Reciprocity between doctoral students' emerging professional identity and their envisionment of a possible future self in real and imagined communities of practice

Park, John Jongho; Schallert, Diane L.

doi:10.1016/j.lcsi.2020.100434

Cited by 13 publications

(5 citation statements)

References 52 publications

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“…Participants could envision themselves as Humanitarian Engineers from the development of their identity that is possibly associated with particular triggering events in the past. This finding is aligned with Park and Schallert [27], who stated that the construction of possible selves has been recognized as an important factor for one's identity development, and the production of possible selves is a mechanism associated with the identity exploration process.…”

Section: Discussionsupporting

confidence: 87%

“…In this case, participants' engineering identities and humanitarian identities were fused and consolidated as one emerging Humanitarian Engineer identity. This phenomenon seems aligned with the construct of multiple identities [27]. Although most participants were still going through a self-defining, identity development, and negotiation process, data showed that their Humanitarian Engineer identity development was significantly influenced by the acquisition of a certain level of engineering knowledge and skills, self-knowledge, and vision as their emerging Humanitarian Engineer identity helped them overcome the challenges that they will be facing in the future.…”

Section: Discussionmentioning

confidence: 70%

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Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers

Park

Smith

2021

Sustainability

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Humanitarian Engineering extends engineering practice to provide a focus on addressing social inequities and contributing to sustainable development for all. This study investigated undergraduate engineering students’ concepts of Humanitarian Engineering and motives to be Humanitarian Engineers as they acquire knowledge and skills and build a professional identity as engineers who can work in complex socio-technical sustainability contexts. Qualitative data were collected from an open-ended survey of 46 engineering students followed by semi-structured interviews with ten students at a U.S. university. Survey data provided individual characteristics that conceptualized and guided interviews to explore key relationships among participants’ concepts of Humanitarian Engineering and motivations. A central idea of a “Humanitarian Engineer” identity emerged, influenced by various motivations. Students envisioning themselves as Humanitarian Engineers were associated with socio-cultural background, motivation to practice engineering skills, and desire to travel. A value-related motivation, the desire to help others, appeared as a strong catalyst for developing students’ professional identities and empowering a possible future self as Humanitarian Engineers. To support sustainability education in engineering demands, initial motivation factors associated with student Humanitarian Engineer identity development are researched to support potential future practice and career development.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 70%

Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers

Park

Smith

2021

Sustainability

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“…Activity setting (Waermö, 2016a(Waermö, , 2016b Authentic practice/activities (Cress et al, 2019;Gordin and Pea, 1995;Hay and Barab, 2001;Kulikowich and Young, 2001) Collaborative scientific inquiry (Rosebery et al, 1992) Communities of discourse and/or practice (Cress et al, 2019;Fischer et al, 2007;Hay and Barab, 2001;Park and Schallert, 2020;Suthers and Hundhausen, 2003;O'Neill, 2001;Uttamchandani et al, 2020) Culture of social practices for collaborative meaning making (Looi et al, 2011) Culture of the discipline (Kolikant and Ben-ari, 2008) Disciplinary practices/genre (Hung et al, 2008;Meyer-Beining, 2020;O'Neill, 2001) Educated discourse (Calcagni and Lago, 2018) Existing traditions (Guile, 2019) Experts and novices in a practice (Hung et al, 2008) Habits of mind (Etkina et al, 2010) Intended discipline (domain or culture) (Dingyloudi and Strijbos, 2020;O'Neill, 2001) Know-how (Shvarts and Abrahamson, 2019) Knowledge-creating civilization/ knowledge work/knowledgebuilding community of scientists/ knowledge society/knowledge practice/knowledge discourse (Bielaczyc and Ow, 2014;Chin and Osborne, 2010;Fischer et al, 2007;Roschelle Bakia Toyama and Patton, 2011;Timmis, 2014;van Heijst et al, 2019) Mathematical culture (Oner, 2008) Professional practice or culture…”

Section: Designed Traditionalmentioning

confidence: 99%

School enculturation discourse: a meta synthesis from research in the learning sciences

Hod

Sagy

2022

ILS

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Purpose Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study Design/methodology/approach The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals. Findings This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation. Research limitations/implications This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field. Practical implications This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments. Social implications Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning. Originality/value As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.

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“…Research so far has found that most PhD graduates encounter ‘organisational culture shock’ in transitioning to jobs outside of academia, given the differences in work tasks, norms and organisational culture between academia and non‐academic settings (Skakni et al, 2021; Vitae, 2016). As such, a strand of studies has called for the development of a ‘professional identity’—that is, a set of attributes, motives, beliefs and values that people generally use to define themselves in a professional role (Park & Schallert, 2020) during doctoral studies—to prepare students for non‐research employment (Hancock & Walsh, 2016; Park & Schallert, 2020). Although not explicitly stated, there seems to be an underlying assumption in these studies that to better adapt to non‐research jobs, PhD students/graduates should acquire an identity other than a ‘researcher identity’ for transitioning to a non‐research position.…”

Section: Introductionmentioning

confidence: 99%

Exploring the identity development of PhD graduates transitioning to non‐researcher roles

Li¹,

Horta²

2023

Higher Education Quarterly

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In this study, we explore the identity development of PhD graduates transitioning into non‐researcher roles. Through the conceptual lens of identity‐trajectory theory and based on interviews with 26 PhD graduates from three leading research universities in Hong Kong, Macau and Taiwan, we analyse their identity‐trajectory development after their transition to non‐research employment. The findings show that PhD graduates develop their identity trajectories based on their existing sense of researcher‐self through a variety of practices that involve intellectual, networking and institutional dimensions. Individual agency plays a key role in overcoming structural constraints in the workplace, yet its level varies according to one's willingness to pursue a non‐research career. The findings highlight the fluidity in identity development and the role of the researcher‐self as a positive legacy of doctoral training, including for PhD graduates taking non‐researcher roles.

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Reciprocity between doctoral students' emerging professional identity and their envisionment of a possible future self in real and imagined communities of practice

Cited by 13 publications

References 52 publications

Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers

Engineering Students’ Concepts of Humanitarian Engineering and Their Identity Development as Humanitarian Engineers

School enculturation discourse: a meta synthesis from research in the learning sciences

Exploring the identity development of PhD graduates transitioning to non‐researcher roles

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