Pub Date : 2022-10-24DOI: 10.1108/sgpe-02-2022-0014
Kimberly A. Griffin, Candace Miller, Josipa Roksa
Purpose The purpose of this study is to examine how student agency influences career decision-making for doctoral students in biological sciences. The authors address the following questions: How do biological science graduate students navigate career indecision? And how does agency relate to their experiences with career indecision? Design/methodology/approach The authors analyzed interview data collected from 84 PhD biology graduate students. Researchers used a grounded theory approach. After open codes were developed and data were coded, code reports were generated, which were used to determine themes. Findings More than half of the sample had not committed to a career path, and undecided students were bifurcated into two categories: Uncommitted and Uncertain. Uncommitted graduate students demonstrated agency in their approach and were focused on exploration and development. Uncertain students demonstrated less agency, were more fearful and perceived less control and clarity about their options and strategies to pursue career goals. Practical implications Findings suggest some forms of indecision can be productive and offer institutional leaders guidance for increasing the efficacy of career development and exploration programming. Originality/value Research on doctoral student career decision-making is often quantitative and rarely explores the role of agency. This qualitative study focuses on the relationship between student agency and career indecision, which is an understudied aspect of career development.
{"title":"Agency and career indecision among biological science graduate students","authors":"Kimberly A. Griffin, Candace Miller, Josipa Roksa","doi":"10.1108/sgpe-02-2022-0014","DOIUrl":"https://doi.org/10.1108/sgpe-02-2022-0014","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine how student agency influences career decision-making for doctoral students in biological sciences. The authors address the following questions: How do biological science graduate students navigate career indecision? And how does agency relate to their experiences with career indecision?\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed interview data collected from 84 PhD biology graduate students. Researchers used a grounded theory approach. After open codes were developed and data were coded, code reports were generated, which were used to determine themes.\u0000\u0000\u0000Findings\u0000More than half of the sample had not committed to a career path, and undecided students were bifurcated into two categories: Uncommitted and Uncertain. Uncommitted graduate students demonstrated agency in their approach and were focused on exploration and development. Uncertain students demonstrated less agency, were more fearful and perceived less control and clarity about their options and strategies to pursue career goals.\u0000\u0000\u0000Practical implications\u0000Findings suggest some forms of indecision can be productive and offer institutional leaders guidance for increasing the efficacy of career development and exploration programming.\u0000\u0000\u0000Originality/value\u0000Research on doctoral student career decision-making is often quantitative and rarely explores the role of agency. This qualitative study focuses on the relationship between student agency and career indecision, which is an understudied aspect of career development.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46590053","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 : 2022-10-13DOI: 10.1108/sgpe-12-2021-0085
Kimberly A. Griffin, Joakina Stone, Di-Tu Dissassa, Terra N. Hall, Ashley Hixson
Purpose This study aims to focus on the experiences of biomedical science students nearing the end of their doctoral programs and the factors that influence their well-being. In addition to identifying general challenges, the study aims to expand understanding of how interactions with principal investigators (PIs) can influence students’ well-being and engagement in wellness practices. Design/methodology/approach This qualitative study presents an analysis of interview data collected from 90 trainees five years after beginning their graduate programs. All were participants in a larger mixed-methods, longitudinal study. Emergent themes and a codebook were established after reviewing interview transcripts and completing memos. Codes were applied to data, and reports were generated to confirm and challenge early interpretations. Findings Participants described four key factors that influenced their well-being: perceived work/life balance; managing progress on research; program completion and job search; and overall faculty relationships. While relationships with PIs could be a source of stress, participants more often described how both interactions with, and observations of their PIs could amplify or mitigate their ability to manage other stressors and overall sense of well-being. Originality/value While researchers in the USA have increasingly considered the factors impacting graduate student mental health, there has been less of an emphasis on wellness and well-being. Furthermore, there has been less attention to how PIs contribute, in positive and negative ways, to these outcomes. This study offers insight into well-being at a specific timepoint, considering dynamics unique to wellness and well-being in the later stages of doctoral training.
