Doctoral student academic socialization for a faculty career
Thomas, Jamie M.
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The purpose of this study is to examine the academic socialization of graduate students in multiple disciplines to provide insight into their level of socialization for an academic career as a faculty member. The academic socialization practices for doctoral students to their future profession varies among disciplines and across institutions, leaving some doctoral students lacking the skills necessary to be a successful academic. Understanding the impact of professional development resources and the academic socialization practices for doctoral students is important to determine which areas of faculty skills students have reached a level of competency in and in which areas there may be a need for improvements. The quantitative study was completed at a large, public university in the Southwest while focusing on about 2,700 current doctoral students or recent doctoral graduates of either a Ph.D. or Ed.D. program. Self-selecting participants will complete a short survey on graduate student resources, their socialization experiences and future career plans, and their level of preparation for a career as a faculty member. Findings of the study can possibly be used to guide higher education institution (HEI) administrators and other individuals who directly impact the preparation of graduate students with an understanding of how academic socialization geared toward faculty careers can be enhanced to better prepare doctoral students in obtaining faculty careers post-graduation.Embargo status: Restricted until 06/2022. To request the author grant access, click on the PDF link to the left.