“What's too much and what's too little?”: The Process of Becoming an Independent Researcher in Doctoral Education

Gardner, Susan K.

doi:10.1080/00221546.2008.11772101

Cited by 243 publications

(263 citation statements)

References 18 publications

Supporting

Mentioning

243

Contrasting

Unclassified

Order By: Relevance

“…In light of the number of potential stressors and the complex work situation of doctoral students, it is a challenge for them to maintain a healthy work–life balance (Golde, 2005). Attrition rates are high, up to 50%, depending on doctoral discipline and country (Gardner, 2008; Jiranek, 2010; Lovitts & Nelson, 2000) and some leave academia after completing their doctoral programme, pursuing other careers. Furthermore, there is evidence that the scholarly communities do not always provide optimal opportunities for doctoral students to participate in.…”

Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

175

163

View full text Add to dashboard Cite

Purpose: Doctoral student well-being is an important matter that shapes the well-being of academics throughout their careers. Given that well-being has been found to be closely related to employee productivity and efficiency, strategies associated with maintaining well-being during PhD studies might be crucial for higher education, its outcomes and—just as importantly—for a balanced life of PhD students. Method: Based on 17 studies, this literature review critically assesses the literature on doctoral student well-being. Results: Theoretical models, concepts of well-being, and methods applied are discussed, as are the results of the articles. The reviewed studies are then discussed based on a SWOT analysis addressing the strengths and weaknesses of the reviewed research as well as the identified opportunities and threats, which can be used as a basis for future research. Based on the review findings and the SWOT analysis, a multidimensional view of the well-being of doctoral students is proposed. Conclusions: The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

show abstract

Section: Introductionmentioning

confidence: 99%

Doctoral students’ well-being: a literature review

Schmidt

Hansson

2018

International Journal of Qualitative Studies on Health and Well

175

163

View full text Add to dashboard Cite

show abstract

“…While the mapped identity was multifaceted rather than fragmented as Henkel (2000) would lead us to expect, internal tensions in my understanding of my academic role were revealed which echo the findings of Clouder, Deepwell and King (2009). However, the clustering of different attributes within my island disclosed a growing sense of legitimacy which mirrors the social transition of research students (Gardner, 2008) and the "internal, self-based validation" of Åkerlind's (2011, p. 185) established academics.…”

Section: Discussionmentioning

confidence: 99%

Self-portrait with mortar board: a study of academic identity using the map, the novel and the grid

King

2013

Higher Education Research & Development

View full text Add to dashboard Cite

This paper introduces the 'map', the 'novel' and the 'grid', three strategies inspired by the creative arts which potentially enrich higher education research by revealing layers of truth otherwise difficult to discern. The 'map' was inspired by the Map of an Englishman, an etching by Grayson Perry RA. It is used to create and analyse a visualisation of academic identity. The 'novel' depends upon finding an appropriate work of fiction to provide an analytical framework of metaphorical themes which help to draw out social and cultural issues. The 'grid' visually encodes the themes underlying large quantities of electronic communication to create a graphical précis of discourse at a chosen point in time.I demonstrate these strategies in an autoethnographic study of academic identity.My findings echo and enhance those of other studies into academic identity, suggesting the strategies could be helpful ways of seeing and understanding the research context.

show abstract

“…Such inquiry is clearly necessary, as it is often cited as a limitation in these bodies of work (Crede & Borrego, 2012;Gardner, 2008aGardner, , 2008bLindholm, 2004). It is possible that who individuals are (e.g., gender, race, marital status), their parents' educational backgrounds and occupations, and their individual experiences (e.g., financial debt, co-curricular involvement) also inform their professorial intentions.…”

Section: Individualized Factors and Experiences That Shape Intentionsmentioning

confidence: 99%

“…In the context of this article, "socialization" refers to how graduate students come to adapt to academic and institutional norms and behaviors, and to the graduate student role (Antony & Taylor, 2001;Austin, 2002;Austin & McDaniels, 2006;Gardner, 2008aGardner, & 2008bNyquist, et al, 1999;Weidman & Stein, 2003;Weidman, Twale, & Stein, 2001). Through various socializing relationships and practices, students start as newcomers to an institution, academic department, or program, and learn how to negotiate and navigate their academic and disciplinary communities (Baker, Pifer, & Flemion, 2013;Gardner, 2008b;Golde, 2005;Lovitts, 2005;Sallee, 2011). Based on this conceptualization of preparation for faculty careers, the people and practices that help to socialize individuals are discussed below.…”

Section: Prior Research: Preparation For and Interest In Faculty Careersmentioning

confidence: 99%

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

Burt

2018

American Educational Research Journal

View full text Add to dashboard Cite

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.

show abstract

“What's too much and what's too little?”: The Process of Becoming an Independent Researcher in Doctoral Education

Cited by 243 publications

References 18 publications

Doctoral students’ well-being: a literature review

Doctoral students’ well-being: a literature review

Self-portrait with mortar board: a study of academic identity using the map, the novel and the grid

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

Contact Info

Product

Resources

About