{"title":"Surviving or flourishing: how relationships with principal investigators influence science graduate students’ wellness","authors":"Kimberly A. Griffin, Joakina Stone, Di-Tu Dissassa, Terra N. Hall, Ashley Hixson","doi":"10.1108/sgpe-12-2021-0085","DOIUrl":"https://doi.org/10.1108/sgpe-12-2021-0085","url":null,"abstract":"\u0000Purpose\u0000This study aims to focus on the experiences of biomedical science students nearing the end of their doctoral programs and the factors that influence their well-being. In addition to identifying general challenges, the study aims to expand understanding of how interactions with principal investigators (PIs) can influence students’ well-being and engagement in wellness practices.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative study presents an analysis of interview data collected from 90 trainees five years after beginning their graduate programs. All were participants in a larger mixed-methods, longitudinal study. Emergent themes and a codebook were established after reviewing interview transcripts and completing memos. Codes were applied to data, and reports were generated to confirm and challenge early interpretations.\u0000\u0000\u0000Findings\u0000Participants described four key factors that influenced their well-being: perceived work/life balance; managing progress on research; program completion and job search; and overall faculty relationships. While relationships with PIs could be a source of stress, participants more often described how both interactions with, and observations of their PIs could amplify or mitigate their ability to manage other stressors and overall sense of well-being.\u0000\u0000\u0000Originality/value\u0000While researchers in the USA have increasingly considered the factors impacting graduate student mental health, there has been less of an emphasis on wellness and well-being. Furthermore, there has been less attention to how PIs contribute, in positive and negative ways, to these outcomes. This study offers insight into well-being at a specific timepoint, considering dynamics unique to wellness and well-being in the later stages of doctoral training.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62358662","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 : 2022-10-05DOI: 10.1108/sgpe-02-2022-0013
Deborah S. Willis, Laura N. Schram
Purpose Recent research on graduate students’ diversity, equity and inclusion (DEI) socialization found that graduate colleges play a role in supporting graduate students’ DEI professional development (Perez et al., 2020), but more studies are needed about how graduate colleges facilitate DEI socialization. One graduate college at a large, selective, research-intensive, public university in the Midwestern US created a graduate certificate for professional development in DEI to expand graduate students’ capacities to contribute to inclusion and equity in higher education. The purpose of this multi-method program evaluation is to assess whether the certificate program created significant learning about DEI and developed intercultural competence among graduate students. Design/methodology/approach The authors rely on multiple methods to evaluate the impact of the professional development DEI certificate. First, the authors used the Intercultural Development Inventory (IDI) pre and postassessment to measure the growth of participants in the first three years of the program. Second, the authors designed a reflection tool to assess significant learning after each component of the program. Finally, we conducted focus groups with graduates of the program to understand what program components were most valuable for DEI-related significant learning. Findings The authors found that the DEI professional development program increased students’ intercultural competence as measured by the IDI. Students reported perceptions of significant learning in every domain of learning we assessed using a self-reflection tool and in focus groups. Originality/value To the best of the authors’ knowledge, this is the first study that demonstrates how graduate colleges contribute to DEI socialization by preparing graduate students to interact across differences and contribute to inclusive climates both within and beyond academe.
近期关于研究生多样性、公平和包容(DEI)社会化的研究发现，研究生院在支持研究生DEI专业发展方面发挥了作用(Perez et al.， 2020)，但研究生院如何促进DEI社会化还需要更多的研究。美国中西部一所大型、选择性强、研究密集型的公立大学的一所研究生院创建了DEI专业发展的研究生证书，以扩大研究生为高等教育的包容和公平做出贡献的能力。这种多方法课程评估的目的是评估证书课程是否在研究生中创造了关于DEI的重要学习和培养了跨文化能力。设计/方法/方法作者依靠多种方法来评估专业发展DEI证书的影响。首先，作者使用跨文化发展量表(IDI)前后评估来衡量项目前三年参与者的成长情况。其次，作者设计了一个反思工具来评估项目每个组成部分后的重要学习。最后，我们对该项目的毕业生进行了焦点小组讨论，以了解哪些项目组成部分对与dei相关的重要学习最有价值。研究结果作者发现，DEI专业发展项目提高了学生的跨文化能力，这是由IDI衡量的。学生报告了我们使用自我反思工具和焦点小组评估的每个学习领域的重要学习的感知。原创性/价值据作者所知，这是第一个证明研究生院如何通过培养研究生跨越差异进行互动，并为学术内外的包容性气候做出贡献，从而促进DEI社会化的研究。
