博士生的进步:美国一所大学的微型认证计划激励并支持博士生的专业发展

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Bénédicte Gnangnon, Kuang Li, Dena Fatemeh Rezaei, Mishonne Maryann Marks, Chrysanthos Dellarocas, Sarah Chobot Hokanson, Sasha B. Goldman
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引用次数: 0

摘要

本研究旨在介绍对基于能力的在线职业发展培训项目 "PhD Progression "的评估,该项目与数字徽章系统绑定,旨在为各领域的博士生提供支持。通过校内合作,作者开发了博士核心能力框架。在此框架的基础上,作者设计了该计划的第一个学习层次,并对来自不同领域、处于不同博士阶段的博士生进行了试点研究。研究结果定量和定性数据显示,大多数博士生参与者认为基于能力的培训计划内容有用,适合培养技能和知识,因此与他们的学位进展和未来工作息息相关。获得数字徽章大大提高了他们完成培训模块的积极性。原创性/价值这项研究首次证明,将数字徽章系统与基于能力的职业发展项目相结合,可以大大激励博士生设定职业发展目标并投入时间培养技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

Purpose

This study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields.

Design/methodology/approach

This study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program.

Findings

The quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules.

Practical implications

This type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers.

Originality/value

This study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills.

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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
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