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Reexamining Doctoral Student Socialization and Professional Development: Moving Beyond the Congruence and Assimilation Orientation

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 17))

Abstract

In the spring of 2000, hundreds of national leaders in graduate education from colleges and universities around the nation gathered to talk about ways of reforming doctoral training in the arts and sciences (Re-envisioning the Ph.D. Conference, Seattle, 2000). The meeting, sponsored by the Pew Charitable Trusts, underscored a growing crisis in American doctoral education. Up until recently, traditional disciplinary Ph.D. programs were assumed to be training students to enter the professorate. For a variety of reasons, the availability of academic posts in many fields has declined in recent years (Chronicle of Higher Education, 1999) and a larger percentage of doctoral degree recipients have, as a result, begun to look for employment in sectors outside of academe (Sanderson & Dugoni, 1997). The reduced availability of academic posts in many fields, along with the increased migration of a variety of doctoral degree recipients to the private sector, has forced many doctoral training programs to consider reforming the structure and outcomes of doctoral training.

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  1. University of Washington, USA

    James Soto Antony

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  1. University of Memphis, USA

    John C. Smart

  2. University of Southern California, USA

    William G. Tierney (Senior Associate Editor) (Senior Associate Editor)

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Antony, J.S. (2002). Reexamining Doctoral Student Socialization and Professional Development: Moving Beyond the Congruence and Assimilation Orientation. In: Smart, J.C., Tierney, W.G. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0245-5_8

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  • DOI: https://doi.org/10.1007/978-94-010-0245-5_8

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