Interdisciplinary Doctoral Student Socialization

Abstract

Interdisciplinary research and education are a growing emphasis in United States institutions of higher education but relatively little is known about the doctoral students engaged in these atypical programs. The purpose of this study was to understand the socialization process of 18 students involved in a large-scale, federally funded, interdisciplinary research project focused on sustainability at one university. Using Weidman, Twale, and Stein's framework of graduate student socialization, themes emerged related to (a) their distinctive characteristics and cultures, (b) the learning process, (c) balance, (d) uncertainty, and (d) support. Recommendations for policy and practice are included.

Rhizomatic Research Cultures, Writing Groups and Academic Researcher Identities

“…This article suggests that participation in a multidisciplinary writing group is one strategy that seems to offer some useful benefits in this respect. It is well established that PhD students learn a great deal from their peers (Boud & Lee, 2005): candidates in interdisciplinary programs often rely on the knowledge of their peers as an important supplement to faculty advisers (Gardner et al, 2012), and writing groups provide an important forum in which academic identities can be forged (Lee & Boud, 2003). The investigation here explores what writing group members learn from their peers (about research and about themselves) that will be useful in a rhizomatic research culture, with a particular focus on what they gain from participating in the disciplinary diversity embodied in multidisciplinary doctoral writing groups.…”

“…The doctoral students undertaking studies in this research climate are themselves increasingly diverse (Gardner, Jansujwicz, Hutchins, Cline, & Levesque, 2012;Pearson, Cumming, Evans, Macauley, & Ryland, 2011), coming into their studies from nontraditional pathways, from a variety of disciplinary and professional backgrounds, as well as from a range of cultural and linguistic backgrounds. Informed by interview data collected from members of doctoral writing groups, this article outlines the academic researcher identities these diverse students need to develop in order to operate effectively within rhizomatic research cultures.…”

“…One effect of this is that the traditional boundaries between disciplines seem to be weakening (Becher & Trowler, 1989;Trowler, Saunders, & Bamber, 2012). Within this context, the individuals working on such projects are also increasingly diverse (Gardner et al, 2012;Pearson, Evans & Macauley, 2008;Pearson et al, 2011), coming together from nontraditional pathways in the push towards widening participation (McCallin & Nayar, 2012;McCulloch & Thomas, 2012;Miller & Brimicombe, 2004), from different disciplinary and professional backgrounds (Adkins, 2009;Boud & Tennant, 2006;Costley & Lester, 2012), and from different cultural and linguistic backgrounds (Lee & Danby, 2012;Rizvi, 2010;RobinsonPant, 2010). …”

Challenges for doctoral education in East Asia: a global and comparative perspective

“…These societal perspectives are strongly encouraged by such metaphors as social engagements, knowledge/technology transfer, service, third mission, entrepreneur activities, or social contributions (e.g., Etzkowitz and Leydesdorff 1997;Gibbons et al 1994;Slaughter and Rhodes 2004). However, universities that used to train their successors for academic jobs are ill prepared to respond to these changing social demands (Gardner et al 2012;Mars et al 2014). In the new environment, professors struggle with the identity of doctoral education between training the next generation scholars and training professionals for the knowledge economy (e.g., Cassuto 2015; Boud and Tennant 2006).…”

Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions

“…In addition, though, the exercise highlighted the complications that can arise from differences that exist across disciplines. In particular, as the instructors we observed differences of vernacular [32], intellectual emphasis [33], professional culture [34], and epistemology and research practice [35]. In general, we believe the ability to function effectively in interdisciplinary groups depends on two key skills.…”