{"title":"Graduate student diversity, equity and inclusion professional development","authors":"Deborah S. Willis, Laura N. Schram","doi":"10.1108/sgpe-02-2022-0013","DOIUrl":"https://doi.org/10.1108/sgpe-02-2022-0013","url":null,"abstract":"\u0000Purpose\u0000Recent research on graduate students’ diversity, equity and inclusion (DEI) socialization found that graduate colleges play a role in supporting graduate students’ DEI professional development (Perez et al., 2020), but more studies are needed about how graduate colleges facilitate DEI socialization. One graduate college at a large, selective, research-intensive, public university in the Midwestern US created a graduate certificate for professional development in DEI to expand graduate students’ capacities to contribute to inclusion and equity in higher education. The purpose of this multi-method program evaluation is to assess whether the certificate program created significant learning about DEI and developed intercultural competence among graduate students.\u0000\u0000\u0000Design/methodology/approach\u0000The authors rely on multiple methods to evaluate the impact of the professional development DEI certificate. First, the authors used the Intercultural Development Inventory (IDI) pre and postassessment to measure the growth of participants in the first three years of the program. Second, the authors designed a reflection tool to assess significant learning after each component of the program. Finally, we conducted focus groups with graduates of the program to understand what program components were most valuable for DEI-related significant learning.\u0000\u0000\u0000Findings\u0000The authors found that the DEI professional development program increased students’ intercultural competence as measured by the IDI. Students reported perceptions of significant learning in every domain of learning we assessed using a self-reflection tool and in focus groups.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first study that demonstrates how graduate colleges contribute to DEI socialization by preparing graduate students to interact across differences and contribute to inclusive climates both within and beyond academe.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42843305","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 : 2022-09-27DOI: 10.1108/sgpe-12-2021-0082
B. Grant, Machi Sato, Jules Skelling
Purpose This paper aims to explore doctoral candidates’ ethical work in writing the acknowledgements section of their theses. With interest in the formation of academic identities/subjectivities, the authors explore acknowledgements writing as always potentially a form of parrhesia or risky truth-telling, through which the candidate places themselves in their relations to others rather than in their claims to knowledge (Luxon, 2008). Design/methodology/approach Doctoral candidates from all faculties in one Japanese and one Aotearoa New Zealand university participated in focus groups where they discussed the genre of thesis acknowledgements, drafted their own version and wrote a reflective commentary/backstory. Findings Viewing the backstories through the lens of parrhesia (with its entangled matters of frankness, truth, risk, criticism and duty) showed candidates engaged in complex ethical decision-making processes with, at best, “ambiguous ethical resources” (Luxon, 2008, p. 381) arising from their academic and personal lives. Candidates used these resources to try and position themselves as both properly academic and more than academic – as knowing selves and relational selves. Originality/value This study bares the ethical riskiness of writing doctoral acknowledgements, as doctoral candidates navigate the tensions between situating themselves “truthfully” in their relations with others while striking the necessary pose of intellectual independence (originality). In a context where there is evidence that examiners not only read acknowledgements to ascertain independence, student and/or supervisor quality and the “human being behind the thesis” (Kumar and Sanderson, 2020, p. 285) but also show bias in those readings, this study advises reader caution about drawing inferences from acknowledgements texts. They are not simply transparent. As examiners and other readers make sense, judgments even, of these tiny, often fascinating, glimpses into a candidate’s doctoral experience, they need to understand that a host of unpredictable tensions with myriad ambiguous effects are present on the page.
