The formation of scholars: rethinking doctoral education for the twenty‐first century
TL;DR: Walker, Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, and Pat Hutchings as discussed by the authors, 2008, 256 pp., £26.99, (hardback), ISBN 978 0 470 19743 1.
Abstract: by George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, and Pat Hutchings, San Francisco, CA, Jossey‐Bass, 2008, 256 pp., £26.99, (hardback), ISBN 978 0 470 19743 1. Thomas Kuhn’...
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TL;DR: In this article, the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students' hands-on research experience were identified.
Abstract: Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.
299 citations
TL;DR: In this article, a theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach is presented, with a focus on the role of the teacher in the development of the student's identity.
Abstract: (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education: Vol. 80, No. 1, pp. 1-33.
268 citations
TL;DR: In this article, the differences in understandings of doctoral student attrition by role and by department using attribution theory are discussed, and Implications for policy, practice, and further research are included.
Abstract: Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder doctoral student completion. This paper outlines the differences in understandings of doctoral student attrition by role and by department using attribution theory. Implications for policy, practice, and further research are included.
258 citations
Cites background from "The formation of scholars: rethinki..."
...…1992; Golde and Dore 2001; Lovitts 2001; Nettles and Millett 2006) and initiatives (e.g., Carnegie Foundation for the Advancement of Teaching 2003; National Science Foundation 2004; Walker et al. 2008) that seek to better understand the causes and consequences of doctoral student attrition....
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..., Bowen and Rudenstine 1992; Golde and Dore 2001; Lovitts 2001; Nettles and Millett 2006) and initiatives (e.g., Carnegie Foundation for the Advancement of Teaching 2003; National Science Foundation 2004; Walker et al. 2008) that seek to better understand the causes and consequences of doctoral student attrition....
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TL;DR: Ali et al. as discussed by the authors found that doctoral student attrition is linked to stress and feelings of social isolation, which is a silent epidemic in the U.S. doctoral degree attrition.
Abstract: Introduction The doctoral degree is considered the pinnacle of education, and it is pursued by nearly 100,000 students in the U.S. (Carnegie Classification, n.d.). Doctoral students are among the best and brightest students, having championed the highly competitive selection process (Ali & Kohun, 2006; Gilliam & Kitronis, 2006). However, 50% of doctoral students will not finish their degree (Walker, Golde, Jones, Bueschel, & Hutchings, 2008), and 40,000 drop out every year (Ali & Kohun, 2007). In fact, many leave their programs in the first year (Esping, 2010; Lovitts, 2001). Doctoral student attrition is a silent epidemic in the U.S. (Ali & Kohun, 2007; Lovitts, 2001). Through empirical investigation, researchers have found that doctoral student attrition is linked to two main factors, stress (Lovitts, 2001) and feelings of social isolation (Ali & Kohun, 2006; Hawlery, 2003; Lewis, Ginsberg, Davies, & Smith, 2004). First, with regard to stress, doctoral students typically " ... face enormous demands upon their time, energy, intelligence, endurance, patience, and organizational skills" (Committee on the College Student, 2000, p. 1); all of which heighten their stress level. Greater stress is experienced when it involves multiple and persistent stressors, rather than a single event (Cohen & Wills, 1985). Doctoral students are significantly more stressed than the general public, and they report that their stress is mainly attributed to their graduate programs (Cahir & Morris, 1991). The stressors of doctoral study include relative poverty, anxiety, sleeplessness, academic demands, fear of failure, examinations, and time constraints (Bowman & Bowman, 1990; Esping, 2010). Additionally, doctoral students also find themselves having to manage the socialization into their new roles, building and maintaining new relationships, and creating their professional identity (Golde, 1998; Lee, 2009; Weidman, Twale, & Stein, 2001). Because of these demands placed on doctoral students, their stress levels persist, and even increase, as they progress through their programs (Cahir & Morris, 1991). The second factor linked to doctoral student attrition is the feeling of social isolation, which refers