Pub Date : 2022-06-01DOI: 10.1108/sgpe-10-2021-0076
Irina A. Lokhtina, M. Castelló, Agata A. Lambrechts, Erika Löfström, M. K. McGinn, I. Skakni, Inge van der Weijden
Purpose This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being. Design/methodology/approach This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence of the impact of the pandemic on ECR activity and development. The search strategy involved online databases (Scopus, Web of Science and Overton); well-established higher education journals (based on Scopus classification) and references in the retained articles (snowballing). The final sample included 11 papers. Findings The evidence shows that ECRs have been affected in terms of research activity, researcher development, career prospects and well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover. Practical implications There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs’ research work in a situation where new duties and chores were added during the pandemic. Originality/value This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.
目的本文旨在确定新冠肺炎大流行对早期职业研究人员（ECR）活动、发展、职业前景和幸福感的影响，这为新冠疫情对ECR活动和发展的影响提供了经验证据。搜索策略涉及在线数据库（Scopus、Web of Science和Overton）；完善的高等教育期刊（基于Scopus分类）和保留文章中的参考文献（滚雪球）。最终样本包括11篇论文。研究结果有证据表明，ECRs在研究活动、研究人员发展、职业前景和幸福感方面都受到了影响。尽管发现了许多负面后果，但出现了一些有希望的学习做法；然而，这些机会并不总是完全实现。研究结果引发了人们对各个领域的差异效应以及可能的长期后果的质疑，因为在社会努力复苏的过程中，一些领域和一些学者的处境可能会更糟。实际含义有必要修订机构和国家政策，以确保在疫情期间增加了新的职责和杂务的情况下，实施足够的措施来支持ECRs的研究工作。原创性/价值本文深入了解了疫情最初的社会挑战对跨学科ECR的影响，这些影响可能会对他们的学术发展和福祉产生长期影响。
{"title":"The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art","authors":"Irina A. Lokhtina, M. Castelló, Agata A. Lambrechts, Erika Löfström, M. K. McGinn, I. Skakni, Inge van der Weijden","doi":"10.1108/sgpe-10-2021-0076","DOIUrl":"https://doi.org/10.1108/sgpe-10-2021-0076","url":null,"abstract":"\u0000Purpose\u0000This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being.\u0000\u0000\u0000Design/methodology/approach\u0000This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence of the impact of the pandemic on ECR activity and development. The search strategy involved online databases (Scopus, Web of Science and Overton); well-established higher education journals (based on Scopus classification) and references in the retained articles (snowballing). The final sample included 11 papers.\u0000\u0000\u0000Findings\u0000The evidence shows that ECRs have been affected in terms of research activity, researcher development, career prospects and well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover.\u0000\u0000\u0000Practical implications\u0000There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs’ research work in a situation where new duties and chores were added during the pandemic.\u0000\u0000\u0000Originality/value\u0000This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715128","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 : 2022-05-17DOI: 10.1108/sgpe-12-2020-0079
Amanda J. Brockman, Dara E. Naphan‐Kingery, Richard N. Pitt
Purpose While science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often not treated as scientists, which can weaken their science identities. This study aims to examine how racial discrimination negatively affects their science identities in STEM and the importance of community recognition in mitigating these effects. Design/methodology/approach The authors use reflected appraisals and identity theory to theoretically guide this work. The data are based on a survey of 215 postdoctoral scholars in STEM disciplines. Findings The authors find that community recognition mediates the negative relationship between perceived discrimination and postdoctoral scholars’ science identities. Research limitations/implications The study shows the importance of recognizing the achievements and identities of underrepresented STEM scholars to counteract the chronic and cumulative identity nonverification that leaves talent unrecognized and disrupts scholars’ science identities. Originality/value The authors explore the negative impact of discriminatory experiences on the importance individuals place on their identities as scientists and if this can be affected by the degree to which they feel that other scientists recognize them as competent scientists among a group of scholars who have earned the highest of academic degrees, and who are also relatively understudied: postdocs.