{"title":"“Life is based on reciprocity, so be generous”: ethical work in doctoral acknowledgements","authors":"B. Grant, Machi Sato, Jules Skelling","doi":"10.1108/sgpe-12-2021-0082","DOIUrl":"https://doi.org/10.1108/sgpe-12-2021-0082","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore doctoral candidates’ ethical work in writing the acknowledgements section of their theses. With interest in the formation of academic identities/subjectivities, the authors explore acknowledgements writing as always potentially a form of parrhesia or risky truth-telling, through which the candidate places themselves in their relations to others rather than in their claims to knowledge (Luxon, 2008).\u0000\u0000\u0000Design/methodology/approach\u0000Doctoral candidates from all faculties in one Japanese and one Aotearoa New Zealand university participated in focus groups where they discussed the genre of thesis acknowledgements, drafted their own version and wrote a reflective commentary/backstory.\u0000\u0000\u0000Findings\u0000Viewing the backstories through the lens of parrhesia (with its entangled matters of frankness, truth, risk, criticism and duty) showed candidates engaged in complex ethical decision-making processes with, at best, “ambiguous ethical resources” (Luxon, 2008, p. 381) arising from their academic and personal lives. Candidates used these resources to try and position themselves as both properly academic and more than academic – as knowing selves and relational selves.\u0000\u0000\u0000Originality/value\u0000This study bares the ethical riskiness of writing doctoral acknowledgements, as doctoral candidates navigate the tensions between situating themselves “truthfully” in their relations with others while striking the necessary pose of intellectual independence (originality). In a context where there is evidence that examiners not only read acknowledgements to ascertain independence, student and/or supervisor quality and the “human being behind the thesis” (Kumar and Sanderson, 2020, p. 285) but also show bias in those readings, this study advises reader caution about drawing inferences from acknowledgements texts. They are not simply transparent. As examiners and other readers make sense, judgments even, of these tiny, often fascinating, glimpses into a candidate’s doctoral experience, they need to understand that a host of unpredictable tensions with myriad ambiguous effects are present on the page.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684961","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 : 2022-08-18DOI: 10.1108/sgpe-05-2020-0026
Joyce B. Main
Purpose The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates. Design/methodology/approach Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period. Findings The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream. Originality/value While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.
{"title":"Family formation and the career trajectories of women engineering PhDs","authors":"Joyce B. Main","doi":"10.1108/sgpe-05-2020-0026","DOIUrl":"https://doi.org/10.1108/sgpe-05-2020-0026","url":null,"abstract":"\u0000Purpose\u0000The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates.\u0000\u0000\u0000Design/methodology/approach\u0000Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period.\u0000\u0000\u0000Findings\u0000The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream.\u0000\u0000\u0000Originality/value\u0000While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187545","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 : 2022-08-09DOI: 10.1108/sgpe-12-2021-0083
J. Lees, Lucrezia Gorini, S. Torjussen, M. Oliveira, P. Pinto, Maria Potes Barbas, Madalena Martins, Melanie S. Jones, V. Sheppard, Ana Petronilho, Margarida Trindade
Purpose The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved through an Erasmus+ KA2 (Strategic Partnership) skills development project which created a training programme (TRANSPEER) involving a multi-disciplinary cohort of researchers at a range of career stages, drawn from universities in Norway, Portugal, Sweden and the UK. Design/methodology/approach Research support staff designed and delivered four transnational training events for the cohort, with the overarching theme of enhancing researcher employability. An initial skills awareness survey of the researcher cohort was undertaken prior to the start of the programme; this survey was repeated after each event. An additional aim of the project was the development of the consortium’s research support staff through exposure to the facilitation techniques and methodologies of their international colleagues. Findings The findings indicate that transnational collaboration in researcher development enhances the learning environment for participating researchers and provides significant professional development opportunities for both researchers and researcher developers. The findings further suggest the benefits of mixing cohorts across career stages and engaging researchers with novel and interactive approaches on themes not typically addressed in academic competence development offerings. Originality/value Transversal skills development cooperation between universities – especially transnational cooperation – is rare. Even more so is the professional development of research support staff in a transnational context. This paper outlines the benefits of such collaborative activities.