to the absence of meaningful social connections (Hortulanus, Machielse, & Meeuwesen, 2006; Lovitts, 2001). The social connections that are important for doctoral students include those with fellow students, faculty members, and their superiors (Ali & Kohun, 2007). Feelings of social isolation stem from confusion about program expectations and miscommunication (or a lack of communication) with their peers and faculty (Ali & Kohun, 2006; Lovitts, 2001). Social isolation is often exacerbated by being in a new, unfamiliar, and stressful environment, all of which are traits common to doctoral programs (Ali & Kohun, 2007; Lovitts, 2001). Literature Review Social Support A construct termed social support can offer doctoral students a sense of refuge by reducing both stress and feelings of social isolation (Ali & Kohun, 2006; Hadjioannou, Shelton, Fu, & Dhanarattigannon, 2007). Social support typically stems from people to whom one is socially tied (e.g., family members and friends) and is defined as what they "say and do regarding stressful events" (Lakey & Orehek, 2011, p. 482). A social support network is comprised of several individuals within one's environment who influence one's perceptions of his or her environment and might include family members, friends, and co-workers (Kelly, 2005). Social support can take various forms, including emotional support (attempts to alleviate negative affect), professional support (mentoring and guidance), and practical support (money or help with task completion) (Heller & Rook, 1997; House, 1981; Nelson & Brice, 2008; Rosenholtz, 1989; Schaefer, Coyne, & Lazarus, 1981; Singh & Billingsley, 1998). …
229 citations
TL;DR: In this article, the authors draw on two families of theories (developmental networks and sociocultural perspectives on learning) to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate.
Abstract: The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students’ developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a professional identity. The authors first discuss the key tenets of the developmental networks and sociocultural perspectives, before exploring their alignments and explaining how the combination might remedy the limitations inherent in each approach. Finally, they offer some research propositions and directions for further study of the preparation of doctoral students for academic careers.
216 citations
Cites background from "The formation of scholars: rethinki..."
...As Walker et al. (2008) noted, ‘At their best, these milestones and the requirements behind them allow students to develop the knowledge, skills, and dispositions to thrive as scholars in their chosen field’ (10)....
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References
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01 Jan 1962
TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.
Abstract: A good book may have the power to change the way we see the world, but a great book actually becomes part of our daily consciousness, pervading our thinking to the point that we take it for granted, and we forget how provocative and challenging its ideas once were-and still are. "The Structure of Scientific Revolutions" is that kind of book. When it was first published in 1962, it was a landmark event in the history and philosophy of science. And fifty years later, it still has many lessons to teach. With "The Structure of Scientific Revolutions", Kuhn challenged long-standing linear notions of scientific progress, arguing that transformative ideas don't arise from the day-to-day, gradual process of experimentation and data accumulation, but that revolutions in science, those breakthrough moments that disrupt accepted thinking and offer unanticipated ideas, occur outside of "normal science," as he called it. Though Kuhn was writing when physics ruled the sciences, his ideas on how scientific revolutions bring order to the anomalies that amass over time in research experiments are still instructive in our biotech age. This new edition of Kuhn's essential work in the history of science includes an insightful introductory essay by Ian Hacking that clarifies terms popularized by Kuhn, including paradigm and incommensurability, and applies Kuhn's ideas to the science of today. Usefully keyed to the separate sections of the book, Hacking's essay provides important background information as well as a contemporary context. Newly designed, with an expanded index, this edition will be eagerly welcomed by the next generation of readers seeking to understand the history of our perspectives on science.
36,808 citations
01 Jan 1974
TL;DR: The structure of scientific revolutions (1962) / Thomas Samuel Kuhn (1922-1996) is a book about the history of science and its discontents.
