美国和新西兰大学博士毕业生对职业发展支持的回顾性看法

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rachel Spronken-Smith, Kim Brown, Claire Cameron
{"title":"美国和新西兰大学博士毕业生对职业发展支持的回顾性看法","authors":"Rachel Spronken-Smith, Kim Brown, Claire Cameron","doi":"10.1108/sgpe-05-2023-0048","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.</p><!--/ Abstract__block -->","PeriodicalId":42038,"journal":{"name":"Studies in Graduate and Postdoctoral Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities\",\"authors\":\"Rachel Spronken-Smith, Kim Brown, Claire Cameron\",\"doi\":\"10.1108/sgpe-05-2023-0048\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.</p><!--/ Abstract__block -->\",\"PeriodicalId\":42038,\"journal\":{\"name\":\"Studies in Graduate and Postdoctoral Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-04-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Graduate and Postdoctoral Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/sgpe-05-2023-0048\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Graduate and Postdoctoral Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/sgpe-05-2023-0048","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

目的 博士毕业生正在进入越来越多的职业领域,但过去的研究突出表明,他们对这些职业缺乏准备。本研究旨在探讨科学、人文和社会科学学科的博士毕业生在学习期间对职业发展(CD)支持的反思。作者采用解释性顺序混合方法设计,收集了 136 份调查回复,并采访了来自两所美国大学和一所新西兰大学的 21 名博士毕业生,以调查他们的职业准备情况。作者从认知信息处理理论的视角出发,探讨了自我认知和职业选择认知的发展,以及宏观(机构)、中观(部门)和微观(导师)层面的支持对职业发展的影响。毕业生的自我认识有限,对职业选择也知之甚少。毕业生称主要依靠所在系和导师提供职业指导。虽然也有一些好的做法,但有些系被认为将学术作为唯一的成功途径,而忽视了对其他可能途径的支持。一些毕业生报告说,导师为他们提供了很好的职业发展指导,但也有一些毕业生表示,如果学生说他们不想从事学术研究,导师就会不感兴趣或做出破坏性的回应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

Purpose

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.

Design/methodology/approach

The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.

Findings

During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.

Originality/value

The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Studies in Graduate and Postdoctoral Education
Studies in Graduate and Postdoctoral Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
9.10%
发文量
17
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信