Keeping up with the Joneses: Socialization and Culture in Doctoral Education at One Striving Institution

Autor/in	Gardner, Susan K.
Titel	Keeping up with the Joneses: Socialization and Culture in Doctoral Education at One Striving Institution
Quelle	In: Journal of Higher Education, 81 (2010) 6, S.728-749 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Socialization; Research Universities; Reputation; Doctoral Programs; Grants; College Faculty; Resource Allocation; Role; Teacher Attitudes; Research Methodology; Teacher Student Relationship; Organizational Culture; Graduate Students; Questionnaires + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Forschungseinrichtung; Doktorandenprogramm; Grant; Finanzielle Beihilfe; Fakultät; Ressourcenallokation; Rollen; Lehrerverhalten; Research method; Forschungsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Unternehmenskultur; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen
Abstract	Institutional prestige is an inherent part of higher education in the U.S., resulting in rankings that often become the rationale for resource allocation including research grants and increased admission applications. While the desire for prestige and high rankings are important to research universities, the reality is that not all universities can be ranked among the very top. Nevertheless, the concept of academic or upward drift persists as institutions jockey for more prestige, and therefore more currency, in the academic milieu. And, while upward drift has been studied from the organizational perspective, no known literature has addressed the effects of these "striving" cultures upon organizational actors, particularly those related to doctoral education. Indeed, the majority of the studies about doctoral education have been completed at these high-ranking, prestigious institutions in the U.S. To attend to this gap in the literature as well as to better understand the role of prestige in lesser-ranked institutions, this study focused upon the voices of faculty members and doctoral students from one third-tiered institution. In particular, the study sought to understand the impact of the institutional culture upon the socialization of the doctoral students and the faculty members with whom they worked. The paper begins with a brief overview of the literature related to striving institutions and doctoral education in the U.S., an explanation of the methods used to conduct the study, followed by the presentation of findings, and concluding with an interpretation of these findings and their application to policy, practice, and future research. (Contains 1 table.) (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10