Rachel L. Renbarger, David Michael Rehfeld and Tracey Sulak
With the number of doctoral degrees awarded increasing and full-time and tenure-track jobs decreasing, doctoral graduates are entering a fierce job market. Lack of knowledge and…
Abstract
Purpose
With the number of doctoral degrees awarded increasing and full-time and tenure-track jobs decreasing, doctoral graduates are entering a fierce job market. Lack of knowledge and support about navigating the job market can impact graduates' mental health and chances of securing long-term employment, but many graduates claim their programs provide little professional development in this area. The purpose of this study is to understand doctoral students' job preparation after participating in a departmental seminar.
Design/methodology/approach
The current explanatory sequential mixed methods, single case study investigated students' perceptions following a year-long seminar in job market navigation.
Findings
Students attending the seminar did not differ from those who did not attend on feelings of preparedness, number of application documents completed, or curriculum vita quality scores.
Research limitations/implications
Researchers may have limited ability to implement graduate student interventions given the power structures of faculty life and the lack of graduate student time.
Practical implications
The results suggest informal seminars may not be enough to support doctoral students' job market skills.
Social implications
This has implications for department chairs and deans to create faculty development opportunities to pivot to a student-centered culture rather than relying on faculty or external support to help graduate students prepare for the job market.
Originality/value
This case study provides insight as to how graduate students' job market anxieties are at odds with the current demands and structure of educational doctoral programs.
Details
Keywords
Jennifer Massey, Tracey Sulak and Rishi Sriram
This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a…
Abstract
This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a consequence of their education and experience as an extended orientation leader. Findings reveal that compared to leadership education in the classroom, leadership development is limited by experiences that do not include intentional reflection. We identify key elements in pedagogical frameworks that support and impede the leadership development of students and propose strategies to enhance the learning outcomes established for leadership development.