Year: 2007
Type: dissertation
Study design: Observational Study
Abstract: Calls for reform in doctoral education are not new. However, the past decade has experienced renewed interest and discussion in preparing the future professoriate. Whereas most studies of graduate student socialization and preparation for faculty roles have focused on doctoral students or new faculty, this study examined the perceptions of senior faculty members involved in doctoral education. All senior faculty (n=4970) in biological sciences, English, mathematics, and non-clinical psychology from a stratified sample of 69 research universities nationwide were invited to participate. More than 1150 faculty completed a web-based survey. Respondents rated the importance of 18 competencies (based on a framework by Austin and McDaniels) and 24 roles during 1) the first three years of faculty work and 2) doctoral education. Additionally, participants identified persons having primary responsibility for introducing doctoral students to each competency or role.\nFaculty respondents rated general competencies and research roles as more important than teaching and service roles for both new faculty and doctoral students. Whereas nearly all items were rated higher in importance for faculty than students, mean difference scores showed great variability. Results also varied by discipline. In general, most respondents viewed the doctoral student advisor or all faculty members in the academic unit as having primary responsibility for introducing specific roles and competencies to doctoral students; other common responses included the student and nobody. Results of the study have important implications for doctoral education at the national, institutional, and unit levels. First, consideration of disciplinary differences in priorities for doctoral training and new faculty development programs is vital. Additionally, multiple stakeholders can impact the preparation of future faculty.\nTraining institutions, hiring institutions, and students can play a role in narrowing the gap between doctoral student preparation and the work required of new faculty. Suggestions for future research include expanding the sample to include a broader array of academic disciplines and incorporating qualitative methods to discern reasons for disparities in the importance assigned to specific competencies and roles. Research should also explore the perceptions of senior faculty concerning the worth and feasibility of recent recommendations aimed at better preparing future faculty.
Author: Jennifer M. Purcell
Institution: University of South Florida
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: H. Lee Moffitt Cancer Center and Research Institute, North Dakota State University, George Mason University, Purdue University, University of Southern Mississippi, Florida State University, Utah State University, University of Miami, Wayne State University, Georgia Institute of Technology, University of Wisconsin-Milwaukee, Ohio State University, Jackson State University, University of Wisconsin-Madison, Northern Illinois University, Oklahoma State University, San Diego State University, Texas Tech University, Western Michigan University, Wichita State University, University of Missouri, University of Minnesota, Mississippi State University, State University of New York, Washington State University, Florida International University, North Carolina State University, Michigan State University, University of Washington, University of Pittsburgh, University of Oklahoma, University of Cincinnati, University of Wyoming, South Dakota State University, Louisiana State University, University of Montana, Georgia State University, Florida Atlantic University, University of Akron, Northern Arizona University, University of South Carolina, University of South Florida, University of North Texas, Iowa State University, Virginia Commonwealth University, West Virginia University, University of Texas at Arlington, Montana State University, University of Missouri-Kansas City, New Mexico State University, Oregon State University, Michigan Technological University, Old Dominion University, Kent State University, Temple University, University of Oregon, University of Memphis, Universidad del Atlántico, University of Illinois at Urbana-Champaign, College of Engineering, Michigan State University, University of California, Los Angeles, University of North Carolina at Chapel Hill, University of Texas at El Paso, University of North Carolina at Greensboro
OpenAlex ID: W1600561390