{"title":"When talent goes unrecognized: racial discrimination, community recognition, and STEM postdocs’ science identities","authors":"Amanda J. Brockman, Dara E. Naphan‐Kingery, Richard N. Pitt","doi":"10.1108/sgpe-12-2020-0079","DOIUrl":"https://doi.org/10.1108/sgpe-12-2020-0079","url":null,"abstract":"\u0000Purpose\u0000While science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often not treated as scientists, which can weaken their science identities. This study aims to examine how racial discrimination negatively affects their science identities in STEM and the importance of community recognition in mitigating these effects.\u0000\u0000\u0000Design/methodology/approach\u0000The authors use reflected appraisals and identity theory to theoretically guide this work. The data are based on a survey of 215 postdoctoral scholars in STEM disciplines.\u0000\u0000\u0000Findings\u0000The authors find that community recognition mediates the negative relationship between perceived discrimination and postdoctoral scholars’ science identities.\u0000\u0000\u0000Research limitations/implications\u0000The study shows the importance of recognizing the achievements and identities of underrepresented STEM scholars to counteract the chronic and cumulative identity nonverification that leaves talent unrecognized and disrupts scholars’ science identities.\u0000\u0000\u0000Originality/value\u0000The authors explore the negative impact of discriminatory experiences on the importance individuals place on their identities as scientists and if this can be affected by the degree to which they feel that other scientists recognize them as competent scientists among a group of scholars who have earned the highest of academic degrees, and who are also relatively understudied: postdocs.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47232729","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 : 2022-05-10DOI: 10.1108/sgpe-08-2021-0057
M. Mars, B. Moravec
Purpose Market forces and other external pressures have significantly transformed higher education over the past four decades. Research on the influence of cross-sector permeation on doctoral education has primarily focused on preparing and socializing students for academic careers that involve entrepreneurial activity. Conversely, PhD student agency involving cross-sector engagement and the pursuit of individual values and goals in ways that span the boundaries of academia have been overlooked. The purpose of this study is to qualitatively explore how a sample of Doctor of Philosophy (PhD) students in Science, Technology, Mathematics and Engineering (STEM) programs recognized, made sense of and navigated cross-sector permeation relevant to their individual passions and commitments to climate change alleviation. Design/methodology/approach The authors conducted an embedded case study that qualitatively explored how 16 STEM PhD students recognized, made sense of and navigated cross-sector permeation relevant to their individual values and goals and commitments to climate change alleviation. Data were collected through individual interviews that probed the participants’ engagement and agency in cross-sector permeation. Findings The authors identified three themes that frame the role of PhD students as boundary spanning agents. The themes involve students placing their values and goals over specific positions and career paths, aligning their values and goals with cross-sector conditions and creating opportunities through cross-sector engagement. Practical implications Recommendations are provided for fostering and enhancing the agency PhD students have over the pursuit of their individual values and goals and their engagement in boundary spanning activities and strategies. Originality/value Cross-sector permeation is framed relevant to PhD student agency and boundary spanning. The findings introduce the role of PhD students as boundary spanning agents who intentionally pursue their individual values and goals in ways that extend beyond traditional academic career pathways.
{"title":"Ph.D. students as boundary spanning agents: an exploration of student values, goals, and agency in the era of cross-sector permeation","authors":"M. Mars, B. Moravec","doi":"10.1108/sgpe-08-2021-0057","DOIUrl":"https://doi.org/10.1108/sgpe-08-2021-0057","url":null,"abstract":"Purpose Market forces and other external pressures have significantly transformed higher education over the past four decades. Research on the influence of cross-sector permeation on doctoral education has primarily focused on preparing and socializing students for academic careers that involve entrepreneurial activity. Conversely, PhD student agency involving cross-sector engagement and the pursuit of individual values and goals in ways that span the boundaries of academia have been overlooked. The purpose of this study is to qualitatively explore how a sample of Doctor of Philosophy (PhD) students in Science, Technology, Mathematics and Engineering (STEM) programs recognized, made sense of and navigated cross-sector permeation relevant to their individual passions and commitments to climate change alleviation. Design/methodology/approach The authors conducted an embedded case study that qualitatively explored how 16 STEM PhD students recognized, made sense of and navigated cross-sector permeation relevant to their individual values and goals and commitments to climate change alleviation. Data were collected through individual interviews that probed the participants’ engagement and agency in cross-sector permeation. Findings The authors identified three themes that frame the role of PhD students as boundary spanning agents. The themes involve students placing their values and goals over specific positions and career paths, aligning their values and goals with cross-sector conditions and creating opportunities through cross-sector engagement. Practical implications Recommendations are provided for fostering and enhancing the agency PhD students have over the pursuit of their individual values and goals and their engagement in boundary spanning activities and strategies. Originality/value Cross-sector permeation is framed relevant to PhD student agency and boundary spanning. The findings introduce the role of PhD students as boundary spanning agents who intentionally pursue their individual values and goals in ways that extend beyond traditional academic career pathways.","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46671103","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 : 2022-04-19DOI: 10.1108/sgpe-07-2021-0054
Hesborn Wao, Clement Oduor Otendo, Jackline Syonguvi, Petronilla Muriithi, D. Kadengye, Eva M. Brodin
Purpose This study aims to understand master’s students’ experiences of service-learning, following their participation in a workshop with local social innovators whose activities had contributed to combating poverty in East Africa and to determine how this participation affected work on the students’ theses. The authors also explored possible gender differences in this context. Design/methodology/approach The study was based on pretest–posttest mixed methods research design. Data were collected from master’s students within the social sciences and science, technology, engineering and mathematics (STEM) disciplines, respectively, in Kenya and Uganda, via surveys and interviews before the workshop, immediately afterwards and six months later. Findings Students’ immediate experience was that the workshop contributed to increased critical awareness, adoption of transdisciplinary community-serving approaches and strengthened self-confidence. Six months later, most had related their projects to social problems (e.g. poverty) in their communities. Moreover, the results motivated integration of gender-sensitive curricula based on service-learning in East Africa. Practical implications Based on the results, the authors suggest a framework for gender-sensitive curriculum development that can stimulate service-learning in master’s students. Implementation of such a curriculum could eventually contribute to community development, including, e.g. poverty reduction. Originality/value Studies on service-learning are rare in Africa, especially in postgraduate education. Gender-sensitive studies on service-learning are generally scarce and the same holds for studies on encouraging STEM students to integrate social innovation into their thesis work. By combining these aspects, this study presents an original contribution to existing research.
{"title":"Encouraging social innovation for combating poverty: master’s students’ gendered experiences with a service-learning intervention in Kenya and Uganda","authors":"Hesborn Wao, Clement Oduor Otendo, Jackline Syonguvi, Petronilla Muriithi, D. Kadengye, Eva M. Brodin","doi":"10.1108/sgpe-07-2021-0054","DOIUrl":"https://doi.org/10.1108/sgpe-07-2021-0054","url":null,"abstract":"\u0000Purpose\u0000This study aims to understand master’s students’ experiences of service-learning, following their participation in a workshop with local social innovators whose activities had contributed to combating poverty in East Africa and to determine how this participation affected work on the students’ theses. The authors also explored possible gender differences in this context.\u0000\u0000\u0000Design/methodology/approach\u0000The study was based on pretest–posttest mixed methods research design. Data were collected from master’s students within the social sciences and science, technology, engineering and mathematics (STEM) disciplines, respectively, in Kenya and Uganda, via surveys and interviews before the workshop, immediately afterwards and six months later.\u0000\u0000\u0000Findings\u0000Students’ immediate experience was that the workshop contributed to increased critical awareness, adoption of transdisciplinary community-serving approaches and strengthened self-confidence. Six months later, most had related their projects to social problems (e.g. poverty) in their communities. Moreover, the results motivated integration of gender-sensitive curricula based on service-learning in East Africa.\u0000\u0000\u0000Practical implications\u0000Based on the results, the authors suggest a framework for gender-sensitive curriculum development that can stimulate service-learning in master’s students. Implementation of such a curriculum could eventually contribute to community development, including, e.g. poverty reduction.\u0000\u0000\u0000Originality/value\u0000Studies on service-learning are rare in Africa, especially in postgraduate education. Gender-sensitive studies on service-learning are generally scarce and the same holds for studies on encouraging STEM students to integrate social innovation into their thesis work. By combining these aspects, this study presents an original contribution to existing research.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45507646","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 : 2022-04-11DOI: 10.1108/sgpe-03-2021-0027
Jasvir Kaur Nachatar Singh
Purpose This paper aims to investigate the perceived sustainable supervisory relationships between supervisors and postgraduate international students at a research university in Malaysia. Design/methodology/approach Drawing on a qualitative study based on semi-structured interviews with 33 international postgraduate students and 10 academic staff at a Malaysian research university. Findings Perceived sustainable supervisory relationships were perceived by both stakeholders in terms of future employment rapport, further research collaborations upon graduation and global engagement via networking initiatives. Originality/value This paper contributes to the supervision literature by establishing novel nuances in the nature and lived experiences of the sustainable supervisory relationships beyond graduation. The implications of developing significant and profound relationships beyond graduation at micro and macro levels are also discussed.
