Abstract
Through an embedded, multiple-case study design, this interpretivist research paper explores the ways in which 22 engineering postdoctoral scholars describe the appeal of pursuing a career in the professoriate. Interviews, grounded by social cognitive career theory (SCCT) (Lent et al., 1994), offered an in-depth understanding of the nature, meaning, and ways in which their postdoctoral scholars' learning experiences influence their view of the professoriate and, consequently, their career decision-making process. Data analysis strategies established by Silverman (1993) and Stake (1995) were utilized to examine the interview data, employing both inductive and deductive analysis techniques. Four themes emerged: (1) the professoriate appears daunting due to the competitive nature of the job market and the academic environment, (2) the work demands of the professoriate are contrary to the work-life balance sought, (3) possessing research autonomy in the professoriate is highly attractive, and (4) the professoriate is perceived as a calling for those who desire to teach and mentor the upcoming generation of engineers. A more nuanced understanding of the appeal of the professoriate and the career decision-making process of postdoctoral scholars may be an avenue to aid in diversifying the engineering professoriate. The preferred presentation method is a traditional lecture.
| Original language | English |
|---|---|
| Article number | 1432 |
| Journal | ASEE Annual Conference and Exposition, Conference Proceedings |
| Volume | 2020-June |
| State | Published - Jun 22 2020 |
| Event | 2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online Duration: Jun 22 2020 → Jun 26 2020 |
Bibliographical note
Publisher Copyright:© American Society for Engineering Education 2020.
Funding
This embedded, multiple-case study (Yin, 2018) is grounded by social cognitive career theory (SCCT) (Lent et al., 1994). SCCT provides a theoretical structure to understand the nature, meaning, and ways in which engineering postdoctoral scholars’ learning experiences influence their view of the professoriate and, consequently, their career decision-making process. An interpretivist lens is applied to this research by acknowledging the researchers’ subjective analysis of the participants’ actions and context effect the final product and interpretations offered (Patton, 2015). Thus, an empathetic approach is utilized to understand the experiences and perspectives of the postdoctoral scholars, accepting that they share their viewpoints through their own filters of personal identity, cultural norms, and social constructs. This research is sponsored by the National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP; award numbers 1821298, 1821052, 1821019, and 1821008). The research questions that guide this study are: 1. What are the ways in which the learning experiences gained during engineering postdoctoral appointments influence postdoctoral scholars’ view of the professoriate? 2. How does the view of the professoriate influence postdoctoral scholars’ career decision-making process? This research is sponsored by the National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP; award numbers 1821298, 1821052, 1821019, and 1821008). Any opinions, findings, conclusions, or recommendations are those of only the authors and do not necessarily reflect the views of the NSF.
| Funders | Funder number |
|---|---|
| Alliances for Graduate Education | 1821298, 1821008, 1821019, 1821052 |
| National Science Foundation Arctic Social Science Program |
ASJC Scopus subject areas
- General Engineering