Conceptualizing the Academic Life: Graduate Students' Perspectives

Bieber, Jeffery P.; Worley, Linda Kraus

doi:10.1080/00221546.2006.11778954

Cited by 78 publications

(105 citation statements)

References 15 publications

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“…The most common method used to explore the PhD student experience since 2006 has been interviews [1,13,19,21,23,26,31,36,37]. Other methods included questionnaires [7,10,27,41], focus groups [13,41], workshops [41], letters [36], supervisory dialogues [41] and logs [12,17].…”

Section: Approaches and Methodsmentioning

confidence: 99%

“…Rather than their supervisors' points of view of the PhD journey, the students' accounts have been foregrounded or the perspectives of both have been included and/or compared [1,7,10,12,13,19,21,26,31,37,41]. It would also appear that there exists little enquiry into the differences in daily events and practices while doing a PhD; thus, a major recommendation across the earlier work is a call for more research into the specific experiences of doctoral students.…”

Section: Contentmentioning

confidence: 99%

“…Another observation is that it is not only social science and education contexts that have been researched but also other disciplinary fields such as science and interdisciplinary areas in general [1,7,12,13,19,21,26,27,29,31,37,38]. Jazvak-Martek et al [17] research of doctoral experience included the collection of data from more than 40 doctoral students situated in two faculties of Education, a diverse field since participants were in programs that are quite distinct and range from those that are highly structured with required course work to others that are focused primarily on independent completion of the PhD dissertation research (Counselling Psychology, Educational Psychology, Library, and Information Sciences, Curriculum Studies, Learning Sciences and subject-specific programs such as Mathematics Education).…”

Section: Contentmentioning

confidence: 99%

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Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

John

Denicolo

2013

Springer Science Reviews

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In 2006, the Higher Education Academy (HEA) published a review document which identified a need for research on how postgraduate researchers experience studying for a doctorate. This review sought evidence of such research development in the intervening years. Following a brief exploration of the historical context that led to the writing of HEA document, an overview of its findings is presented as a prelude to an analysis and synopsis of the publications that address the key issues identified. One of the main conclusions is that, in addition to those of other key stakeholders (including government, the Research and Funding Councils, and deans and supervisors in universities), a stronger student voice has been provided by a number of the new studies on postgraduate education. However, the number of studies carried out in the specific area of doctoral research student experience is rather underwhelming, even unsatisfactory in relation to fulfilling the needs of postgraduate education in a context in which governments have begun to see research as a main driver of the economy. This paper will recognise this in the methodology and summary of recommendations as well as noting further research gaps in the current post 2006 literature on doctoral student experience; celebrate those contributions currently being made by doctoral students themselves to this enquiry field; and make some recommendations for further relevant enquiry.

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Section: Approaches and Methodsmentioning

confidence: 99%

Section: Contentmentioning

confidence: 99%

Section: Contentmentioning

confidence: 99%

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Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

John

Denicolo

2013

Springer Science Reviews

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“…Much of the research on the graduate student socialization experience to date has taken a theoretical approach and has not given consideration to specific contexts and disciplinary differences. More recently, the academic culture has been explored in relation to persistence and retention (Bieber & Worley, 2006;Golde, 2005;Gardner, 2005;2009a;.…”

Section: Literature Reviewmentioning

confidence: 99%

Come Hell or High Water: Doctoral Students’ Perceptions on Support Services and Persistence

Greene

2015

IJDS

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Cite as: Greene, M. (2015). Come hell or high water: Doctoral students' perceptions on support services and persistence. International Journal of Doctoral Studies, 10,[501][502][503][504][505][506][507][508][509][510][511][512][513][514][515][516][517][518] AbstractWhile a lack of support has been identified as a contributing factor to non-persistence in graduate studies, there is an absence of literature that matches the provision of specific types of support services with outcomes at the doctoral level. The following questions were addressed in this study: (1) What is the role of institutional support in the persistence and success of graduate students? (2) What do students feel are some of the biggest barriers to graduate student persistence? (3) What do students feel are some of the factors that have a positive influence on persistence? Qualitative methods were employed; eleven interviews were conducted with current and former students who were currently or had previously been enrolled in a doctoral degree program in the social sciences and humanities disciplines. The study was undertaken at a large comprehensive university in Atlantic Canada.Overall findings point to the need to make transparent to doctoral students the role of institutional units and the support services they provide and the need to promote and raise awareness of these services. Five key themes emerged from this study with regards to doctoral student persistence and the role of support services: (1) the unclear role of institutional support; (2) financial considerations; (3) the culture and structure of academia; (4) individual characteristics; (5) support of others. Recommendations for policy, practice, and further research are presented.

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“…The process of becoming an independent scholar has received much attention in the literature because research suggests that the transition to "independent scholar" is a pivotal point when graduate students must demonstrate their "creativity" (Lovitts, 2008) and "innovation" (Burt, 2014). The degree to which a graduate student demonstrates the ability to be an independent scholar is viewed as a marker of the capacity for success as a faculty member (Bieber & Worley, 2006) because the faculty career is considered an independent and entrepreneurial enterprise. In many science and engineering fields, research group experiences are the locations of teaching and learning where students become independent scholars (Newstetter, Kurz-Milcke, & Nersessian, 2004;Saddler & Creamer, 2009;Stubb, Pyhalto, & Lonka, 2012;Villa et al, 2013).…”

Section: Socializing Practices That Influence Intentions For Faculty mentioning

confidence: 99%

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Burt

2018

American Educational Research Journal

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This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) AbstractThis article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or not choose to pursue faculty careers. A thirteen-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: 1) social identities and personal factors; 2) sociocultural factors; 3) participation, interactions, and learning in research group experiences; 4) faculty prototype; 5) social comparisons; and, 6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.

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Conceptualizing the Academic Life: Graduate Students' Perspectives

Cited by 78 publications

References 15 publications

Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

Come Hell or High Water: Doctoral Students’ Perceptions on Support Services and Persistence

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

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