Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
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.
Mendez, S. L., & Conley, V. M., & Cooksey, S. E., & Starkey, K. E. (2020, June), To Be, or Not to Be, a Professor: Views of Engineering Postdoctoral Scholars Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35389
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