Abstract: A good book may have the power to change the way we see the world, but a great book actually becomes part of our daily consciousness, pervading our thinking to the point that we take it for granted, and we forget how provocative and challenging its ideas once were-and still are. "The Structure of Scientific Revolutions" is that kind of book. When it was first published in 1962, it was a landmark event in the history and philosophy of science. And fifty years later, it still has many lessons to teach. With "The Structure of Scientific Revolutions", Kuhn challenged long-standing linear notions of scientific progress, arguing that transformative ideas don't arise from the day-to-day, gradual process of experimentation and data accumulation, but that revolutions in science, those breakthrough moments that disrupt accepted thinking and offer unanticipated ideas, occur outside of "normal science," as he called it. Though Kuhn was writing when physics ruled the sciences, his ideas on how scientific revolutions bring order to the anomalies that amass over time in research experiments are still instructive in our biotech age. This new edition of Kuhn's essential work in the history of science includes an insightful introductory essay by Ian Hacking that clarifies terms popularized by Kuhn, including paradigm and incommensurability, and applies Kuhn's ideas to the science of today. Usefully keyed to the separate sections of the book, Hacking's essay provides important background information as well as a contemporary context. Newly designed, with an expanded index, this edition will be eagerly welcomed by the next generation of readers seeking to understand the history of our perspectives on science.
11,039 citations
"The formation of scholars: rethinki..." refers background in this paper
...Thomas Kuhn’s germinal work on “scientific revolutions” (Kuhn, 1962 ) pointed to the paradox at the heart of academic endeavour....
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01 Jan 2003
TL;DR: Chan as discussed by the authors wrote a collection of essays as part of the Carnegie Initiative on the Doctorate (CID), and the essays represent six disciplines: chemistry, education, English, history, mathematics, and neuroscience.
Abstract: 896 NOTICES OF THE AMS VOLUME 50, NUMBER 8 O ne can argue, with ample evidence, that in U.S. universities the system of producing mathematics doctorates is doing very well and needs no major overhaul. It is widely recognized that however poor our K–12 mathematics education— and perhaps also our undergraduate mathematics education—might be, our graduate programs in mathematics are the best and the envy of the world. Top students from around the world are still beating on our doors to get into our doctoral programs. We train them well, and many of these students become international leaders in their research fields. Take, for example, the two 2002 Fields Medalists and the Nevalinna Prize winner. Even though the press (at least the press in Beijing, where I read the news) referred to them as French, Russian, and Indian, two received their doctoral training at U.S. universities. We also seem to be succeeding in getting new support from the federal government for mathematical sciences. The recent increase in funding for the NSF [National Science Foundation] specifically targets the Division of Mathematical Sciences, and doctoral training, in particular for U.S. students, is a core part of this new funding program. Even Hollywood seems to be working in our favor, in view of the generally positive image of mathematics generated by movies such as A Beautiful Mind. However, there are many signs that not all is well with our doctoral programs. Top, talented students, especially those born in the U.S., are choosing fields other than mathematics for graduate study. Many mathematics departments, especially those outside the “top tier”, are having trouble filling their graduate programs with reasonably prepared and talented students. As a field of science, mathematics is underfunded compared to other sciences. Most of our doctoral students are supported by teaching assistantships rather than by fellowships or research assistantships. Our doctoral students are taking too long to get their degrees, and they are not sufficiently and broadly trained for career paths outside of academia. Other scientists and academic administrators perceive us as an insular and, worse, irrelevant community. Tony F. Chan is professor of mathematics and the dean of the Division of Physical Sciences at the University of California, Los Angeles. His email address is chan@math. ucla.edu. The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are a starting point and not the last word in disciplinary discussions. Those faculty members, students, and administrators who work in the discipline are the primary among multiple audiences for each of these essays. © 2003 by the Carnegie Foundation for the Advancement of Teaching. Reprinted with permission. Comments on the essays and on the CID are welcome and may be sent to cid@ carnegiefoundation.org. Further information may be found at the website http://www. carnegiefoundation.org/cid and in the article “The Carnegie Initiative on the Doctorate”, by Allyn Jackson, Notices, May 2003, pages 566–8. The other Carnegie essay about mathematics, by Hyman Bass, appeared in the August 2003 issue of the Notices, pages 767–76.
12 citations
"The formation of scholars: rethinki..." refers background in this paper
...These pieces also appeared in the Notices [Bass, 2003], [Chan, 2003]....
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