Engaging doctoral students in networking opportunities: a relational approach to doctoral study

Douglas, Alaster Scott

doi:10.1080/13562517.2020.1808611

Cited by 19 publications

(20 citation statements)

References 42 publications

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“…Not only are universities now concerned with training their supervisors, but they are also accepting that students need support to develop as researchers and teachers. Such support comes not only from supervisors, but also either from specialists ormore creativelyfrom their peers (for recent examples, see Ciampa and Wolfe, in press;Douglas 2020). We now turn from pedagogic borderlands to consider those created by a fracturing of traditional roles for doctoral students.…”

Section: Contestations Of Doctoral Pedagogymentioning

confidence: 99%

Working in the borderlands: critical perspectives on doctoral education

Carter¹,

Smith²,

Harrison³

2021

Teaching in Higher Education

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Section: Contestations Of Doctoral Pedagogymentioning

confidence: 99%

Working in the borderlands: critical perspectives on doctoral education

Carter¹,

Smith²,

Harrison³

2021

Teaching in Higher Education

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“…Peers can provide another social relationship where doctoral students can learn and develop (Griffin et al, 2018). Peers can provide tangible benefits in doctoral socialization, such as helping a new student acclimate to laboratory protocols, while also providing psychosocial support by validating experiences (Douglas, 2020).…”

Section: Peer Relationshipsmentioning

confidence: 99%

The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color

Kim

Morton

DeMonbrun

2021

IJDS

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Aim/Purpose: The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background: Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology: We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution: We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings: Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners: We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication. Recommendation for Researchers: Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society: Multiple interventions will be needed in order to increase the amount of faculty of Color in the professoriate but improving pre-PhD experiences and sense of belonging for doctoral students of Color could be a targeted policy intervention for academic leaders. As researchers and practitioners in the field are looking for ways to better support doctoral students of Color, a nuanced understanding of developmental needs is essential not only for graduation but for intended career aspiration. Future Research: With these findings, we offer opportunities for future research to further our understanding of socialization for doctoral students of Color. Future studies should include more robust measures of socialization factors along with longitudinal research designs in order to understand the temporal developmental needs for students of Color along multiple pathways to the professoriate.

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“…Individuals assess their capacity to enact the behaviours associated with a role before taking on the identity associated with that role (Baker and Lattuca 2010). The link between identity development and academic learning in doctoral study occurs through the participation of students in academic communities or networks (see Douglas 2020). Doctoral students' participation in multiple and varied networks influence their learning and sense of identity (Hopwood 2010).…”

Section: Doctoral Students' Academic Identitiesmentioning

confidence: 99%

“…Whether doctoral students' values are aligned with their doctoral work activity and experience (Bieber and Worley 2006) may be connected to the networks in which they participate. Working in networks (Bilecen 2013;Douglas 2020) may lead to a growing sense of academic identity (Hasrati 2005) but it may also lead to tensions and challenges (Pilbeam, Lloyd-Jones, and Denyer 2013). One challenge for the student is to determine which individuals and networks are the most central and influential in the academic community and why (Sala-Bubaré and Castelló 2016).…”

Section: Doctoral Students' Learning Identitiesmentioning

confidence: 99%

“…How can the doctoral experience support learning and develop a strong academic identity in the learner? Answering such questions matters because a positive attitude towards oneself as a learner and towards opportunities to learn is more likely to enable successful outcomes when pursuing doctoral study (Douglas 2020). Knowing how best to support and relieve the pressures of doctoral study is important if universities are to meet student expectations and prevent high attrition rates in postgraduate programmes (Burke, Scurry, and Blenkinsopp 2020).…”

Section: Introductionmentioning

confidence: 99%

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Dimensions of fit for doctoral candidates: supporting an academic identity

Douglas

2021

Research Papers in Education

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With an expectation that different doctoral programmes may encourage and support different student learning identities, this paper compares the experiences of doctoral candidates participating in doctoral studies in England and Germany. A comparison of the experiences of doctoral candidates as expressed through interviews is viewed through the lens of the theory of fit. This theory considers the alignment of values between those engaged in PhD study and the programmes created to support them. The paper claims that the identification of dimensions of fit is helpful for considering the data generated on the learning experiences and self-expressed identities of the doctoral candidates. Addressing how dimensions in relation to culture, environment and vocation change and strengthen or loosen the alignment between doctoral candidates' values and those affecting their doctoral work are important for supporting progress. These dimensions should be discussed in order to develop supervisory, programme and university support for doctoral learning.

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Engaging doctoral students in networking opportunities: a relational approach to doctoral study

Cited by 19 publications

References 42 publications

Working in the borderlands: critical perspectives on doctoral education

Working in the borderlands: critical perspectives on doctoral education

The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color

Dimensions of fit for doctoral candidates: supporting an academic identity

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