The socialisation of engineering postdoctoral scholars

ABSTRACT

A descriptive phenomenological research design using a socialisation theoretical framework is employed to describe the lived experience of socialisation and its influence in the career pathways of 16 engineering postdoctoral scholars. Descriptive phenomenological data analysis strategies resulted in four constituents regarding effective postdoctoral socialisation: (1) academic identity is nurtured, (2) disciplinary belonging is reinforced, (3) scholarly performance is strengthened, and (4) career development is essential for pursuing the professoriate. The essential structure was conceptualised as follows: Effective socialisation of engineering postdoctoral scholars includes the enhancement of their academic identity, disciplinary belonging, and scholarly performance, as well as attention to the career development needs of those aspiring to be a professor. These findings shed light on the importance of the supervisor-supervisee relationship in the socialisation process and the role of supervisors in shaping postdoctoral scholars’ career trajectories.

KEYWORDS:

• Descriptive phenomenology
• engineering
• postdoctoral socialisation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research is sponsored by the National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP; award number 1821008). Any opinions, findings, conclusions, or recommendations are those of only the authors and do not necessarily reflect the views of the NSF.

Notes on contributors

Sylvia L. Mendez

Sylvia L. Mendez, PhD, is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in engineering academia. Her research centres on the creation of optimal higher education policies and practices that advance faculty careers and student success and the schooling experiences of Mexican descent youth in the mid-20th century.

Sarah Cooksey

Sarah Cooksey, PhD, is a Research Assistant and Lecturer at the University of Colorado Colorado Springs in the College of Education. Additionally, she is a Special Education Teacher in Colorado Springs. Her research interests include educational access and equity for marginalised populations, inclusive practices, and community engagement.

Kathryn Starkey

Kathryn Starkey, MA, is a PhD Candidate at the University of Colorado Colorado Springs in Educational Leadership, Research, and Policy. She serves as the Adult Learning Lead Specialist at Colorado State University-Pueblo. Her research interests include higher education policy and programme evaluation, prior learning assessment, and educational programming for incarcerated students.

Valerie Martin Conley

Valerie Martin Conley, PhD, is a Professor and Dean of the College of Education at the University of Colorado Colorado Springs. She is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in engineering academia. Her research centres on quantitative applications of educational policy and research, assessment practice, and issues of leadership and management in higher education.