Becoming a Scientist: The Effects of Work-Group Size and Organizational Climate

Louis, Karen Seashore; Holdsworth, Janet M.; Anderson, Melissa S.; Campbell, Eric G.

doi:10.1353/jhe.2007.0017

Cited by 60 publications

(47 citation statements)

References 66 publications

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“…According to these studies, the ecological niches that are available for doctoral students influence the completion of the PhD project. In addition, Louis et al (Louis et al, 2007) and Walsh (Walsh, 2010) suggest that the ecological niches in doctoral education and especially the microclimate of these niches most likely influence the doctoral student's burgeoning career as a researcher. In a study on research group microclimate, Walsh (2010) describes a model with a continuum from the most to the least cohesive microclimate: inclusive, structured, granular, and fragmented microclimate.…”

Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

“…Also focusing on the relationship between doctoral education and climate, Louis et al (2007) define four climate indicators in a quantitative survey study on the effects of work group size and organizational climate in research teams including graduate students and postdoctoral fellows in three disciplines: computer science, chemical engineering, and life science. The four diverging microclimate indicators are: 1) collaboration, 2) competition, 3) openness, and 4) individualism.…”

Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

“…To the best of our knowledge, these two studies (Louis et al, 2007;Walsh, 2010) are fairly singular instances of sociological explorations of the microclimate related to doctoral education. Although neither of the two studies offers theoretically sound definitions of the concept of microclimate, they provide rare but highly interesting examples of ways in which doctoral education is interwoven in an ecological niche and how the microclimate in a particular ecological niche affects the doctoral student's development as a researcher.…”

Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

“…These niches are created by and sensitive to human activities and cultural innovations, and they are 'constructed niches' (Lalande, Odling-Smee, & Feldman, 2000). They are the result of the social environment and interpersonal relationships between students, supervisors and other academic staff, and, most interestingly, they are characterized by a particular microclimate (Louis, Holdsworth, Anderson, & Campbell, 2007). Most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research (Humphrey, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

Christensen

Lund

2014

IJHE

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Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we explore the microclimate in an ecological niche of doctoral education. Based on a theoretical definition of microclimate as the emotional atmosphere that ties group members together and affects their actions, we conducted a case study that aimed to describe the key features of the microclimate in a successful ecological niche of doctoral education, and the ways in which the microclimate support the doctoral students' learning. The methods we applied in the case study were based on short-term ethnographic fieldwork. The results reveal four key features of the emotional atmosphere in the microclimate: mutual appreciation, balancing seriousness and humor, desire, and ambition. These features constitute the shared emotionality that sets the scene for the microclimate, and affects and guides the doctoral students' daily practices. Furthermore, the results indicate that the microclimate supports successful doctoral education because it: 1) fleshes out the professional attitude that is necessary for becoming a successful researcher in the department, 2) shapes and adapts the doctoral students' desires to grasp and identify with the department's practices, and 3) provides the doctoral students with access to flow zones that drive their education. These results may suggest practical implications for fostering and cultivating successful ecological niches in medical education at doctoral level.

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Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

Section: Microclimate and The Ecological Niches Of Doctoral Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

Christensen

Lund

2014

IJHE

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“…Notably, there were six articles (Boardman and Ponomariov 2007;Bradshaw et al 2003;Louis et al 2007;Powers 2003;Tuuanainen 2005) that centered specifically on science and technology and in part conceptualized the findings using entrepreneurial terminology. This finding was not surprising to us considering science and technology have been largely understood to be the disciplinary fields most closely aligned with the knowledge economy (for a description of the knowledge economy see Powell and Snellman 2004).…”

Section: Applicationsmentioning

confidence: 99%

Academic entrepreneurship (re)defined: significance and implications for the scholarship of higher education

2009

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Over the past several decades higher education scholars have conducted a significant amount of research aimed at understanding the implications of enhanced interactions between the academy and the private marketplace. Accordingly, a voluminous literature that includes conceptualizations and discussions of academic entrepreneurship has emerged. This paper used content analysis to examine how researchers have conceptualized entrepreneurship in five leading higher education journals. The analysis revealed notable patterns in the application of theoretical and conceptual frameworks of entrepreneurship to higher education phenomena, as well as observable distinctions in how entrepreneurial models are applied in specific organizational, institutional, and geographical contexts. Results suggest that there is a paucity of attention paid to the conceptual and theoretical underpinnings of entrepreneurship within higher education scholarship. We introduce a framework for strengthening the application of entrepreneurial models to higher education research that is grounded in the theoretical constructs of entrepreneurship as articulated in the economic and management literatures.

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Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

Ynalvez

Garza‐Gongora

Ynalvez

et al. 2014

Biochem Molecular Bio Educ

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Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negativebinomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(4):305-322, 2014.

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Becoming a Scientist: The Effects of Work-Group Size and Organizational Climate

Cited by 60 publications

References 66 publications

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

Academic entrepreneurship (re)defined: significance and implications for the scholarship of higher education

Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

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