A view from within: how doctoral students in educational administration develop research knowledge and identity

Murakami, Elizabeth T.; Militello, Matthew; Piert, Joyce

doi:10.1080/03075079.2011.578738

Cited by 38 publications

(51 citation statements)

References 19 publications

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“…However, we also found that the "hidden curriculum" -the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs -were also influential in participants' development. The following sections provide a discussion of these findings and, to contextualize our findings, we also simultaneously provide a discussion of how our findings relate to Bandura's (1977) theory of self-efficacy and the prior literature on RSE development (Lambie et al, 2014;Murakami-Ramalho et al, 2013), the RTE (e.g., Gelso, 1993), and doctoral student socialization (Gardner, 2008a(Gardner, , 2008b). …”

Section: Findings and Discussionmentioning

confidence: 99%

“…Similar to completing a dissertation, having hands-on research experience facilitated participants' sense of accomplishment; having successfully engaged in research in the past, they were more confident that they could do so again in the future. As Lambie et al (2014) and Murakami-Ramalho et al (2013) both found, there is a clear connection between early research success and RSE. However, the relationship between research experience and RSE was not always straight-forward.…”

Section: Sources Of Efficacymentioning

confidence: 99%

“…As might have been expected, career aspirations of students (e.g., desire to obtain a faculty position) also had a positive relationship with RSE levels. Similarly, Murakami-Ramalho, Militello, and Piert (2013) found that as educational administration doctoral students progressed through their programs, their ability to identify as researchers progressed as well. First year students did not have high levels of RSE and mostly relied on their coursework to learn about research.…”

Section: Rse Development: the Research Training Environmentmentioning

confidence: 99%

“…Few studies about researcher development exist in the field of higher education (e.g., Lambie et al, 2014;Murakami-Ramalho et al, 2013), and those that do fail to identify the process by which students develop RSE or the environmental contributors to that process. Most of the literature on RSE development and the environment in doctoral programs comes from counseling psychology.…”

Section: Purposementioning

confidence: 99%

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Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

Niehaus

Garcia

Reading

2018

JSPTE

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Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can provide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral programs and early research experiences contribute to the development of RSE in higher education scholars. Background: Participants identified elements of the formal and “hidden” curriculum that promoted and inhibited RSE development. Methodology: We employed multiple case study analysis of 17 individual early career scholars in higher education and student affairs. Contribution: Findings indicate that the development of RSE is complex, but that Bandura’s four main sources of efficacy are a useful way to understand the types of experiences that students are and should be having to promote RSE. Our findings also highlight the importance of the research training environment in RSE development. Findings: We found that the formal curriculum of participants’ doctoral programs – their research methods coursework and the process of writing their dissertations – were important facilitators of their RSE development. However, we also found that the “hidden curriculum” – the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs – were influential in participants’ development. Recommendations for Practitioners: Our findings point to a number of implications for higher education graduate programs seeking to improve students’ RSE. First, with regard to coursework, our findings point to the importance of recognizing the negative experiences students may bring with them to their doctoral programs, particularly related to quantitative methods, and of finding ways to help them see quantitative methods in different ways than they have before. Second, our findings suggest important implications for how faculty members as teachers, advisors, and men-tors can think about providing feedback. Finally, our findings suggest the importance of understanding the “hidden curriculum,” and how faculty members can influence students’ experiences outside of coursework and dissertations.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Sources Of Efficacymentioning

confidence: 99%

Section: Rse Development: the Research Training Environmentmentioning

confidence: 99%

Section: Purposementioning

confidence: 99%

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Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

Niehaus

Garcia

Reading

2018

JSPTE

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“…Research trainees "become" scientists (Louis, Holdsworth, & Campbell, 2007), constructing personal narratives around their research experience (Taylor, 2010) and through supervisory relationships that may involve co-learning and co-production of new knowledge (Trafford, 2012). In doing so they build unique research identities (Murakami-Ramalho, Militello, & Piert, 2013) producing new knowledge in changing social and cultural contexts (Crossouard, 2013). Good research training using an interpretive approach will acknowledge and support the construction of a research identity (Fenge, 2012) and an expanded supervisor role (Lee, 2008(Lee, , 2012(Lee, , 2014.…”

Section: Interpretive Approaches To Research Trainingmentioning

confidence: 99%

Research Training as Occupational Socialization: Doing Research and Becoming Researchers

Cusick¹

2014

ASS

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Social science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra-and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (eg., "the journey") supervisor experience (eg., "emotional burden of supervision"), research training methods such as peer-learning (eg., informal or fabricated groups, research micro-climates), or research training pedagogy (eg., collaborative learning, coproduction). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (eg., "Vitae") but this is yet to systematically inform institutional strategies for research-training. To more effectively and efficiently facilitate researcher-role development, research training should consider occupational socialization as an organizing framework, and utilize performative and interpretive approaches to role development. Asian Social Science; Vol. 11, No. 2;2015 ISSN 1911-2017 E-ISSN 1911 AbstractSocial science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra-and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (e.g., "the journey") supervisor experience (e.g., "emotional burden of supervision"), research training methods such as peer-learning (e.g., informal or fabricated groups, research micro-climates), or research training pedagogy (e.g., collaborative learning, co-production). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (e.g., "Vitae") but this is yet to systematically inform institutio...

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ConcludingFoundations of Health Professions Education Research

Monrouxe,

Rees

2023

Foundations of Health Professions Education Research

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A view from within: how doctoral students in educational administration develop research knowledge and identity

Cited by 38 publications

References 19 publications

Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

Road to Researcher: The Development of Research Self-Efficacy in Higher Education Scholars

Research Training as Occupational Socialization: Doing Research and Becoming Researchers

ConcludingFoundations of Health Professions Education Research

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