Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students.
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| Title: | Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students. |
|---|---|
| Authors: | Shanachilubwa, Kanembe1 (AUTHOR), Sallai, Gabriella2 (AUTHOR), Berdanier, Catherine G. P.2 (AUTHOR) cgb9@psu.edu |
| Source: | Journal of Engineering Education. Jan2025, Vol. 114 Issue 1, p1-19. 19p. |
| Subject Terms: | *Student attrition, *Doctoral degree, *Cognitive structures, *Individual development, *Academic employment, *Engineering students, *Qualitative research, Disillusionment |
| Geographic Terms: | United States |
| Abstract: | Background: Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers. Purpose/Hypothesis: This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences. Design/Method: Data were collected from 42 graduate students from research‐intensive universities across the United States who participated in qualitative, semi‐structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy. Findings: Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short‐ and long‐term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy. Conclusions: By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183981706 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shanachilubwa%2C+Kanembe%22">Shanachilubwa, Kanembe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sallai%2C+Gabriella%22">Sallai, Gabriella</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berdanier%2C+Catherine+G%2E+P%2E%22">Berdanier, Catherine G. P.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cgb9@psu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Jan2025, Vol. 114 Issue 1, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attrition%22">Student attrition</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+structures%22">Cognitive structures</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+employment%22">Academic employment</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Disillusionment%22">Disillusionment</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Given high attrition rates and lack of interest in faculty careers, it is crucial to understand how doctoral engineering students conceptualize academia and academic careers. Purpose/Hypothesis: This study aims to characterize the development of academic disenchantment among engineering students who have considered departure from their doctoral programs. Schema theory was used to explore how students develop and evolve in their conceptualizations of academia through their lived experiences. Design/Method: Data were collected from 42 graduate students from research‐intensive universities across the United States who participated in qualitative, semi‐structured interviews investigating expectations for graduate school, experiences, attrition and persistence considerations, and career trajectories. The transcripts were thematically analyzed through open and axial coding to understand how students constructed their schemas of the academy. Findings: Experiences and quotations of four participants are presented to describe the results of the transcripts. Participants' misaligned expectations of their graduate program's values and practices, coupled with a lack of agency and support, led them to see their graduate programs as antagonistic to their short‐ and long‐term career success. Even for students who may likely persist through to PhD degree completion, the development of disenchantment dissuades students—even those who once desired a faculty career—from interest in the academy. Conclusions: By understanding how disenchantment arose in our participants' experiences, we better understand how to equip students with resources that will help them navigate graduate programs. This research advances the literature by identifying underutilized opportunities to prepare students to cope with the challenges of engineering doctoral education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20624 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Student attrition Type: general – SubjectFull: Doctoral degree Type: general – SubjectFull: Cognitive structures Type: general – SubjectFull: Individual development Type: general – SubjectFull: Academic employment Type: general – SubjectFull: Engineering students Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Disillusionment Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shanachilubwa, Kanembe – PersonEntity: Name: NameFull: Sallai, Gabriella – PersonEntity: Name: NameFull: Berdanier, Catherine G. P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 114 – Type: issue Value: 1 Titles: – TitleFull: Journal of Engineering Education Type: main |
| ResultId | 1 |
