Doctoral students' perceptions of core competencies and curriculum benefits by career choice: a study at a research university in Korea.
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| Title: | Doctoral students' perceptions of core competencies and curriculum benefits by career choice: a study at a research university in Korea. |
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| Authors: | Lee, Eunhye (AUTHOR), Jung, Jisun (AUTHOR), Shin, Jung Cheol (AUTHOR) |
| Source: | Studies in Higher Education. Aug2026, Vol. 51 Issue 8, p1827-1842. 16p. |
| Subjects: | Core competencies, Educational benefits, STEM education, Doctoral students, Vocational guidance, University research, Koreans |
| Geographic Terms: | South Korea |
| Abstract: | This study examined doctoral students' perceptions of core competencies and curriculum benefits in the science, technology, engineering and mathematics (STEM) fields and compared them according to their career choices. The research questions were as follows: What competencies do doctoral students perceive they develop through their doctoral studies in relation to their career choices? To what extent do doctoral students perceive that their curricula contribute to the development of core competencies? Survey data were collected from 778 doctoral students in the STEM fields at a research-intensive university in South Korea. Exploratory factor analysis (EFA) was conducted to cluster the perceived core competencies, followed by descriptive statistics and mean comparisons such as t-tests. The EFA identified three core competencies: research performing, research managing and professional identity and role developing competencies. Doctoral students pursuing academic careers had a higher perception of their curricula developing their core competencies than those who chose non-academic careers. Curricula were perceived to provide less support for competency development among doctoral students, especially in professional identity and role development, compared to its perceived importance. This emphasises a misalignment between conventional research-focused doctoral training and the diverse career paths prevalent today. These results hold significance for meeting the learning requirements of doctoral students pursuing a broader spectrum of career opportunities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined doctoral students' perceptions of core competencies and curriculum benefits in the science, technology, engineering and mathematics (STEM) fields and compared them according to their career choices. The research questions were as follows: What competencies do doctoral students perceive they develop through their doctoral studies in relation to their career choices? To what extent do doctoral students perceive that their curricula contribute to the development of core competencies? Survey data were collected from 778 doctoral students in the STEM fields at a research-intensive university in South Korea. Exploratory factor analysis (EFA) was conducted to cluster the perceived core competencies, followed by descriptive statistics and mean comparisons such as t-tests. The EFA identified three core competencies: research performing, research managing and professional identity and role developing competencies. Doctoral students pursuing academic careers had a higher perception of their curricula developing their core competencies than those who chose non-academic careers. Curricula were perceived to provide less support for competency development among doctoral students, especially in professional identity and role development, compared to its perceived importance. This emphasises a misalignment between conventional research-focused doctoral training and the diverse career paths prevalent today. These results hold significance for meeting the learning requirements of doctoral students pursuing a broader spectrum of career opportunities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2544985 |
