Literaturnachweis - Detailanzeige
| Autor/inn/en | McAlpine, Lynn; Inouye, Kelsey |
|---|---|
| Titel | PhD Graduates in Non-Academic Roles: Harnessing Communication Knowledge to Meet Organizational Goals |
| Quelle | In: Studies in Graduate and Postdoctoral Education, 13 (2022) 2, S.151-170 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2398-4686 |
| DOI | 10.1108/SGPE-05-2021-0044 |
| Schlagwörter | Graduate Students; College Graduates; Career Choice; Job Skills; Writing Skills; Business Communication; Literary Genres; Role |
| Abstract | Purpose: PhD graduates are increasingly taking non-academic roles outside and inside universities. While effective communication is a frequently mentioned concern among employers, little is known about what actual communication PhD graduates do as part of their work. The purpose of this study is to examine the nature of work-related communication activities by PhDs in non-academic sectors. Design/methodology/approach: The conceptual framework presented in this paper focused on the intersection between individual day-to-day experience and work structures through the analytic lens of genre knowledge. Using a narrative approach, attending to both individual experience and cross-case patterns, the authors conducted semi-structured interviews with 11 PhD holders in non-academic careers. Interviews and related documents were analyzed inductively for emerging themes and deductively for cross-case patterns. Findings: In pursuing organizational goals, PhD graduates undertook diverse writing and other communication work and developed a rich tapestry of genre knowledge. This knowledge enabled them to negotiate different encounters with specific genres, undertake new genres and mediate among different genres. Originality/value: This study highlighted the value of framing future research around a) the intersection between individual communication experience and organizational factors; and b) the analytic lens of genre knowledge to understand how organizational roles and goals lead to diverse communication practices. As for practical implications, the organizationally bounded roles and goals influencing participants' communication practices also hold true for those doing PhDs where success requires mastering a limited academic set of genres. While the authors cannot prepare PhD graduates for all the genres they may need, the authors could explicitly teach how genres work in the PhD context. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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