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Practitioner Experience Meets Graduate Academic Research: How Intersections Guide the Work of Returning Engineering Ph.D. Students

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Tagged Division

Graduate Studies

Tagged Topic

Diversity

Page Count

22

Permanent URL

https://peer.asee.org/28749

Download Count

56

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Paper Authors

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Jaclyn K. Murray University of Michigan Orcid 16x16 orcid.org/0000-0003-4374-3683

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Jaclyn K. Murray is a Research Fellow at the University of Michigan in the Department of Mechanical Engineering. Her interests include creativity in design, student learning, and the integration of engineering design into secondary science courses.

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Shanna R. Daly University of Michigan Orcid 16x16 orcid.org/0000-0002-4698-2973

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Shanna Daly is an Assistant Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Education from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.

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Erika Mosyjowski University of Michigan

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Erika Mosyjowski is a PhD student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She also earned a Master's in Higher Education at Michigan and a Bachelor's in Psychology and Sociology from Case Western Reserve University. Before pursuing a PhD, Erika had a dual appointment in UM's College of Engineering working in student affairs and as a research associate. While grounded in the field of higher education, her research interests include engineering education, particularly as related to innovation, professional identity development, and supporting the recruitment and persistence of underrepresented students within engineering.

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Diane L. Peters Kettering University

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Dr. Peters is an Assistant Professor of Mechanical Engineering at Kettering University.

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Abstract

Practitioner Experience Meets Graduate Academic Research: How Intersections Guide the Work of Returning Engineering PhD Students

Topics: Enabling diversity in engineering graduate education Graduate student needs and experiences Potpourri; other related Graduate Studies topics

Returners—those with engineering degrees who work outside of academia for at least five years and come back to the academic setting to earn their PhDs—bring a unique blend of perspectives to their engineering work, making them well suited to discover new knowledge, design innovative solutions, and solve problems that will keep the U.S. globally competitive and contribute to finding solutions to the challenges of our present and future world. However, little empirical work ahs been done to understand just their prior work and PhD training come together to shape their research topics and future plans. Thus, in our work, we investigated the experiences and perspectives of returners to understand better how prior engagement with practitioner practice influences graduate engineering academic research. The following research questions guided our work: 1. In what ways do returners transition to academia? 2. To what extent does previous work experience impact the ways returning students experience graduate school? 3. How does the intersection of prior engineering experience and academia shape the topics of research work and their connectedness to the “real-world?”

Twenty-five Ph.D. students recruited from three institutions engaged in an hour-long interview about the transition from being industry or government employees to members of an academic community as Ph.D. students. The purposely selected sample ensured a variety of work experiences (including large and small scale, government and industry) and research interests and individuals who were diverse in age, gender, ethnicity, and year in their graduate program. In our analysis, we examined to what extent the frameworks of creative cognition and community of practice (COP) facilitated understanding of pathways for the experiences of five returners. Creative cognition pays particular attention to the role of prior experiences in shaping creative outcomes, acknowledging that existing ideas constrain and direct the form of newly developed ideas, and providing a lens on how prior experiences in government or industry interact with present contexts to influence innovation. A COP is a consortium of individuals working toward a common goal, with a particular set of practices valued by its kinship.

Returners enrolled in graduate school to further investigate an industry problem, to take advantage of academic freedom, to gain the credentials required to teach at the post-secondary level, to carry out engineering education research, and as a result of layoffs due to economic downturns. Industry and government experience exposed participants to collaborative and communicative practices, thus strengthening their professional social skills. Individuals with experience at large companies felt their contribution was minimal; however, those with small company experience considered their work important. In most cases, participants’ dissertation topics related to prior experience, but did not necessarily associate with the most recent non-academic experience. The final paper elaborates upon the statement above.

Murray, J. K., & Daly, S. R., & Mosyjowski, E., & Peters, D. L. (2017, June), Practitioner Experience Meets Graduate Academic Research: How Intersections Guide the Work of Returning Engineering Ph.D. Students Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28749

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015