The Stages of the Doctoral Career: Socialization and Its Consequences.

Autor/in	Baird, Leonard L.
Titel	The Stages of the Doctoral Career: Socialization and Its Consequences.
Quelle	(1992), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Comparative Analysis; Doctoral Programs; Graduate Study; Higher Education; Interpersonal Relationship; Peer Relationship; Research; Skill Development; Student College Relationship; Student Development; Student Experience; Student Reaction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Doktorandenprogramm; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Studienerfahrung; Schülerkritik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study compared doctoral students at three stages of their graduate career in the areas of relations with faculty, relations with peers, emphases of classes and other program experiences, personal gains due to the program, and attitudes toward the program. A sample of 596 doctoral students at the University of Illinois (Chicago) were surveyed in 1991. Analysis revealed that more advanced doctoral students reported greater access to faculty, closer working relations, and greater value from their interactions with faculty. They also reported greater involvement with other graduate students and in research. They also indicated less involvement with people, concern for interpersonal issues, obtaining information from others, using gut feelings, and a narrowing of cultural interests. More advanced students were also more positive about the clarity and value of their experiences in their programs, and indicated greater gains in gathering and testing information, while simultaneously expressing less interest in listening with an open mind. The results support the idea that doctoral education consists of different stages, each with its characteristic intellectual and interpersonal demands and opportunities. Contains 13 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC