Becoming an Interdisciplinary Scientist: An Analysis of Students' Experiences in Three Computer Science Doctoral Programmes

Autor/inn/en	Calatrava Moreno, María del Carmen; Danowitz, Mary Ann
Titel	Becoming an Interdisciplinary Scientist: An Analysis of Students' Experiences in Three Computer Science Doctoral Programmes
Quelle	In: Journal of Higher Education Policy and Management, 38 (2016) 4, S.448-464 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2016.1182670
Schlagwörter	Interdisciplinary Approach; Scientists; Student Experience; Computer Science Education; Doctoral Programs; Mixed Methods Research; Bibliometrics; Interviews; Student Attitudes; Individual Differences; Values; Student Motivation; Prior Learning; Educational Policy; Delivery Systems; Supervision; Social Networks; Research Methodology; Foreign Countries + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Scientist; Wissenschaftler; Studienerfahrung; Computer science lessons; Informatikunterricht; Doktorandenprogramm; Bibliometrie; Interviewing; Interviewtechnik; Schülerverhalten; Individueller Unterschied; Wertbegriff; Schulische Motivation; Vorkenntnisse; Politics of education; Bildungspolitik; Auslieferung; Social network; Soziales Netzwerk; Research method; Forschungsmethode; Ausland
Abstract	The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web of Science and Scopus citations, allowed for a comparison of students' interdisciplinary research outcomes from three different computer science programmes: a traditional programme, a multidisciplinary doctoral school and an interdisciplinary doctoral college. Applying a sociocultural approach, interviews with the 15 most interdisciplinary students were analysed to understand how dispositions and experiences of students and factors of the different programmes affect the circumstances and processes of becoming an interdisciplinary early career scientist. The data indicate that student motivations, previous skills and knowledge interacted with policies and programme structures including type of funding and supervisor expectations to play a crucial role in interdisciplinarity at the doctoral level. These factors can give rise to interdisciplinary research even in programmes without interdisciplinary focus and compromise the interdisciplinary goals of interdisciplinary programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01