{"title":"Sustainable supervisory relationships between postgraduate international students and supervisors: a qualitative exploration at a Malaysian research university","authors":"Jasvir Kaur Nachatar Singh","doi":"10.1108/sgpe-03-2021-0027","DOIUrl":"https://doi.org/10.1108/sgpe-03-2021-0027","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate the perceived sustainable supervisory relationships between supervisors and postgraduate international students at a research university in Malaysia.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on a qualitative study based on semi-structured interviews with 33 international postgraduate students and 10 academic staff at a Malaysian research university.\u0000\u0000\u0000Findings\u0000Perceived sustainable supervisory relationships were perceived by both stakeholders in terms of future employment rapport, further research collaborations upon graduation and global engagement via networking initiatives.\u0000\u0000\u0000Originality/value\u0000This paper contributes to the supervision literature by establishing novel nuances in the nature and lived experiences of the sustainable supervisory relationships beyond graduation. The implications of developing significant and profound relationships beyond graduation at micro and macro levels are also discussed.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828831","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 : 2022-03-14DOI: 10.1108/sgpe-05-2021-0044
L. McAlpine, K. Inouye
Purpose PhD graduates are increasingly taking non-academic roles outside and inside universities. While effective communication is a frequently mentioned concern among employers, little is known about what actual communication PhD graduates do as part of their work. The purpose of this study is to examine the nature of work-related communication activities by PhDs in non-academic sectors. Design/methodology/approach The conceptual framework presented in this paper focused on the intersection between individual day-to-day experience and work structures through the analytic lens of genre knowledge. Using a narrative approach, attending to both individual experience and cross-case patterns, the authors conducted semi-structured interviews with 11 PhD holders in non-academic careers. Interviews and related documents were analyzed inductively for emerging themes and deductively for cross-case patterns. Findings In pursuing organizational goals, PhD graduates undertook diverse writing and other communication work and developed a rich tapestry of genre knowledge. This knowledge enabled them to negotiate different encounters with specific genres, undertake new genres and mediate among different genres. Originality/value This study highlighted the value of framing future research around a) the intersection between individual communication experience and organizational factors; and b) the analytic lens of genre knowledge to understand how organizational roles and goals lead to diverse communication practices. As for practical implications, the organizationally bounded roles and goals influencing participants’ communication practices also hold true for those doing PhDs where success requires mastering a limited academic set of genres. While the authors cannot prepare PhD graduates for all the genres they may need, the authors could explicitly teach how genres work in the PhD context.
