Different places, different specialisms: similar questions of doctoral identities under construction

McAlpine, Lynn; Lucas, Lisa

doi:10.1080/13562517.2011.570432

Cited by 33 publications

(39 citation statements)

References 18 publications

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“…In this study, the intellectual element explores the role of the overall disciplinary field with respect to the PhD process. The institutional strand refers to the more specific elements of the student's department or university 3 . In this study, the institutional elements will be represented by graduate school structural elements and resources that influence graduate student development.…”

Section: Frameworkmentioning

confidence: 99%

“…Identitytrajectory was also used to help frame the analogy for the special session to support the analysis of the participant maps as well. Academic identity-trajectory consists of three major strands: intellectual, network, and institutional 3,4 . The intellectual strand refers to how a student becomes part of and contributes to their overall academic field 3 .…”

Section: Frameworkmentioning

confidence: 99%

“…Academic identity-trajectory consists of three major strands: intellectual, network, and institutional 3,4 . The intellectual strand refers to how a student becomes part of and contributes to their overall academic field 3 . In this study, the intellectual element explores the role of the overall disciplinary field with respect to the PhD process.…”

Section: Frameworkmentioning

confidence: 99%

“…Academic identity-trajectory includes three primary elements: intellectual, institutional, and network 3,4 . For the intellectual element, we explore the role of the overall field in the PhD process and how they were represented within the participant created maps.…”

mentioning

confidence: 99%

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The Doctorate Journey: Mapping Perceptions of the Ph.D. Process

Cutler¹,

Pembridge²,

Verleger³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Matthew Verleger is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, Florida. His research interests are focused on using action research methodologies to develop immediate, measurable improvements in classroom instruction and the use of Model-Eliciting Activities (MEAs) in teaching students about engineering problem solving. Dr. Verleger is an active member of ASEE. He also serves as the developer and site manager for the Model-Eliciting Activities Learning System (MEALearning.com), a site designed for implementing, managing, and researching MEAs in large classes.c American Society for Engineering Education, 2016The Doctorate Journey: Mapping perceptions of the PhD process Abstract During a special session at the Frontiers in Education conference in 2013, presenters used an analogy to the fantasy book/movie series The Lord of the Rings by J.R.R. Tolkien 1 framed by identity-trajectory theory to explore the pathway to receiving a PhD 2 . At the start of the session, participants were asked to create a map of the PhD process keeping the following questions in mind: Who are the players and how do they relate to each other?; What are the milestones?; and What are the events that impact the outcomes?Using the participant-created maps as well as original analogy elements, this paper explores the elements of identity-trajectory highlighted by the different participant group maps. Academic identity-trajectory includes three primary elements: intellectual, institutional, and network 3,4 . For the intellectual element, we explore the role of the overall field in the PhD process and how they were represented within the participant created maps. The institutional element helps explore the graduate school structure and resources that influence graduate students' development. Largely, the institutional elements are highlighted through the required milestones that must be overcome to complete the PhD process. Finally, the network element explores the relationships that influence graduate students and the role these different players influence a graduate student's success in receiving their PhD. Additionally, we highlight the challenges or events that can negatively impact a student's progress toward degree as identified by the special session participants.The goal of this paper is to demonstrate multiple perceptions of the PhD process to aid current and future graduate students in understanding common pathways and to help initiate conversations among graduate students and other players about what to expect from the PhD process. Good communication between an advisor/advisee, and among various graduate students, can help to negate some of the challenges students face in graduate school and encourage a successful experience for the students. BackgroundAnalogies and metaphors have been used to examine complex social interactions and processes as support mechanisms to establish relatedness and empathy of the intended context 5 . At the 2013 IEEE/ASEE Frontiers in Educatio...

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Section: Frameworkmentioning

confidence: 99%

Section: Frameworkmentioning

confidence: 99%

Section: Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The Doctorate Journey: Mapping Perceptions of the Ph.D. Process

Cutler¹,

Pembridge²,

Verleger³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…This study builds on other studies that have looked at the identity development of graduate students [17][18][19][20][21][22][23][24][25][26][27] . It is important to ensure we both accurately represent the identities and experiences of our target population, and are aware of our own biases as we make and handle the data 6 .…”

Section: Methodsmentioning

confidence: 99%

Through 'Collaborative Autoethnography': Researchers Explore Their Role as Participants in Characterizing the Identities of Engineering Education Graduate Students in Canada

Cicek

Sheridan

Kuley

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Her areas of investigation include exploring innovative ways to teach and assess the CEAB graduate attributes; Engineering stakeholder perceptions of the CEAB graduate attributes; program accreditation; outcomes-based teaching and assessment; student-centered instruction and active learning strategies; instructor pedagogical practices and belief-systems; experiences of Engineering newcomers; and Engineering Education graduate students' identities. Ms. Patricia Kristine Sheridan, University of TorontoPatricia Sheridan is a PhD candidate in the Institute for Leadership Education in Engineering and the Department of Chemical Engineering and Applied Chemistry at the University of Toronto. She holds a B.A.Sc. and M.A.Sc. in Mechanical Engineering, and is a core member of the Praxis cornerstone design teaching team. Her teaching and course development focus on creating interactive learning activities at the intersection of design, leadership, teamwork, and identity formation. Her research focuses on methods to improve the teaching and learning of team effectiveness in engineering design courses. Mrs. Liz A. Kuley, University of SaskatchewanElizabeth Kuley is a graduate of civil engineering at the University of Saskatchewan and currently completing a Masters of Science studying the retention of engineering students at the University of Saskatchewan. Robyn Paul, University of CalgaryRobyn is a Master's student researching engineering leadership education at the University of Calgary. She graduated from Manufacturing Engineering in 2011 and worked in industry for a few years before returning to school.c American Society for Engineering Education, 2017 Through 'Collaborative Autoethnography': Researchers Explore Their Role as Participants in Characterizing the Identities of Engineering Education Graduate Students in Canada AbstractThis research paper is an examination of four researchers' methodological approaches to an explanatory case study investigating the identities and experiences of the graduate student population engaged in engineering education scholarship in Canada. The researchers are members of this target population from four separate institutions across Canada. To attend to procedural validation, we have engaged in a collaborative autoethnography to explore how our dual identities as researchers and future participants have shaped our study design and survey items. Using qualitative research development documents, this research paper critically explores our experiences as both participants and researchers. We position our study within Walther, Sochacka, & Kellam's process-oriented quality framework for interpretive research, identifying our roles, influences, and biases in order to develop methodological awareness, and make transparent our subsequent knowledge generation. Initial findings are interpreted through the lens of situated learning theory, and the conceptualization of an underdeveloped community of practice leading to an identity quandary. These findings will be used to inform the development of ou...

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Identity‐trajectory: Reframing early career academic experience

McAlpine

Amundsen

Turner

2013

British Educational Res J

Self Cite

132

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Our longitudinal qualitative research program examining doctoral student, post-PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of 'identity-trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys.

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Different places, different specialisms: similar questions of doctoral identities under construction

Cited by 33 publications

References 18 publications

The Doctorate Journey: Mapping Perceptions of the Ph.D. Process

The Doctorate Journey: Mapping Perceptions of the Ph.D. Process

Through 'Collaborative Autoethnography': Researchers Explore Their Role as Participants in Characterizing the Identities of Engineering Education Graduate Students in Canada

Identity‐trajectory: Reframing early career academic experience

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