Doctoral Students' Perceptions of Their Socialization Processes and Outcomes of Success in Nationally Accredited Engineering and Technology Programs in Chilean Universities

Autor/in	Parra Gaete, Ivet
Titel	Doctoral Students' Perceptions of Their Socialization Processes and Outcomes of Success in Nationally Accredited Engineering and Technology Programs in Chilean Universities
Quelle	(2023), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2884-3
Schlagwörter	Hochschulschrift; Dissertation; Doctoral Students; Doctoral Programs; Socialization; Educational Experience; Foreign Countries; Engineering Education; Technology Education; Universities; Outcomes of Education; Student Attitudes; Student Diversity; Individual Characteristics; Institutional Characteristics; Accreditation (Institutions); Educational Policy; Student Experience; College Faculty; Teacher Student Relationship; Educational Finance; Labor Market; Chile + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Socialisation; Sozialisation; Bildungserfahrung; Ausland; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; University; Universität; Lernleistung; Schulerfolg; Schülerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politics of education; Bildungspolitik; Studienerfahrung; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsfonds; Labour market; Arbeitsmarkt
Abstract	This qualitative study explores the socialization processes of doctoral students in engineering and technology Ph.D. accredited programs at Chilean universities and how these experiences may impact their success outcomes, particularly advancement, time to degree, completion, and preparedness for postgraduation success. I employed semi-structured interviews to learn from 23 current doctoral students representing ten unique doctoral programs at eight higher education institutions (HEIs). Findings showed increasing student diversity among programs. In addition, students' socialization showed to be affected by individual and institutional, and program-related factors, which resulted in distinctive student experiences. These processes were also shaped by the larger context of national policies related to programs such as funding, accreditation, and the job market. This study also identified trends in the relationships between students and program faculty, staff, and peers at different times of the doctoral training, which also created common and distinctive socialization dynamics. Findings illustrated how students' socialization experiences facilitated their advancement throughout the program toward completion, meeting expected degree completion times and enhancing their preparedness for postgraduation success. This dissertation includes implications for practice and future research opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01