Motivations for Pursuing an Engineering PhD and Perceptions of its Added Value: A U.S.-based Study

London, Jeremi S.; Cox, Monica Farmer; Ahn, Benjamin; Branch, Sara E.; Zephirin, Tasha; Torres-Ayala, Ana; Zhu, Jiabin

doi:10.28945/2050

Cited by 17 publications

(11 citation statements)

References 23 publications

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“…She said, "I want to get a regular item in our university, so I decided to pursue my masters here in VSU. In our school, we cannot get a regular item if we don't have an MS [ These results are similar to the findings of some researchers showing that academic improvement and professional development or career advancement are among the graduate students' prevailing reasons for pursuing graduate education (Incikabi, Pektas, Ozgelen & Kurnaz 2013;Almeda 2014;London et al 2014). Table 3.…”

Section: Reasons For Pursuing Graduate Educationsupporting

confidence: 81%

Graduate Students' Perceived Contribution of Scholarship Grants to Academic Success

Cagasan¹,

Belonias²,

Cuadra³

2019

SHJ

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To improve the production of high-level human resources that can spearhead efforts to attain national development, many countries, including the Philippines, have provided scholarship grants to interested professionals for them to pursue advanced degrees. This study aimed to find out graduate students' perceived contribution of scholarship grants to their academic success. We gathered data through a survey of 46 scholars who pursued graduate studies at the Visayas State University. To supplement the survey data, we conducted a focus group discussion with seven scholars who were not among the survey respondents. Results showed that participants considered their scholarship grants as contributors to their academic success. These grants motivated them to perform well academically and finish their respective degrees within the time allotted for their study. The scholarship grants provided funds for their school and living expenses, thus encouraging them to complete their degrees on time. Since their scholarships facilitated their completion of graduate degrees, they said it also contributed to their career development. Their scholarship also enabled them to improve their knowledge and skills, opened better career opportunities, and boost their selfconfidence to apply for jobs with higher compensation. They also considered their scholarship as a plus factor in their job applications.

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Section: Reasons For Pursuing Graduate Educationsupporting

confidence: 81%

Graduate Students' Perceived Contribution of Scholarship Grants to Academic Success

Cagasan¹,

Belonias²,

Cuadra³

2019

SHJ

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“…And, as we previously noted, Gardner's (2009a) study of faculty perceptions of graduate student success also identified motivation as an essential ingredient. More recently, London et al (2014) identified reasons doctoral degree holders gave for pursing their advanced degree. However, by and large, it is notable that one of the seemingly most critical component to graduate student success -student motivation -appears to receive the least amount of attention.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to demographic characteristics, graduate student attrition/retention literature has highlighted a host of other internal and external student factors, such as motivation, knowledge and skills, and financial resources (Bain, Fedynich, & Knight, 2011;Hirschberg & Itkin;1978;London, Cox, Ahn, Branch, & Zephirin, 2014;Spaulding & Rockinson-Szapkiw, 2012). In regard to motivation, for example, Ponton, Derrick, and Carr (2004) asserted in response to a Chronicle of Higher Education discussion of doctoral attrition, "Doctor Dropout" (Smallwood, 2004), "… the presence of attributes that are important for successful doctoral matriculation [are] desire, resourcefulness, initiative, and persistence" (p. B4).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

The Flip Side of the Attrition Coin: Faculty Perceptions of Factors Supporting Graduate Student Success

Gilmore

Wofford

2016

IJDS

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Doctoral attrition consistently hovers around 50% with relevant literature identifying several mediating factors, including departmental culture, student demographics, and funding. To advance this literature, we interviewed 38 graduate faculty advisors in science, engineering, or mathematics disciplines at a research-extensive university to capture their perceptions of factors supporting graduate student success. Using a constant-comparison method, we found that faculty perceptions aligned within three major categories, termed: motivated student behaviors, formative student learning experiences, and essential student knowledge and skills. Student motivation was most prominently represented in findings. This aligns with prior studies showing that faculty tend to identify the cause of graduate student failure as lying within the students themselves and rarely discuss their role or the department's contribution to attrition. Thus findings offer an opportunity to reflect and improve upon practice. The study also highlights actions graduate students can take to increase success, such as developing collegial relationships and early involvement in research and scholarly writing. We encourage graduate faculty advisors and others to identify ways to help graduate students overcome common obstacles to enduring and succeeding within graduate programs. Faculty perceptions are also examined by discipline and faculty rank, and directions for future research are offered.

