Engineer Identity and Degree Completion Intentions in Doctoral Study
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| Title: | Engineer Identity and Degree Completion Intentions in Doctoral Study |
|---|---|
| Language: | English |
| Authors: | Bahnson, Matthew (ORCID |
| Source: | Journal of Engineering Education. Apr 2023 112(2):445-461. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | EEC1763288 EHR1535254 EHR1535453 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Technical Occupations, Self Concept, Academic Persistence, Intention, Doctoral Students, Student Experience, Student Characteristics, Teacher Student Relationship, Peer Relationship |
| DOI: | 10.1002/jee.20516 |
| ISSN: | 1069-4730 2168-9830 |
| Abstract: | Background: Degree completion rates for doctoral engineering students remain stagnant at levels lower than necessary to meet national and global workforce needs. Increasing degree completion can improve opportunities for individuals and provide the human resources needed to address engineering challenges. Purpose/Hypothesis: In this work, we measure the association of engineering identity variables with degree completion intentions for students who have persisted in doctoral study. We add to existing literature that suggests the importance of advisor and peer relationships, and the number of years in the doctoral program. Design/Method: We use data collected via a national cross-sectional survey of doctoral engineering students, which included measures of social and professional identities, graduate school experiences, and demographics. Surveys were collected from 1754 participants at 98 US universities between late 2017 and early 2018. The analyses reported here use multiple regression to measure associations with engineering doctoral degree completion intentions. Results: Research interest and scientist performance/competence are individually associated with degree completion intentions in students who are persisting in doctoral study. Overall, graduate engineering identity explains significant portions of variation in degree completion intentions (9.5%) beyond advisor and peer relationship variables and the number of years in graduate programs. Conclusions: Researcher interest and scientist performance/competence may be key opportunities to engage doctoral student engineering identity to improve degree completion rates. Accordingly, institutions can foster students' interest in research and build their confidence in their scientific competence to support students as they complete the doctoral degree. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1373726 |
| Database: | ERIC |
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| Abstract: | Background: Degree completion rates for doctoral engineering students remain stagnant at levels lower than necessary to meet national and global workforce needs. Increasing degree completion can improve opportunities for individuals and provide the human resources needed to address engineering challenges. Purpose/Hypothesis: In this work, we measure the association of engineering identity variables with degree completion intentions for students who have persisted in doctoral study. We add to existing literature that suggests the importance of advisor and peer relationships, and the number of years in the doctoral program. Design/Method: We use data collected via a national cross-sectional survey of doctoral engineering students, which included measures of social and professional identities, graduate school experiences, and demographics. Surveys were collected from 1754 participants at 98 US universities between late 2017 and early 2018. The analyses reported here use multiple regression to measure associations with engineering doctoral degree completion intentions. Results: Research interest and scientist performance/competence are individually associated with degree completion intentions in students who are persisting in doctoral study. Overall, graduate engineering identity explains significant portions of variation in degree completion intentions (9.5%) beyond advisor and peer relationship variables and the number of years in graduate programs. Conclusions: Researcher interest and scientist performance/competence may be key opportunities to engage doctoral student engineering identity to improve degree completion rates. Accordingly, institutions can foster students' interest in research and build their confidence in their scientific competence to support students as they complete the doctoral degree. |
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| ISSN: | 1069-4730 2168-9830 |
| DOI: | 10.1002/jee.20516 |
