Experiences and career Experiences and career pathways of PhD graduates pathways of PhD graduates of Educational Studies of Educational Studies Judith Walker & Ee-Seul Yoon Judith Walker & Ee-Seul Yoon University of British Columbia University of British Columbia Preparing for academic practice: disciplinary Preparing for academic practice: disciplinary perspectives perspectives St Anne’s College, Oxford University St Anne’s College, Oxford University April 08 & 09, 2008 April 08 & 09, 2008
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Experiences and career pathways of PhD graduates of Educational Studies
Experiences and career pathways of PhD graduates of Educational Studies. Judith Walker & Ee-Seul Yoon University of British Columbia Preparing for academic practice: disciplinary perspectives St Anne’s College, Oxford University April 08 & 09, 2008. Motivations for the study. An odd bunch: - PowerPoint PPT Presentation
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Experiences and career Experiences and career pathways of PhD graduates pathways of PhD graduates
of Educational Studiesof Educational StudiesJudith Walker & Ee-Seul YoonJudith Walker & Ee-Seul YoonUniversity of British ColumbiaUniversity of British Columbia
Preparing for academic practice: disciplinary perspectivesPreparing for academic practice: disciplinary perspectives
Part 2: Analysis by Part 2: Analysis by CapitalCapital To reveal the role of the capital in the process of To reveal the role of the capital in the process of
graduate studies. graduate studies. SocialSocial EconomicEconomic Cultural/Human capitalCultural/Human capital
To explore what is To explore what is broughtbrought, what is , what is acquiredacquired, and , and what is what is worthworth something. Specifically in the something. Specifically in the analysis of becoming an academic (tenure-track)analysis of becoming an academic (tenure-track)
To compare three groups of graduates (To compare three groups of graduates (T, NT, NAT, NT, NA) in ) in relation to their relative possession of various relation to their relative possession of various capitalscapitals
Examine Examine institutionalinstitutional support in relation support in relation to academic achievement and outcomesto academic achievement and outcomes
Financial support from family Financial support from family (32%)(32%) AcquiredAcquired
Outside employment Outside employment (55%)(55%) TA, RA, Scholarship TA, RA, Scholarship (50-52%)(50-52%) No financial support No financial support (16%)(16%)
Part III. Analysis: Part III. Analysis: becoming a scholarbecoming a scholar
To explore To explore experiencesexperiences of being a PhD of being a PhD student and student and socialisationsocialisation into becoming into becoming an an independentindependent and and autonomousautonomous scholar scholar
““I didn't ever seriously consider dropping I didn't ever seriously consider dropping out. out. I'm not a quitterI'm not a quitter. Anyway, it was . Anyway, it was
fine. Besides, if I didn't complete, I'd be fine. Besides, if I didn't complete, I'd be like all the others who've dropped out, like all the others who've dropped out,
mourning, rationalizing, or acting mourning, rationalizing, or acting defensively about it not 'being worth defensively about it not 'being worth
Role of Role of capitalscapitals plays in entering into a graduate plays in entering into a graduate programme, acquiring further capitals and subsequently programme, acquiring further capitals and subsequently becoming an academic becoming an academic
Reveals the experiences of the ‘Reveals the experiences of the ‘scholar in the makingscholar in the making’ ’ who becomes a disciplined, autonomous individual who who becomes a disciplined, autonomous individual who can work through their passion and pressure can work through their passion and pressure