Experiences and career pathways of PhD graduates of Educational Studies

Experiences and career Experiences and career pathways of PhD graduates pathways of PhD graduates

of Educational Studiesof Educational StudiesJudith Walker & Ee-Seul YoonJudith Walker & Ee-Seul YoonUniversity of British ColumbiaUniversity of British Columbia

Preparing for academic practice: disciplinary perspectivesPreparing for academic practice: disciplinary perspectives

St Anne’s College, Oxford UniversitySt Anne’s College, Oxford UniversityApril 08 & 09, 2008April 08 & 09, 2008

Jude Walker & Ee-Seul Yoon Jude Walker & Ee-Seul Yoon

Motivations for the studyMotivations for the study An odd bunch:An odd bunch:

PhDs in generalPhDs in general Academia, Society, EconomyAcademia, Society, Economy Declining opportunities in the Declining opportunities in the

academyacademy


AimsAims To understand more about UBC’s Ed. To understand more about UBC’s Ed.

Studies’ PhD graduatesStudies’ PhD graduates

To explore how our graduates have To explore how our graduates have experienced the PhD programme experienced the PhD programme

To offer understandings of the process of To offer understandings of the process of becoming a scholarbecoming a scholar


Survey MethodSurvey Method Demographic informationDemographic information Experiences in the programme & Experiences in the programme &

careerscareers Multi-choice, yes/no, open-endedMulti-choice, yes/no, open-ended

48 responses out of 100 workable 48 responses out of 100 workable emailsemails

Research DesignResearch Design


1994-present1994-present

First grads in 1996First grads in 1996

InterdisciplinaryInterdisciplinary

12 student admission12 student admission

Approx. 120 gradsApprox. 120 grads

The context: The context: Educational Studies, UBCEducational Studies, UBC


Overview of AnalysisOverview of Analysis

I. Descriptive analysis of graduatesI. Descriptive analysis of graduates

II. The role of capitalsII. The role of capitals

III. Becoming an academicIII. Becoming an academic


Part 1: Descriptive Part 1: Descriptive analysisanalysis

To describe the demographic To describe the demographic informationinformation

To outline student characteristics To outline student characteristics and careersand careers

To compare career outcomes To compare career outcomes


Demographic Demographic CharacteristicsCharacteristics

EDST, UBC (2007)EDST, UBC (2007) Education, Education, Canada (2005)Canada (2005)

FemaleFemale 69%69% 65%65%

Age at admissionAge at admission 37 yrs37 yrs N/AN/A

Int. StudentsInt. Students 11%11% 19%19%

Completion AgeCompletion Age 4343 4646

DurationDuration 5.8 ys5.8 ys 5.8 ys5.8 ys

IncomeIncome $72,000 CAD$72,000 CAD N/AN/A


Gender and IncomeGender and IncomeFemaleFemale MaleMale

Higher than Higher than $91K$91K 21%21% 43%43%

$81-90K$81-90K 6%6% 29%29%

$71-80K$71-80K 21%21% 7%7%

$61-70K$61-70K 15%15% 7%7%

$51-60K$51-60K 12%12% 7%7%

$41-50K$41-50K 3%3% 7%7%

$31-40K$31-40K 6%6% 00

Less than $30KLess than $30K 15%15% 00


Career breakdownCareer breakdown

Univ. Tenure-Univ. Tenure-tracktrack

Academic, non-Academic, non-tenure tracktenure track

Non-academicNon-academic

2222 1212 1212


Part 2: Analysis by Part 2: Analysis by CapitalCapital To reveal the role of the capital in the process of To reveal the role of the capital in the process of

graduate studies. graduate studies. SocialSocial EconomicEconomic Cultural/Human capitalCultural/Human capital

To explore what is To explore what is broughtbrought, what is , what is acquiredacquired, and , and what is what is worthworth something. Specifically in the something. Specifically in the analysis of becoming an academic (tenure-track)analysis of becoming an academic (tenure-track)

To compare three groups of graduates (To compare three groups of graduates (T, NT, NAT, NT, NA) in ) in relation to their relative possession of various relation to their relative possession of various capitalscapitals


Social capitalSocial capital Examine Examine existingexisting social support groupssocial support groups

Explore social network Explore social network formationformation during during the programmethe programme

Analyze Analyze career career outcomes outcomes

Use of ‘Use of ‘decisiondecision tree-modelingtree-modeling and and open-ended dataopen-ended data


Existing social capitalExisting social capital

YesYes

Support from children Support from children 67%67%

Support from parentsSupport from parents 71%71%

Support from friendsSupport from friends 90%90%

Support from partnerSupport from partner 94%94%


Social K acquisitionSocial K acquisition Relationship with supervisor:Relationship with supervisor:

Wrote letters of recommendation Wrote letters of recommendation (76%)(76%)

Informed you of job leads Informed you of job leads (31%)(31%)

Networking opportunities Networking opportunities (31%)(31%)


Social K and career Social K and career outcomes?outcomes?

