Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs

Janssen, Suzanne; Vuuren, Mark van; Jong, Menno D.T. de

doi:10.1080/03075079.2020.1804850

Cited by 29 publications

(27 citation statements)

References 57 publications

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“…We agree with other researchers that the decision to depart from a doctoral program is a process in which the advisor plays a key role (Artiles & Matusovich, 2022; Bahnson et al, 2019; Parker et al, 2019) and that there are often misalignments between faculty and student expectations and needs (Adrian‐Taylor et al, 2007; Janssen et al, 2021). The lack of satisfaction with a supervisor can lead to overarching issues related to well‐being, such as burnout and cynicism (Cornér et al, 2017; Pyhältö et al, 2017), and a lack of regulation of the issues in a suboptimal relationship can lead to negative motivational outcomes or attrition (Devos et al, 2016).…”

Section: Related Literature and Theoretical Framingsupporting

confidence: 86%

Engineering graduate students' critical events as catalysts of attrition

Zerbe

Sallai

Shanachilubwa

et al. 2022

J of Engineering Edu

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Background: While attrition from the PhD has been attributed to many high-level causal factors, such as funding, advisor relationship, and "fit" into a department, few studies have closely examined the mechanisms of attrition or why and how graduate engineering students begin to consider attrition from their doctoral programs.Design/Method: This study analyzed interviews with current and former doctoral engineering students at research universities across the United States, collected through two closely-related studies on graduate engineering experiences and attrition consideration. We used critical event analysis as a methodological approach to understand the experiences of a subset of 13 participants, who, at some point in their graduate career, experienced a singular event that caused them to question whether to persist in their PhD program.Purpose/Hypothesis: The purpose of the present paper is to investigate how graduate engineering students begin to question whether they should remain in their PhD programs of study.Results: We categorized the environments in which critical events occurred into four quadrants along the lines of University and Nonuniversity Settings and Routine versus Unexpected Contexts, mapping critical events and supporting events to themes from prior literature. The findings demonstrate how seemingly mundane experiences for faculty can be cataclysmic in the eyes of the student; how critical events serve to magnify other issues that had been accumulating over time; and how students may not self-reflect on their rationale for pursuing a PhD until a critical juncture occurs. Conclusions: Critical events are one mechanism by which students may begin considering departure from their engineering PhD programs. Some critical events masquerade within mundane contexts, like conversations or conferences (although, in retrospect, students can identify other relevant features contributing to dissatisfaction). From this work, we provide implications geared toward administrators, advisors, and graduate students on how to address and potentially mitigate critical events or their effects, including engaging in conversations about leaving.

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Section: Related Literature and Theoretical Framingsupporting

confidence: 86%

Engineering graduate students' critical events as catalysts of attrition

Zerbe

Sallai

Shanachilubwa

et al. 2022

J of Engineering Edu

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show abstract

“…Vores interesse angår vejledning af skriftlige opgaver, hvor forskning leverer meget forskelligartede forståelser af, hvordan vejledning kan stilladsere opgaveskrivning (Brown & Atkins, 1988;Beer & Mason, 2009;Bastalich, 2017;Cayley, 2020). I de senere år er der opstået en saerlig interesse for relationers betydning for vejledningsprocesser (Lee, 2012;Wisker, 2012;Janssen, Vuuren & de Jong, 2020;McAlpine, Castello & Pyhaltö, 2020.). I skandinavisk sammenhaeng betoner Bengtsen (2012) og Skagen (2017) betydningen af det personlige engagement i vejledningen, hvorved det relationelle og psykosociale fremhaeves parallelt med en produktorienteret tilgang.…”

Section: Tidligere Forskning I Vejledning Af Skriveprocesserunclassified

To elevers udvikling gennem vejledning i de store opgaver i gymnasiet

Bang-Larsen

Drejer

2022

NJLR

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I danske læreplaner for gymnasiet fremhæves det, at vejledning og skriftlighed er tæt forbundne. Vejledningsforskning har i nogen grad fokuseret på vejlederpositioner og modeller for vejledning, mens man i forskning i skrivning i gymnasiet i dansk kontekst har undersøgt skriverudviklinger i fag og i de store, flerfaglige opgaver. Imidlertid har koblingen mellem vejledning og skriverudvikling været underbelyst. I denne artikel undersøger vi med et sociokulturelt afsæt, hvordan vejledninge i de store skriftlige opgaver i gymnasiet i dansk kontekst påvirker elevernes udvikling som skrivere. Vi fokuserer på to elevskriveres erfaringer med vejledning gennem tre store opgaver. Analyserne, som er baseret på kvalitative data fra et casestudie, viser, at de to elevers udvikling er besværlig og kompleks. Eleverne efterspørger vejledning, der er tæt på deres tekst og skrivning, men dette imødekommes kun i begrænset omfang i vejledningen: Vejledningen er enten meget lokal eller meget generisk og overvejende færdighedsorienteret. Desuden peger analyserne på, at vejledningen kun i begrænset omfang inddrager det diakrone perspektiv i elevernes udvikling. Derved vises det, at det i høj grad overlades til eleverne selv at etablere sammenhæng i deres udvikling gennem vejledning og skrivning. English abstract Two pupils’ development through participation in supervision in connection with written projects as part of upper secondary school The Danish upper secondary school curricula emphasise an interconnectivity of supervision and writing. Research has to some extent focused on supervisor positions and models for supervision, while the Danish research into upper secondary school literacy has focused on writer development in the individual disciplines as well as in the students’ three individual interdisciplinary written projects. The connection between supervision and writer development, however, has been overlooked. With a sociocultural basis, this article examines how supervision leading up to the individual interdisciplinary written projects influences the students’ development as writers. The article focuses on two student writers’ supervision experiences throughout all three obligatory written projects in Danish upper secondary school. Analyses, based on qualitative data, show that the developments of the two students are strenuous and complex. The students seek a type of supervision specifically aimed at their text and concrete writing process, but this is only seldom met during the supervisions. Rather, the supervision tends to be either very local or quite generic and predominately proficiency-oriented. In addition, the analysis shows that the observed supervision only to a limited extent includes the diachronic perspective in the students’ development. Thus, it is shown that it is the students themselves who are predominately responsible for establishing coherence in their own developments through supervision and writing.

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“…Implications for practice and future research Much like Perez (2016Perez ( , 2017 reinforced the importance of sensemaking in graduate education more generally, we encourage faculty to purposefully facilitate student engagement in transdisciplinary sensemaking. We encourage reflective learning and practice techniques, such as written diaries and intentional prompting and open dialogue, to intentionally enrich sensemaking and subsequent learning and development (Griggs et al, 2018;Janssen, et al, 2020).…”

Section: Graduate Entrepreneurship Educationmentioning

confidence: 99%

Entrepreneurial sensemaking and transdisciplinary graduate entrepreneurship education

Mars

Hart

2022

SGPE

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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.

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Sensemaking in supervisor-doctoral student relationships: revealing schemas on the fulfillment of basic psychological needs

Cited by 29 publications

References 57 publications

Engineering graduate students' critical events as catalysts of attrition

Engineering graduate students' critical events as catalysts of attrition

To elevers udvikling gennem vejledning i de store opgaver i gymnasiet

Entrepreneurial sensemaking and transdisciplinary graduate entrepreneurship education

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