Persistence motivations of Chinese doctoral students in science, technology, engineering, and math.

2014 ◽  
Vol 7 (3) ◽  
pp. 177-193 ◽  
Author(s):  
Ji Zhou
Keyword(s):  
Doctoral Students ◽  
Science Technology ◽  
Chinese Doctoral Students

What Determinants Affect Doctoral Students’ Career Plans? Main Findings from a 2018 Survey of Chinese Doctoral Students

2019 ◽  
Vol 8 (2) ◽  
pp. 99-116
Author(s):  
Futao Huang ◽  
Wenqin Shen
Keyword(s):  
Doctoral Students ◽  
Social Background ◽  
Doctoral Graduates ◽  
Career Expectations ◽  
Career Plans ◽  
Academic Orientation ◽  
College Degrees ◽  
Family Culture ◽  
Socialization Experience ◽  
Chinese Doctoral Students

Abstract The purpose of this study is to analyze Chinese doctoral students’ career expectations and determinants or factors influencing their career plans based on main findings from the national survey of doctoral students in 2017. Main findings include: firstly, the Chinese case indicates that becoming academics is still attractive to most doctoral graduates; secondly, female doctoral students are more likely to choose to work in universities than male doctoral students; thirdly, the social background of doctoral students did not have a significant impact on their academic orientation scores, but doctoral students with richer family culture capital (parents with college degrees) are even more reluctant to choose to work in the universities; finally, significant disciplinary differences and the correlation between their socialization experience and their academic orientation could be confirmed.

scholarly journals Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

10.28945/2302 ◽  
2015 ◽  
Vol 10 ◽  
pp. 343-363 ◽  
Author(s):  
Simy Joy ◽  
Xiang Fen Liang ◽  
Diana Bilimoria ◽  
Susan Perry
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Selection Criteria ◽  
Doctoral Programs ◽  
Career Stage ◽  
American University ◽  
Research And Practice ◽  
Science Technology ◽  
And Mathematics ◽  
Time Of Admission

Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

scholarly journals Antecedents of overtime work: The case of junior academics

2020 ◽  
Vol 34 (4) ◽  
pp. 371-397
Author(s):  
Irina Frei ◽  
Christian Grund
Keyword(s):  
Doctoral Students ◽  
Fixed Effects ◽  
Working Hours ◽  
Longitudinal Survey ◽  
Family Responsibilities ◽  
Overtime Work ◽  
Science Technology ◽  
Longitudinal Survey Data ◽  
Part Time ◽  
And Mathematics

Despite the ongoing public debate about precarious working conditions in academia, there is only little evidence on working hours and overtime work for the group of (non-tenured) junior academics. We make use of unique longitudinal survey data on the occupational situation and careers of doctoral students and doctorate holders in science, technology, engineering and mathematics fields in Germany. We find that overtime hours are less pronounced among firm employees holding a doctorate and among postdocs than they are among doctoral students. This result is prevalent both between individuals in the cross-section and with regard to individual fixed effects panel estimations. In contrast to firm employees, overtime hours are in a considerable way positively associated with part-time contracts for doctoral students. Furthermore, our results reveal that individuals’ career orientation is positively associated with extra hours. In contrast, individuals with family responsibilities spend significantly fewer hours at work.

scholarly journals International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University

2016 ◽  
Vol 6 (1) ◽  
pp. 175-194
Author(s):  
Yi (Leaf) Zhang
Keyword(s):  
Higher Education ◽  
International Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
Research University ◽  
Adult Transition ◽  
Group Interviews ◽  
Sociocultural Experiences ◽  
Students In Transition ◽  
Chinese Doctoral Students

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

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