Toward a 21st Century Socialization Model of Higher Education’s Impact on Students

Weidman, John C.; DeAngelo, Linda

doi:10.1007/978-3-030-33350-8_17

Cited by 23 publications

(67 citation statements)

References 21 publications

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“…Previous research (e.g., Xu et al, 2020a , 2020b ) indicated that for international doctoral students, supervisory relationship remains one of the most salient constituents of the microsystem. Also, significant others in one's personal and social communities such as family and friends are lasting elements in the microsystem that continue to impact a student's study trajectory ( Weidman & DeAngelo, 2020 ). For mesosystem, it refers to linkages of researchers such as faculty and peers within one's institutional contexts and collegiality of professional communities beyond one's higher education institution.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Qualitative Investigation Into Chinese International Doctoral Students’ Navigation of a Disrupted Study Trajectory During COVID-19

Trần

2021

Journal of Studies in International Education

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This study delves into emic perceptions of Chinese international doctoral students’ navigation of a disrupted study trajectory during the coronavirus disease 2019 pandemic. Drawing on semi-structured interviews with students and the conceptual framework of bioecological systems theory and needs-response agency, the article reveals a nuanced picture of how activities, relations and roles nested in a PhD study trajectory are impacted by and respond to the crisis. Specifically, the pandemic has instigated a ripple effect upon PhD study that is embedded within a complex system of person−environment factors in the microsystem, mesosystem, exosystem and macrosystem. Confronting these changes and challenges, the students enact needs−response agency to cope with these impacts so as to restore stability. The study concludes with some practical implications for related stakeholders in the bioecological system to generate conditions and support for students to harness possibilities for growth amidst and beyond the health crisis.

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Section: Conceptual Frameworkmentioning

confidence: 99%

A Qualitative Investigation Into Chinese International Doctoral Students’ Navigation of a Disrupted Study Trajectory During COVID-19

Trần

2021

Journal of Studies in International Education

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“…The Weidman et al 2 Graduate and Professional Student Socialization framework, revised in 2020 9 and presented in Figure 1, provides a broader, nonlinear view of the socialization process, which includes 4 stages: anticipatory, formal, informal, and personal. According to Weidman and DeAngelo, 9(p5) ''These stages reflect different levels of understanding and commitment to the professional roles for which graduate students are being prepared.''…”

Section: Graduate Student Socializationmentioning

confidence: 99%

“…Each circle, representing the student or communities of influence, has a dotted boundary to illustrate the fluid and dynamic nature of the interactions. 9 Inputs. To the left of the center intersection (higher education institution) is the student background, which includes the predispositions, aptitude, race and ethnicity, nationality, and gender identity of the student.…”

Section: Graduate Student Socializationmentioning

confidence: 99%

“…To the left of the center intersection (higher education institution) is the student background, which includes the predispositions, aptitude, race and ethnicity, nationality, and gender identity of the student. 9 These are the experiences and predispositions, or inputs, that the student approaches graduate education with. The left side of the intersection also represents the anticipatory stage where the student has not yet entered into a PM athletic training program.…”

Section: Graduate Student Socializationmentioning

confidence: 99%

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Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Gardiner-Shires

Kloepfer

2023

Athletic Training Education Journal

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Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

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“…Rooted in human capital and status attainment traditions, this study uses Astin’s (1993) inputs--environment--outputs (I-E-O) model. The Astin I-E-O model has been used to study socialization of students in relation to early career outcomes primarily at the undergraduate level (Mayhew et al , 2016; Weidman and DeAngelo, 2020), but scholars have recently begun to apply this model to study graduate education outcomes (Joyner et al , 2014; Kjelgaard and Guarino, 2012; Rice et al , 2013; Twale et al , 2016). This study seeks to extend this model to the postgraduate level as seen in Figure 1.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Don’t count them out: PhD skills development and careers in industry

Mitic

Okahana

2021

SGPE

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Purpose The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions. Design/methodology/approach Using student-level data from nearly 2,400 early career PhD alumni from 50 US PhD granting institutions, this study uses a generalized ordered logit model with partial proportional odds to test the main and conditional effects of 14 areas of skill development on perceptions of career preparation. Findings This study contributes empirical evidence to show that research skills and communicating with non-technical audiences are positively linked with job preparation. Practical implications The combination of sophisticated research and noncognitive skills promotes the idea of a well-rounded PhD – a highly skilled and versatile researcher that can interact in both academic and industry settings – as a goal of doctoral education. The knowledge gained from this study will assist scholars and graduate educators, including faculty advisors, program directors, graduate deans, graduate education professionals and career development professionals to reconceptualize professional preparation for work in industry. Social implications For-profit businesses, particularly start-up companies, are vital for economic development and many require PhD-level employees across research and management roles. Developing PhDs with the appropriate skills for industry will better align higher education and economic interests. Originality/value The wide scope of doctoral institutions allows for a quantitative approach not appropriate for single-institution case studies of doctoral career pathways research.

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Toward a 21st Century Socialization Model of Higher Education’s Impact on Students

Cited by 23 publications

References 21 publications

A Qualitative Investigation Into Chinese International Doctoral Students’ Navigation of a Disrupted Study Trajectory During COVID-19

A Qualitative Investigation Into Chinese International Doctoral Students’ Navigation of a Disrupted Study Trajectory During COVID-19

Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Don’t count them out: PhD skills development and careers in industry

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