A Career in Academia? Determinants of Academic Career Aspirations among PhD Students in One Research University in the US

Autor/inn/en	Kim, Eunyoung; Benson, Stefanie; Alhaddab, Taghreed A.
Titel	A Career in Academia? Determinants of Academic Career Aspirations among PhD Students in One Research University in the US
Quelle	In: Asia Pacific Education Review, 19 (2018) 2, S.273-283 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9537-6
Schlagwörter	College Faculty; Occupational Aspiration; Career Development; Graduate Students; Socialization; Tenure; Doctoral Degrees; Educational Attainment; Criticism; Research Universities; Educational Quality; Intellectual Disciplines; Doctoral Programs; Professional Identity; Career Choice; Student Attitudes + Suchen Sie Ihr Suchwort? Fakultät; Berufsneigung; Berufsziel; Berufsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Amtszeit; Beschäftigungsdauer; Doctoral degree; Doktorgrad; Bildungsabschluss; Bildungsgut; Kritik; Forschungseinrichtung; Quality of education; Bildungsqualität; Geisteswissenschaften; Doktorandenprogramm; Schülerverhalten
Abstract	In the declining academic job market--with fewer tenured and tenure-track posts and an increased use of part-time faculty coupled with constant high attrition rates in doctoral education in the United States--the quality and value of graduate education have recently come under scrutiny. Most of the literature on graduate education focuses on doctoral training and socialization experiences, identifies factors that contribute to students' degree completion, and illuminates what demographic characteristics may complicate the process of graduate education. While a growing body of research has documented the variations in graduate student socialization by department, academic discipline, and institutional and organizational contexts--and critiqued a monolithic treatment of doctoral education--few studies look at the relationship between doctoral training and career development. This study integrates doctoral socialization, role identity, and competence development into a conceptual model for examining factors that influence doctoral students' intent to choose an academic career. Based on the data analysis of a sample of 316 doctoral students in a public, research-oriented U.S. university, we provide a discussion of key factors identified as important to doctoral students' career aspirations and conclude with implications for practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01