{"title":"Transnational cooperation in enhancing researchers’ wider employability: the TRANSPEER project","authors":"J. Lees, Lucrezia Gorini, S. Torjussen, M. Oliveira, P. Pinto, Maria Potes Barbas, Madalena Martins, Melanie S. Jones, V. Sheppard, Ana Petronilho, Margarida Trindade","doi":"10.1108/sgpe-12-2021-0083","DOIUrl":"https://doi.org/10.1108/sgpe-12-2021-0083","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved through an Erasmus+ KA2 (Strategic Partnership) skills development project which created a training programme (TRANSPEER) involving a multi-disciplinary cohort of researchers at a range of career stages, drawn from universities in Norway, Portugal, Sweden and the UK.\u0000\u0000\u0000Design/methodology/approach\u0000Research support staff designed and delivered four transnational training events for the cohort, with the overarching theme of enhancing researcher employability. An initial skills awareness survey of the researcher cohort was undertaken prior to the start of the programme; this survey was repeated after each event. An additional aim of the project was the development of the consortium’s research support staff through exposure to the facilitation techniques and methodologies of their international colleagues.\u0000\u0000\u0000Findings\u0000The findings indicate that transnational collaboration in researcher development enhances the learning environment for participating researchers and provides significant professional development opportunities for both researchers and researcher developers. The findings further suggest the benefits of mixing cohorts across career stages and engaging researchers with novel and interactive approaches on themes not typically addressed in academic competence development offerings.\u0000\u0000\u0000Originality/value\u0000Transversal skills development cooperation between universities – especially transnational cooperation – is rare. Even more so is the professional development of research support staff in a transnational context. This paper outlines the benefits of such collaborative activities.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154134","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 : 2022-07-13DOI: 10.1108/sgpe-09-2021-0068
Matthew M. Mars, Jeni Hart
Purpose There is pressure to transform graduate education in ways that better prepare and socialize students for academic careers that require entrepreneurial activities and/or professional pathways outside of academia. The inclusion of entrepreneurial learning in graduate curricula and programs is one strategy for responding to such calls. Yet, there lacks an understanding of how graduate students outside of the business fields make sense of entrepreneurial content relevant to their academic interests and career aspirations. Thus, the purpose of this paper is to explore entrepreneurial sensemaking by non-business graduate students enrolled in a transdisciplinary entrepreneurship course. Design/methodology/approach A single case study design was used to explore how seven nonbusiness graduate students in a transdisciplinary entrepreneurial leadership course made sense of entrepreneurial content relevant to their academic interests and career aspirations. Data were collected through direct observations, semi-structured interviews and the administration of an entrepreneurial leadership proclivity assessment tool. Findings Through experiential learning intentionally centering entrepreneurship, graduate students acquire entrepreneurial knowledge in ways that enhance their agency and sense of empowerment without diluting or overriding their academic and/or professional intentions. Practical implications Sensemaking is framed as a pedagogical resource for fostering the integration of entrepreneurial content in transdisciplinary graduate courses and experiences in ways that align with and support the academic interests and career aspirations of individual students. Originality/value A novel entrepreneurial sensemaking approach to the integration of entrepreneurial content with transdisciplinary curricula that is directly responsive to calls for graduate education transformation is introduced.
{"title":"Entrepreneurial sensemaking and transdisciplinary graduate entrepreneurship education","authors":"Matthew M. Mars, Jeni Hart","doi":"10.1108/sgpe-09-2021-0068","DOIUrl":"https://doi.org/10.1108/sgpe-09-2021-0068","url":null,"abstract":"\u0000Purpose\u0000There is pressure to transform graduate education in ways that better prepare and socialize students for academic careers that require entrepreneurial activities and/or professional pathways outside of academia. The inclusion of entrepreneurial learning in graduate curricula and programs is one strategy for responding to such calls. Yet, there lacks an understanding of how graduate students outside of the business fields make sense of entrepreneurial content relevant to their academic interests and career aspirations. Thus, the purpose of this paper is to explore entrepreneurial sensemaking by non-business graduate students enrolled in a transdisciplinary entrepreneurship course.\u0000\u0000\u0000Design/methodology/approach\u0000A single case study design was used to explore how seven nonbusiness graduate students in a transdisciplinary entrepreneurial leadership course made sense of entrepreneurial content relevant to their academic interests and career aspirations. Data were collected through direct observations, semi-structured interviews and the administration of an entrepreneurial leadership proclivity assessment tool.\u0000\u0000\u0000Findings\u0000Through experiential learning intentionally centering entrepreneurship, graduate students acquire entrepreneurial knowledge in ways that enhance their agency and sense of empowerment without diluting or overriding their academic and/or professional intentions.\u0000\u0000\u0000Practical implications\u0000Sensemaking is framed as a pedagogical resource for fostering the integration of entrepreneurial content in transdisciplinary graduate courses and experiences in ways that align with and support the academic interests and career aspirations of individual students.\u0000\u0000\u0000Originality/value\u0000A novel entrepreneurial sensemaking approach to the integration of entrepreneurial content with transdisciplinary curricula that is directly responsive to calls for graduate education transformation is introduced.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45161812","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 : 2022-06-28DOI: 10.1108/sgpe-10-2021-0073
L. McAlpine, Otilia Chiramba, M. Keane
