u0000\u0000Design/methodology/approach\u0000In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity.\u0000\u0000\u0000Findings\u0000As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions.\u0000\u0000\u0000Practical implications\u0000As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching.\u0000\u0000\u0000Originality/value\u0000Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-03-2019-0031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44574608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period. Design/methodology/approach A mixed method approach was used, including pre- and post-program surveys and interviews. Findings The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities. Research limitations/implications The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section. Practical implications There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them. Originality/value Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.
{"title":"EdD students’ identity development in a Carnegie Project on the Education Doctorate program","authors":"R. Buss","doi":"10.1108/SGPE-D-18-00021","DOIUrl":"https://doi.org/10.1108/SGPE-D-18-00021","url":null,"abstract":"\u0000Purpose\u0000This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed method approach was used, including pre- and post-program surveys and interviews.\u0000\u0000\u0000Findings\u0000The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.\u0000\u0000\u0000Research limitations/implications\u0000The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.\u0000\u0000\u0000Practical implications\u0000There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.\u0000\u0000\u0000Originality/value\u0000Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-D-18-00021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47627363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose This study aims to explore different themes related to impostor phenomenon, as experienced by graduate students and postdocs in science, technology, engineering and mathematics (STEM) fields. Design/methodology/approach Open-ended survey responses from 120 US-based participants from 40 states and Washington, D.C., describing an occasion when they felt like an impostor, were analyzed thematically. Findings Following content analysis, three themes emerged: occurrence, attribution and identity. While impostor-like feelings were experienced as early as high school or college, the majority experienced it during PhD application, on being admitted to a PhD program and throughout PhD training. The people experiencing impostor phenomenon attributed their achievements and success to others (other’s name, prestige, or connections, other’s mistake, other’s lies or misrepresentation, or other’s kindness) or self (self-inadequacy, pretense, luck or self-doubt) rather than their own hard work or ability. Gender-based and race/ethnicity-based identity also shaped the experiences of the impostor phenomenon. Research limitations/implications Open-ended survey responses varied in length and level of detail. Responses provided a one-time snapshot of a memory related to impostor-feelings that stood out, not indicating if the feeling persisted or evolved with time. The findings are not generalizable over a larger population. Originality/value This study identified multiple themes related to the impostor phenomenon not investigated before, enriching existing research while also providing methodological rigor for the development of follow-up studies.
{"title":"Impostor phenomenon in STEM: occurrence, attribution, and identity","authors":"Devasmita Chakraverty","doi":"10.1108/SGPE-D-18-00014","DOIUrl":"https://doi.org/10.1108/SGPE-D-18-00014","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore different themes related to impostor phenomenon, as experienced by graduate students and postdocs in science, technology, engineering and mathematics (STEM) fields.\u0000\u0000\u0000Design/methodology/approach\u0000Open-ended survey responses from 120 US-based participants from 40 states and Washington, D.C., describing an occasion when they felt like an impostor, were analyzed thematically.\u0000\u0000\u0000Findings\u0000Following content analysis, three themes emerged: occurrence, attribution and identity. While impostor-like feelings were experienced as early as high school or college, the majority experienced it during PhD application, on being admitted to a PhD program and throughout PhD training. The people experiencing impostor phenomenon attributed their achievements and success to others (other’s name, prestige, or connections, other’s mistake, other’s lies or misrepresentation, or other’s kindness) or self (self-inadequacy, pretense, luck or self-doubt) rather than their own hard work or ability. Gender-based and race/ethnicity-based identity also shaped the experiences of the impostor phenomenon.\u0000\u0000\u0000Research limitations/implications\u0000Open-ended survey responses varied in length and level of detail. Responses provided a one-time snapshot of a memory related to impostor-feelings that stood out, not indicating if the feeling persisted or evolved with time. The findings are not generalizable over a larger population.\u0000\u0000\u0000Originality/value\u0000This study identified multiple themes related to the impostor phenomenon not investigated before, enriching existing research while also providing methodological rigor for the development of follow-up studies.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-D-18-00014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41324913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-13DOI: 10.1108/SGPE-02-2019-050
M. Maher, Annie M. Wofford, Josipa Roksa, David F. Feldon
Purpose The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students. Design/methodology/approach Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences. Findings The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated. Originality/value While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.
{"title":"Doctoral student experiences in biological sciences laboratory rotations","authors":"M. Maher, Annie M. Wofford, Josipa Roksa, David F. Feldon","doi":"10.1108/SGPE-02-2019-050","DOIUrl":"https://doi.org/10.1108/SGPE-02-2019-050","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.\u0000\u0000\u0000Design/methodology/approach\u0000Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences.\u0000\u0000\u0000Findings\u0000The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated.\u0000\u0000\u0000Originality/value\u0000While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/SGPE-02-2019-050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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