{"title":"PhD graduates in non-academic roles: harnessing communication knowledge to meet organizational goals","authors":"L. McAlpine, K. Inouye","doi":"10.1108/sgpe-05-2021-0044","DOIUrl":"https://doi.org/10.1108/sgpe-05-2021-0044","url":null,"abstract":"\u0000Purpose\u0000PhD graduates are increasingly taking non-academic roles outside and inside universities. While effective communication is a frequently mentioned concern among employers, little is known about what actual communication PhD graduates do as part of their work. The purpose of this study is to examine the nature of work-related communication activities by PhDs in non-academic sectors.\u0000\u0000\u0000Design/methodology/approach\u0000The conceptual framework presented in this paper focused on the intersection between individual day-to-day experience and work structures through the analytic lens of genre knowledge. Using a narrative approach, attending to both individual experience and cross-case patterns, the authors conducted semi-structured interviews with 11 PhD holders in non-academic careers. Interviews and related documents were analyzed inductively for emerging themes and deductively for cross-case patterns.\u0000\u0000\u0000Findings\u0000In pursuing organizational goals, PhD graduates undertook diverse writing and other communication work and developed a rich tapestry of genre knowledge. This knowledge enabled them to negotiate different encounters with specific genres, undertake new genres and mediate among different genres.\u0000\u0000\u0000Originality/value\u0000This study highlighted the value of framing future research around a) the intersection between individual communication experience and organizational factors; and b) the analytic lens of genre knowledge to understand how organizational roles and goals lead to diverse communication practices. As for practical implications, the organizationally bounded roles and goals influencing participants’ communication practices also hold true for those doing PhDs where success requires mastering a limited academic set of genres. While the authors cannot prepare PhD graduates for all the genres they may need, the authors could explicitly teach how genres work in the PhD context.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42196951","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 : 2021-12-07DOI: 10.1108/sgpe-12-2020-0080
Tiffany Karalis Noel, M. Miles, P. Rida
Purpose Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs). Design/methodology/approach Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.
{"title":"Using social exchange theory to examine minoritized STEM postdocs’ experiences with faculty mentoring relationships","authors":"Tiffany Karalis Noel, M. Miles, P. Rida","doi":"10.1108/sgpe-12-2020-0080","DOIUrl":"https://doi.org/10.1108/sgpe-12-2020-0080","url":null,"abstract":"\u0000Purpose\u0000Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs).\u0000\u0000\u0000Design/methodology/approach\u0000Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges.\u0000\u0000\u0000Findings\u0000Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors.\u0000\u0000\u0000Originality/value\u0000Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46233183","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 : 2021-11-23DOI: 10.1108/sgpe-04-2021-0029
Philip M. Reeves, J. Claydon, Glen Davenport
Purpose Program evaluation stands as an evidence-based process that would allow institutions to document and improve the quality of graduate programs and determine how to respond to growing calls for aligning training models to economic realities. This paper aims to present the current state of evaluation in research-based doctoral programs in STEM fields. Design/methodology/approach To highlight the recent evaluative processes, the authors restricted the initial literature search to papers published in English between 2008 and 2019. As the authors were motivated by the shift at NIH, this review focuses on STEM programs, though papers on broader evaluation efforts were included as long as STEM-specific results could be identified. In total, 137 papers were included in the final review. Findings Only nine papers presented an evaluation of a full program. Instead, papers focused on evaluating individual components of a graduate program, testing small interventions or examining existing national data sets. The review did not find any documents that focused on the continual monitoring of training quality. Originality/value This review can serve as a resource, encourage transparency and provide motivation for faculty and administrators to gather and use assessment data to improve training models. By understanding how existing evaluations are conducted and implemented, administrators can apply evidence-based methodologies to ensure the highest quality training to best prepare students.
{"title":"Program evaluation practices and the training of PhD students in STEM","authors":"Philip M. Reeves, J. Claydon, Glen Davenport","doi":"10.1108/sgpe-04-2021-0029","DOIUrl":"https://doi.org/10.1108/sgpe-04-2021-0029","url":null,"abstract":"\u0000Purpose\u0000Program evaluation stands as an evidence-based process that would allow institutions to document and improve the quality of graduate programs and determine how to respond to growing calls for aligning training models to economic realities. This paper aims to present the current state of evaluation in research-based doctoral programs in STEM fields.\u0000\u0000\u0000Design/methodology/approach\u0000To highlight the recent evaluative processes, the authors restricted the initial literature search to papers published in English between 2008 and 2019. As the authors were motivated by the shift at NIH, this review focuses on STEM programs, though papers on broader evaluation efforts were included as long as STEM-specific results could be identified. In total, 137 papers were included in the final review.\u0000\u0000\u0000Findings\u0000Only nine papers presented an evaluation of a full program. Instead, papers focused on evaluating individual components of a graduate program, testing small interventions or examining existing national data sets. The review did not find any documents that focused on the continual monitoring of training quality.\u0000\u0000\u0000Originality/value\u0000This review can serve as a resource, encourage transparency and provide motivation for faculty and administrators to gather and use assessment data to improve training models. By understanding how existing evaluations are conducted and implemented, administrators can apply evidence-based methodologies to ensure the highest quality training to best prepare students.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46640569","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 : 2021-11-19DOI: 10.1108/sgpe-02-2021-0015
A. Antonio, Chanwoong Baek
Purpose Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution. Design/methodology/approach The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context. Findings Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism. Originality/value This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.