Purpose Many nations, including African ones, view PhD graduates as a means to be more internationally competitive, and national policies may encourage outward mobility of potential PhDs, expecting that graduates on return will enhance the country’s capacity. Many studies of such mobility, as with studies of early career researchers generally, focus on their work-related experiences. That is, they do not incorporate the broader life considerations that can intersect with their work-career decisions. So, this study of 36 Africans who completed their PhDs abroad uses a framework that embedded an individual’s work within personal considerations, such as life goals, while not ignoring the structural factors, such as job availability, in play when making work-career decisions. Design/methodology/approach The paper used a narrative methodology, with two stages of analysis: first of individual cases, then of patterns across individuals. Findings Multiple personal factors came to bear in negotiating the structural factors related to work and career. Moreover, there were multiple intersections between personal factors, and the influence of a factor ranged from sustaining through disrupting, highlighting the specific context-bounded nature of the thinking at the time of decision-making. Research limitations/implications This was a small-scale study with no intention to generalize to the broader population of African PhD holders. Rather but the goal was an in-depth examination of individual’s work within personal considerations to further conceptualize the understanding of career decision-making. Practical implications PhD programmes could encourage PhD students to consider the importance of life intentions and hopes in career decision-making and how careers evolve over time in light of structural and life factors. Originality/value Overall, participants demonstrated an intricate weighing of personal factors in making decisions as they also sought to negotiate different structural factors to advance their careers. Further, no other studies the authors are aware of report how the same interacting factors can have a sustaining through disrupting influence dependent on specific contexts, thus further revealing how nested contexts and personal factors co-influence the work-career decisions that each individual makes.
{"title":"African experiences of doing PhDs abroad: Negotiating careers within broader life considerations","authors":"L. McAlpine, Otilia Chiramba, M. Keane","doi":"10.1108/sgpe-10-2021-0073","DOIUrl":"https://doi.org/10.1108/sgpe-10-2021-0073","url":null,"abstract":"\u0000Purpose\u0000Many nations, including African ones, view PhD graduates as a means to be more internationally competitive, and national policies may encourage outward mobility of potential PhDs, expecting that graduates on return will enhance the country’s capacity. Many studies of such mobility, as with studies of early career researchers generally, focus on their work-related experiences. That is, they do not incorporate the broader life considerations that can intersect with their work-career decisions. So, this study of 36 Africans who completed their PhDs abroad uses a framework that embedded an individual’s work within personal considerations, such as life goals, while not ignoring the structural factors, such as job availability, in play when making work-career decisions.\u0000\u0000\u0000Design/methodology/approach\u0000The paper used a narrative methodology, with two stages of analysis: first of individual cases, then of patterns across individuals.\u0000\u0000\u0000Findings\u0000Multiple personal factors came to bear in negotiating the structural factors related to work and career. Moreover, there were multiple intersections between personal factors, and the influence of a factor ranged from sustaining through disrupting, highlighting the specific context-bounded nature of the thinking at the time of decision-making.\u0000\u0000\u0000Research limitations/implications\u0000This was a small-scale study with no intention to generalize to the broader population of African PhD holders. Rather but the goal was an in-depth examination of individual’s work within personal considerations to further conceptualize the understanding of career decision-making.\u0000\u0000\u0000Practical implications\u0000PhD programmes could encourage PhD students to consider the importance of life intentions and hopes in career decision-making and how careers evolve over time in light of structural and life factors.\u0000\u0000\u0000Originality/value\u0000Overall, participants demonstrated an intricate weighing of personal factors in making decisions as they also sought to negotiate different structural factors to advance their careers. Further, no other studies the authors are aware of report how the same interacting factors can have a sustaining through disrupting influence dependent on specific contexts, thus further revealing how nested contexts and personal factors co-influence the work-career decisions that each individual makes.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44735962","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 : 2022-06-14DOI: 10.1108/sgpe-02-2021-0013
K. Pyhältö, Jouni Peltonen, H. Anttila, L. Frick, P. de Jager
Purpose Doctoral students’ ill-being in terms of stress, exhaustion and high levels of mental health problems has been well documented. Yet, the well-being of doctoral students is more than the absence of these negative symptoms. The number of studies exploring the combination of positive and negative attributes of doctoral students’ well-being is limited. Therefore, this study aims to focus on exploring individual variation in doctoral students’ experienced engagement and burnout across two distinct socio-cultural contexts in Finland and in South Africa. Design/methodology/approach A total of 884 doctoral students from Finland (n = 391) and South Africa (n = 493) responded to the cross-cultural Doctoral Experience Survey. The data were quantitatively analyzed. Findings Altogether four distinctive engagement–burnout profiles were detected, including engaged, engaged–exhausted, moderately engaged–burnout and burnout profiles. Differences between the Finnish and South African students were identified in profile emphasis. The profiles were also related to several study progress attributes such as drop-out intentions, time-to-candidacy and satisfaction with study. Originality/value This study provides new understanding on doctoral students’ well-being by focusing on both positive and negative attributes and exploring doctoral students’ discrepant profiles with a cross-country design.
