How the Doctoral Curriculum Shapes the Researcher Identity of Early Career Faculty

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-9 - Identity and Self-Efficacy in Research Training

Abstract

Doctoral education trains scholars to be productive academic citizens as well as contributing members of their academic discipline. Critics suggest that doctoral education falls short of these goals: graduates may lack the skills to be an effective teacher; they may feel stifled in terms of creativity and originality; or degree recipients might struggle to translate their abilities into a professional career either inside or outside the academy. Sparse empirical evidence has been gathered on how doctoral education shapes the ways faculty engage in the act of research and knowledge production in their early career. This study considers how the doctoral student experience shapes the researcher identity of early career faculty.

Author

• Karri A. Holley, The University of Alabama