{"title":"Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering","authors":"A. Antonio, Chanwoong Baek","doi":"10.1108/sgpe-02-2021-0015","DOIUrl":"https://doi.org/10.1108/sgpe-02-2021-0015","url":null,"abstract":"\u0000Purpose\u0000Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context.\u0000\u0000\u0000Findings\u0000Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism.\u0000\u0000\u0000Originality/value\u0000This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46280305","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 : 2021-10-04DOI: 10.1108/sgpe-02-2021-0011
Manuela Schmidt, Erika Hansson
Purpose During the lengthy process of PhD studies, supervisory changes commonly occur for several different reasons, but their most frequent trigger is a poor supervisory relationship. Even though a change in supervisors is a formal bureaucratic process and not least the students’ rights, in practice it can be experienced as challenging. Therefore, the purpose of this study is to explore how doctoral students experience a change in supervisory arrangements. Design/methodology/approach This study highlights the voices of 19 doctoral students who experienced at least one supervisory change during their doctoral studies. Findings The findings were structured chronologically, revealing the students’ experiences prior, during and after the changes. In total, 12 main themes were identified. Most of the interviewed students experienced the long decision-making processes as stressful, difficult and exhausting, sometimes causing a lack of mental well-being. However, once the change was complete, they felt renewed, energized and capable of continuing with their studies. It was common to go through more than one change in supervisory arrangements. Further, the students described both the advantages of making a change yet also the long-lasting consequences of this change that could affect them long after they had completed their PhD programs. Originality/value The study fulfills an identified need to investigate the understudied perspective of doctoral students in the context of change in supervisory arrangements. A change in the academic culture is needed to make any changes in supervisory arrangements more acceptable thus making PhD studies more sustainable.
{"title":"“I didn’t want to be a troublemaker” – doctoral students’ experiences of change in supervisory arrangements","authors":"Manuela Schmidt, Erika Hansson","doi":"10.1108/sgpe-02-2021-0011","DOIUrl":"https://doi.org/10.1108/sgpe-02-2021-0011","url":null,"abstract":"\u0000Purpose\u0000During the lengthy process of PhD studies, supervisory changes commonly occur for several different reasons, but their most frequent trigger is a poor supervisory relationship. Even though a change in supervisors is a formal bureaucratic process and not least the students’ rights, in practice it can be experienced as challenging. Therefore, the purpose of this study is to explore how doctoral students experience a change in supervisory arrangements.\u0000\u0000\u0000Design/methodology/approach\u0000This study highlights the voices of 19 doctoral students who experienced at least one supervisory change during their doctoral studies.\u0000\u0000\u0000Findings\u0000The findings were structured chronologically, revealing the students’ experiences prior, during and after the changes. In total, 12 main themes were identified. Most of the interviewed students experienced the long decision-making processes as stressful, difficult and exhausting, sometimes causing a lack of mental well-being. However, once the change was complete, they felt renewed, energized and capable of continuing with their studies. It was common to go through more than one change in supervisory arrangements. Further, the students described both the advantages of making a change yet also the long-lasting consequences of this change that could affect them long after they had completed their PhD programs.\u0000\u0000\u0000Originality/value\u0000The study fulfills an identified need to investigate the understudied perspective of doctoral students in the context of change in supervisory arrangements. A change in the academic culture is needed to make any changes in supervisory arrangements more acceptable thus making PhD studies more sustainable.\u0000","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43658549","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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