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“…As demonstrated by Jones (2013), most extant literature has not been centered on doctoral student motivation. Still, there is a growing body of literature examining doctoral students' initial motivation in academic disciplines such as engineering (Baytiyeh & Naja, 2011;Guerin & Ranasinghe, 2010;London, Cox, Ahn, Branch, & Zephirin, 2014;Mokhtar, 2012;Peters & Daly, 2013), education (Jablonski, 2001Leonard, Becker, & Coate, 2005;Stehlik, 2011;Wellington & Sikes, 2006), and business (Stiber, 2000). Some studies were conducted using online surveys with motivational factors selected a priori by the researcher based on existing literature (Anderson & Swazey, 1998;Stehlik, 2011;Stiber, 2000).…”

Section: Doctoral Student Motivationmentioning

confidence: 99%

Examining the Basic Psychological Needs of Library and Information Science Doctoral Students

Hands

2018

IJDS

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Aim/Purpose: The purpose of this study was to examine how the basic psychological needs of self-determination theory are reflected in doctoral students’ motivation to earn the PhD. Background: As isolating as the doctoral experience seems, it is one that occurs in a social-cultural environment that can either support or hinder the student. This research highlights the motivational influences of library and information science doctoral students regarding experiences of autonomy, competence, and relatedness. Methodology: Qualitative data were collected from seven (7) enrolled doctoral students at library and information science programs in the United States and Canada. Transcripts from semi-structured interviews and students’ personal admission statements were subjected to deductive content analysis for emphasis on three basic psychological needs: autonomy, competence, and relatedness. Contribution: Findings illustrate the role faculty play in student motivation and satisfaction with the doctoral experience. There are implications for faculty, mentors, and advisors working with current and former graduate students who may be considering a PhD. The findings have implications for doctoral recruitment, advising, and student services of interest to faculty and administrators across disciplines. It also shows the applicability of self-determination theory in the examination of the doctoral student experience and overall motivation. Findings: Deductive analysis based on self-determination theory (SDT) demonstrates factors related to self-determination theory’s basic psychological needs – autonomy, competence, and relatedness – as relevant to participants’ motivation to pursue a doctoral degree and to the examination of doctoral student initial motivation. Doctoral students are motivated by multiple factors including their interactions with and encouragement received from current and former faculty. Students report experiences related to autonomy, competence, and relatedness that energized them to pursue a doctoral degree and that have positively influenced their doctoral experience thus far. Recommendations for Practitioners: Faculty and program administrators may use this data to inform their understanding of the expectations of today’s doctoral students and motivational drivers of prospective students and to tailor support services accordingly. Recommendation for Researchers: This is a preliminary investigation of doctoral student motivation in relation to the basic psychological needs. More research is needed on a larger sample of students to more fully understand the influence of autonomy, competence, and relatedness on doctoral student initial and ongoing motivation. Impact on Society: This research is an important step in bridging faculty and student perceptions of what is important to their initial and ongoing enrollment in a doctoral program. By improving students’ experiences of autonomy, competence, and relatedness, it may be possible to improve the overall doctoral experience leading to completion of the PhD. Future Research: Future research will expand to include doctoral students farther along in their doctoral programs, the administration of the Basic Psychological Needs Scale, and may examine faculty perceptions of the three basic psychological needs.

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Motivations for Pursuing an Engineering PhD and Perceptions of its Added Value: A U.S.-based Study

Cited by 17 publications

References 23 publications

Graduate Students' Perceived Contribution of Scholarship Grants to Academic Success

Graduate Students' Perceived Contribution of Scholarship Grants to Academic Success

The Flip Side of the Attrition Coin: Faculty Perceptions of Factors Supporting Graduate Student Success

Examining the Basic Psychological Needs of Library and Information Science Doctoral Students

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