Doctoral student experiences in biological sciences laboratory rotations
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 3 April 2019
Issue publication date: 23 May 2019
Abstract
Purpose
The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students.
Design/methodology/approach
Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences.
Findings
The study revealed how doctoral students used formal and informal information networks, explored research topics, struggled with funding concerns and learned about the social aspect of the laboratories in which they rotated.
Originality/value
While rotations are considered a signature pedagogy in the laboratory sciences, students’ experiences within them are understudied. This study offers new knowledge about what doctoral students experience while rotating that can be used to inform and improve rotation processes for both students and universities.
Keywords
Citation
Maher, M.A., Wofford, A.M., Roksa, J. and Feldon, D.F. (2019), "Doctoral student experiences in biological sciences laboratory rotations", Studies in Graduate and Postdoctoral Education, Vol. 10 No. 1, pp. 69-82. https://doi.org/10.1108/SGPE-02-2019-050
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited