MARC 主機 00000nam a2200445 4500
001 AAI27738437
005 20200810100611.5
008 200810s2020 ||||||||s|||||||| ||eng d
020 9781658405263
035 (MiAaPQ)AAI27738437
040 MiAaPQ|cMiAaPQ
100 1 Vasquez, John Albert
245 10 After the Ph.D.: Perceptions and Resources Used by
Postdocs to Make Career Decisions
260 1 Ann Arbor : |bProQuest Dissertations & Theses, |c2020
300 220 p
500 Source: Dissertations Abstracts International, Volume: 81-
09, Section: A
500 Advisor: Cantwell, Brendan
502 Thesis (Ph.D.)--Michigan State University, 2020
506 This item must not be sold to any third party vendors
520 The purpose of this study is to explore the messages and
experiences described by postdocs during their education
and training and how these messages influenced their
respective career trajectories. Of additional interest is
whether postdocs have access to resources that assist them
in their career and professional development. Postdocs
want more information on career development strategies and
pathways (Chen, McAlpine & Amundsen, 2015; Gibbs, McGready,
& Griffin, 2015; Miller & Feldman, 2015) and higher
education institutions want to find ways to support and
help postdocs with more career and professional
development programming (CGS, 2017). In order to support
postdocs, qualitative research is needed to help
understand postdocs’ perceptions of a career (e.g., work-
life balance, work responsibilities, and other job
attributes) and examine the factors that they encounter
that affects their attempts to transition out of the
postdoc into their chosen career path.This research
project involved open, semi-structured, in-person
interviews with four purposefully selected participants in
the biological sciences who were currently engaged in a
postdoc position, had been in their positions for less
than two years and were currently in the process of
looking for a full-time position. Participants were
interviewed twice about their educational and postdoc
training experiences, followed by a third interview to
identify critical moments in their educational and
postdoctoral experiences. Individual narratives were then
constructed to represent these moments as major common
themes in their lives. This study found that participants
transitioned into postdoctoral training immediately after
completing their doctoral degrees to 1) acquire research
experience and access information about faculty life, and
test whether being a faculty member is right for them.
Some took postdoc positions 2) because no other work was
available to them in their chosen career path or in the
case of international scholars, 3) transitioned into a
postdoc to buy more time to deal with immigration issues.
This study also found that 1) visa issues still hindered
international postdocs transitions out of the postdoc and
limited their ability to find jobs. Also, postdocs
wanting to transition to careers outside the academy, 2)
had a harder time transitioning out due to lack of
resources. Finally, only postdocs who 3) asserted their
agency and utilized an identity-trajectory framework, were
able to transition out of their positions.From this study,
three themes also emerged that illustrate how postdocs
interpret their education and training experiences, and
the decisions they made about their career during that
training: 1) faculty could only provide career advice on
faculty careers, and 2) faculty were viewed as role-models
for what work-life balance would be like working in
academia and; 3) postdocs not wanting to pursue a career
as a tenure-track faculty member, had to look outside
their department for career support and advice, especially
those looking for careers outside of academia.Findings
from this study fill in the gap in the literature, by
providing a better understanding of postdoctoral career
motivations and how postdocs find and use the information
to make decisions about their careers. Results can also
be used to directly develop and enhance programs and
strategies that institutions are developing to help not
only postdocs but graduate students in general, prepare
for careers outside the academy or to develop alternative
paths to tenure-track faculty positions
590 School code: 0128
650 4 Educational administration
650 4 Higher education
650 4 College administration
653 Career development
653 Career pathways
653 Faculty
653 Narrative inquiry
653 Postdocs
653 Professional development
690 0514
690 0446
690 0745
710 2 Michigan State University.|bHigher, Adult, and Lifelong
Education - Doctor of Philosophy
773 0 |tDissertations Abstracts International|g81-09A
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=27738437
912 PQDT
