Title
Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences
Campus Units
Education, School of
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
8-12-2018
Journal or Book Title
American Educational Research Journal
DOI
10.3102/0002831218791467
Abstract
This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members’ identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.
Copyright Owner
Sage Journals
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
Burt, Brian A., "Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences" (2018). Education Publications. 95.
https://lib.dr.iastate.edu/edu_pubs/95
Included in
Educational Assessment, Evaluation, and Research Commons, Engineering Education Commons, Higher Education Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons
Comments
This accept article is published as Burt, B.A., Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences. American Educational Research Journal. 2018. Doi: 10.3102/0002831218791467. Posted with permission.