{"title":"Engaged and/or burnt out? Finnish and South African doctoral students’ experiences","authors":"K. Pyhältö, Jouni Peltonen, H. Anttila, L. Frick, P. de Jager","doi":"10.1108/sgpe-02-2021-0013","DOIUrl":"https://doi.org/10.1108/sgpe-02-2021-0013","url":null,"abstract":"\u0000Purpose\u0000Doctoral students’ ill-being in terms of stress, exhaustion and high levels of mental health problems has been well documented. Yet, the well-being of doctoral students is more than the absence of these negative symptoms. The number of studies exploring the combination of positive and negative attributes of doctoral students’ well-being is limited. Therefore, this study aims to focus on exploring individual variation in doctoral students’ experienced engagement and burnout across two distinct socio-cultural contexts in Finland and in South Africa.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 884 doctoral students from Finland (n = 391) and South Africa (n = 493) responded to the cross-cultural Doctoral Experience Survey. The data were quantitatively analyzed.\u0000\u0000\u0000Findings\u0000Altogether four distinctive engagement–burnout profiles were detected, including engaged, engaged–exhausted, moderately engaged–burnout and burnout profiles. Differences between the Finnish and South African students were identified in profile emphasis. The profiles were also related to several study progress attributes such as drop-out intentions, time-to-candidacy and satisfaction with study.\u0000\u0000\u0000Originality/value\u0000This study provides new understanding on doctoral students’ well-being by focusing on both positive and negative attributes and exploring doctoral students’ discrepant profiles with a cross-country design.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41996005","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 : 2022-06-14DOI: 10.1108/sgpe-07-2021-0052
S. Mendez, Sarah E. Cooksey, Kathryn E. Starkey, V. Conley
Purpose This study aims to explore the perceptions of a diverse set of 16 engineering postdoctoral scholars regarding their fit for the professoriate. The professoriate speaks to the body of tenured/tenure-track faculty within higher education institutions. Design/methodology/approach An intrinsic case study design was conducted to provide an in-depth understanding of the factors influencing engineering postdoctoral scholars’ perceived professorial fit using person–job fit theory. Findings As a result of inductive and deductive data analyses techniques, four themes emerged: the professoriate is perceived as a calling for those who desire to teach and mentor the upcoming generation of engineers; research autonomy in the professoriate is highly attractive; the work demands of the professoriate are contrary to the work–life balance sought; and the professoriate appears daunting due to the competitive nature of the job market and the academic environment. Originality/value This study is critical for those invested in possessing a deeper understanding of the postdoctoral career stage, its relationship to the professoriate as a career choice and broadening participation in engineering academia.
{"title":"Professorial fit: perceptions of engineering postdoctoral scholars","authors":"S. Mendez, Sarah E. Cooksey, Kathryn E. Starkey, V. Conley","doi":"10.1108/sgpe-07-2021-0052","DOIUrl":"https://doi.org/10.1108/sgpe-07-2021-0052","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the perceptions of a diverse set of 16 engineering postdoctoral scholars regarding their fit for the professoriate. The professoriate speaks to the body of tenured/tenure-track faculty within higher education institutions.\u0000\u0000\u0000Design/methodology/approach\u0000An intrinsic case study design was conducted to provide an in-depth understanding of the factors influencing engineering postdoctoral scholars’ perceived professorial fit using person–job fit theory.\u0000\u0000\u0000Findings\u0000As a result of inductive and deductive data analyses techniques, four themes emerged: the professoriate is perceived as a calling for those who desire to teach and mentor the upcoming generation of engineers; research autonomy in the professoriate is highly attractive; the work demands of the professoriate are contrary to the work–life balance sought; and the professoriate appears daunting due to the competitive nature of the job market and the academic environment.\u0000\u0000\u0000Originality/value\u0000This study is critical for those invested in possessing a deeper understanding of the postdoctoral career stage, its relationship to the professoriate as a career choice and broadening participation in engineering academia.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729758","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：