Professional identity development theory and doctoral education

Colbeck, Carol L.

doi:10.1002/tl.304

Cited by 83 publications

(95 citation statements)

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“…Th is is a precondition and opportunity for a doctoral student to develop a particular professional identity that, taking paskirtį gali būti traktuojamas kaip antraeilis. Todėl vienas iš iššūkių, su kuriais susiduria doktorantai, yra daugybiniai vaidmenys, kuriuos jie atlieka akademinėje aplinkoje (Austin ir McDaniels, 2006;Colbeck, 2008;Jazvac-Martek, 2009;Lovitts, 2005). Tokiame kon tekste svarbu suprasti, kaip doktorantai kon struoja savo profesinį identitetą, su kokiais profesiniais vaidmenimis identifi kuoja si.…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified

“…Taigi šiame straipsnyje analizuojama problema yra susijusi su prielaida, kad profe sinis identitetas akademiniame kontekste yra sudėtingas daugialypis konstruktas, iš reiš-kian tis doktoranto identifi kavimąsi su akademine aplinka ir siejamas su toje aplinko je at liekamais profesiniais vaidmenimis (Aus tin ir McDaniels, 2006;Colbeck, 2008;JazvacMartek, 2009;Lovitts, 2005). Doktorantas yra socialinis vaidmuo, o pagrindiniai doktoranto atliekami profesiniai vaidmenys yra šie: dėstytojas, mokslininkas ir visuomeninių paslaugų teikėjas (arba atstovaujamos mokslo krypties praktikas).…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified

“…Th us one of challenges faced by doctoral students is multiple roles that they perform in an academic environment (Austin ir McDaniels, 2006;Colbeck, 2008;Jazvac-Martek, 2009;Lovitts, 2005). Such context requires understanding how doctoral students construct their professional identity and which professional roles they identify themselves with.…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

“…Th e problem analysed in the article is related to the assumption that professional identity within an academic context is a complex and multiple construct that presents doctoral student's identifi cation with the academic environment and is related to professional roles performed in this particular environment (Austin and McDaniels, 2006;Colbeck, 2008;Jazvac-Martek, 2009;Lovitts, 2005). Doctoral student is a social role and the key professional roles performed by a doctoral student are: a teacher, a scholar and a public service provider (or a practitioner of a particular scientifi c fi eld).…”

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

“…Kalbant apie doktorantus, nors Lietuvoje šioje tematikoje tyrinėjimų trūksta, kitų įvairių šalių mokslo atstovai visame pasaulyje analizavo, su kokiais profesiniais vaidmenimis identifi kuojasi doktorantai (pvz., Baker ir Lattuca, 2010;Chapman ir kt., 2009;Colbeck, 2008;Dobrow ir Higgins, 2005;Ghosh ir Githens, 2009;Jazvac-Martek, 2009;Pipere, 2007;Sweitzer, 2008Sweitzer, , 2009Taylor, 2007). Tačiau plačiąja prasme yra manoma, kad profesinis identitetas yra sritis, kuri nėra pakankamai giliai ištirta, ypač kalbant apie aukštojo mokslo sektorių (Clarke ir kt., 2013).…”

Section: The Concept Of Professional Identity In Doctoral Students' Cunclassified

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Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Kovalčikienė¹,

Bukšnytė-Marmienė²

2014

CDRC

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Straipsnyje pristatoma profesinio identiteto daugialypiškumo problematika Lietuvos dok torantų karjeros vizijoje. Analizuojama doktorantų identifi kacija su skirtingais profesiniais vaidmenimis: mokslininko, dėstytojo ir visuomeninių paslaugų teikėjo/praktiko. Pri statomi Lietuvos doktorantų apklausos rezultatai. Tyrimo imtis -494 doktorantai iš 22 aukštojo mokslo institucijų Lietuvoje. Re zultatų analizė atskleidė, kad labiausiai dok torantams yra išreikštas praktiko profe sinio vaidmens identitetas. Be to, socio-de mografi nės doktorantų charakteristikos turi reikšmę doktorantų identifi kacijai su skirtin gais profesiniais vaidmenimis. PAGRINDINIŲ TERMINŲ APIBRĖŽIMAI• Doktorantas -trečiosios studijų pakopos studentas, tyrėjas (Mokslo doktorantūros nuostatai, 2010). Doktorantas yra socialinis vaidmuo, iš kurio paprastai reikalaujama atlikti daug profesinių vaidmenų (mokslininko, dėstytojo, visuomeninių paslaugų teikėjo ir kitų), nors doktorantūros paskirtis susijusi su siekiu doktorantui įgyti vieno konkretaus vaidmens -mokslininko -identitetą. PERSPECTIVES OF PROFESSIONAL IDENTITY MANIFESTATION IN THE CAREER VISION OF LITHUANIAN DOCTORAL STUDENTS ABSTRACTTh is article presents diversity-related issues of professional identity in the career vision of Lithuanian doctoral students. It also analyses how doctoral students relate themselves to various professional roles: scholar, teacher and public service provider/practitioner. Results of the Lithuanian doctoral students' survey are presented. Research sample -494 doc toral students from 22 Lithua nian higher education institutions. Th e results have shown that the most expressed doctoral students' professional role identity is that of a practitioner. Besides, doctoral students' identifi cation with professional roles is infl uenced by socio-demographic doctoral students' charac teristics. DEFINITIONS OF KEY TERMS• Doctoral student -a third cycle student and a researcher (Mokslo doktorantūros nuostatai, 2010). A doctoral student is a social role where one has to perform a number of professional roles (scholar, teacher, provider of public services and others) even though the purpose of doctoral studies is associated with a doctoral student's aim to develop the identity of one particular role, i.e. scholar.

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Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Deunclassified

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

Section: Karjeros Projektavimas: Tyrimai Ir Konsultavimas • Career Dementioning

confidence: 99%

Section: The Concept Of Professional Identity In Doctoral Students' Cunclassified

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Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Kovalčikienė¹,

Bukšnytė-Marmienė²

2014

CDRC

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2008

ASHE Higher Education Report

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Setting the StageM UCH HAS BEEN SAID over the last two decades about American college and university faculty. For the 1990s in particular, a maelstrom of critique from trustees, legislators, the popular press, faculty unions, and policymakers addressed needs for "reform" in how faculty are recruited, socialized, and rewarded throughout their careers. What has followed has been much quieter, however. Efforts have been made to redefine scholarship in reward systems, to implement post-tenure review systems, and to make the system fairer for women and minority faculty. How faculty go about their work has changed fundamentally with increasing use of technology, and faculty have become more involved in what Boyer (1990), Rice (1996), and have called the scholarships of teaching and community engagement (see also Hutchings and Shulman, 1999). Additionally, the composition of the American faculty has begun to change as more women and faculty of color have joined the professoriate, though many still find glass ceilings hindering career advancement-at times ceilings that appear made of Plexiglas (Terosky, Phifer, and Neumann, 2008). Admittedly, American higher education leaders and policymakers have not done away with the tenure system; that said, dramatic increases in part-time and non-tenure-track appointments has rendered the tenure system as less relevant to increasing numbers of academics (Schuster and Finkelstein, 2006).What is the history of the rhetoric, policy reform, and research on faculty over the last two decades, and what is missing in the dialogue? The purpose of this volume is to review and synthesize the literature on the American higher education faculty over the last fifteen to twenty years. As career-long students Published online in Wiley InterScience (www.interscience.wiley.com) •

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Shifting Players: Supervision Changes During the Ph.D. Journey

Tatebe

2019

Palgrave Studies in Education Research Methods

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Professional identity development theory and doctoral education

Abstract: This chapter explores the benefits of enhancing doctoral students' abilities to exploit the synergies among their multiple academic identities.

Cited by 83 publications

References 15 publications

Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

Perspectives of Professional Identity Manifestation in the Career Vision of Lithuanian Doctoral Students

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Shifting Players: Supervision Changes During the Ph.D. Journey

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