Navigating Careers: Perceptions of Sciences Doctoral Students, Post-PhD Researchers and Pre-Tenure Academics

Autor/inn/en	McAlpine, Lynn; Emmioglu, Esma
Titel	Navigating Careers: Perceptions of Sciences Doctoral Students, Post-PhD Researchers and Pre-Tenure Academics
Quelle	In: Studies in Higher Education, 40 (2015) 10, S.1770-1785 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.914908
Schlagwörter	Doctoral Programs; Graduate Students; Student Research; Nontenured Faculty; Science Education; Career Development; Student Attitudes; Teacher Attitudes; Locus of Control; Employment Opportunities; Attribution Theory; Individual Characteristics; Personal Narratives; Family Work Relationship; Decision Making; Occupational Aspiration; Career Choice; Vocational Interests; Foreign Countries; Longitudinal Studies; Canada + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Naturwissenschaftliche Bildung; Berufsentwicklung; Schülerverhalten; Lehrerverhalten; Berufschance; Beschäftigungschance; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Erlebniserzählung; Decision-making; Entscheidungsfindung; Berufsneigung; Berufsziel; Berufsinteresse; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kanada
Abstract	While the doctorate was once perceived as preparation for an academic position, internationally more than half of all graduates leave the higher education sector by choice or lack of opportunity. We know little of how they perceive and navigate the transition from PhD to other career. This longitudinal study of 23 sciences doctoral students, post-PhD researchers, and pre-tenure academics in Canada assessed the interpretive value of two constructs in explaining changes in career thinking and decision-making. The interaction of horizons for action (personal influences on future intentions), and opportunity structures (knowledge of career opportunities) provided a means to explain individual shifts over time and differences across roles in career thinking. Generally, over time and across roles, their knowledge of career opportunities grew, but concurrently their personal horizons for action became narrower due to changing personal relationships and responsibilities. Both the significance of the findings and the pedagogical implications are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01