Has committee problems(Ranking 1-4)

YES(17, 1)

NO(5, 1)

Works inPost-

secondary

YES(9, 2)

NOYES

Supervisor wrote lettersMin 5 objects

≤ 1 >1


Economic capitalEconomic capital

Explore Explore familyfamily support support

Examine Examine institutionalinstitutional support in relation support in relation to academic achievement and outcomesto academic achievement and outcomes

Use tree-modelingUse tree-modeling


Brought, Acquired & Brought, Acquired & PerceivedPerceived BroughtBrought

Financial support from family Financial support from family (32%)(32%) AcquiredAcquired

Outside employment Outside employment (55%)(55%) TA, RA, Scholarship TA, RA, Scholarship (50-52%)(50-52%) No financial support No financial support (16%)(16%)

PerceivedPerceived Inadequate Inadequate (34%)(34%)


Economic K &Economic K &Academic achievement?Academic achievement?

< 3 years to candidacy?

YES(37, 15)

NO(7, 1)

YESNO

Received scholarship(s)(5 objects)


Cultural/ Human capitalsCultural/ Human capitals

To explore To explore self-evaluationself-evaluation of skills of skills acquired through the degree programmeacquired through the degree programme

Use tree-modeling & open-ended Use tree-modeling & open-ended questionsquestions


Teaching skills improvedA lot/Somewhat (YES/NO)

GENDER

YES(21, 5)

Canadian Born?

NO(8)

YES(13/1)

NOYES

Female Male


Self-discipline improved: A lot/somewhat (YES/NO)

Motivation improved(A lot/somewhat)

YES(29)

Income bracket

>$80,000≤ $70,000

YES NO

YES(5/2)

NO(9)


The role of K The role of K in the three career in the three career

pathwayspathways

Univ. Tenure-Univ. Tenure-tracktrack

Academic, non-Academic, non-tenure tracktenure track

Non-academicNon-academic

2222 1212 1212


Comparative StatsComparative Stats

Univ Univ TenureTenure

Lecture / Lecture / InstructorInstructor

Non-Non-academicacademic

Age at startAge at start 3636 4141 3838

Age at gradAge at grad 4141 4747 4444

Time to Time to completioncompletion

5.45.4 5.85.8 6.36.3


Position Nonpostsecondary Postsec Nontenure Tenuretrack

Count

15

10

5

0

Job and age: Above 38 Years at start

Yes No

Over38atstart


Econ K – ScholarshipsEcon K – Scholarships

PositionNonpostsecondaryPostsec NontenureTenuretrack

Co

un

t

12.5

10.0

7.5

5.0

2.5

0.0

Job & award of scholarship

YesNoNo response

Financial support:

scholarship


Econ K – Perceived Econ K – Perceived fundingfunding

Position Non-postsecondary Postsec Nontenure Tenuretrack

Count

15

10

5

0

Job & Perceived adequacy of funding

Yes No No Response

Adequate funding?


Economic K – Debt Economic K – Debt accrualaccrual


Count

12

10

8

6

4

2

0

Job & debt accrual

YesNoNo response

Debt?


Count

12

10

8

6

4

2

0

Job & debt accrual

YesNoNo response

Debt?


Cultural K – Skills Cultural K – Skills

Writing skillsWriting skills

Reading skillsReading skills

Teaching skillsTeaching skills

Research skillsResearch skills


Position

Nonpostsecondary Postsec Nontenure Tenuretrack

Count

20

15

10

5

0

Job & Academic Writing improvement

A lot Somewhat

Ac. Writing imprvmt



Count

20

15

10

5

0

Job & improvement of Research skills

A lot Somewhat A little

Research skills: Imprvmt


Cultural K - CredentialsCultural K - Credentials

Position Nonpostsecondary Postsec Nontenure Tenure track

Count

20

15

10

5

0

Job & dissemination of dissertation

Yes No No response

Dissertation: journal articles?



Co

un

t

15

10

5

0

Job & Dissertation dissemination

YesNoNo response

Dissertation:

Disseminated to community


Cultural K - ValueCultural K - Value

Position Nonpostsecondary PostsecNontenure Tenuretrack

Count

20

15

10

5

0

Job type & doing PhD again

Definitely Probably Possibly Not

Would you do a PhD again?


Conversion of capitalConversion of capital

Income bracket <$91K $81 -90K $71 -80K $ 61 -70K $51 -60K $41 -50K $31 -40K >$30K

Count

6

4

2

0

Income & job type

Nonpostsecondary Postsec Nontenure

Tenuretrack Position


Part III. Analysis: Part III. Analysis: becoming a scholarbecoming a scholar

To explore To explore experiencesexperiences of being a PhD of being a PhD student and student and socialisationsocialisation into becoming into becoming an an independentindependent and and autonomousautonomous scholar scholar


Creating the autonomous Creating the autonomous scholarscholar

PhD student ‘PhD student ‘habitushabitus’’

IndependentIndependent and and autonomousautonomous scholar scholar

Freedom & reasonFreedom & reason

British Psychological AssociationBritish Psychological Association


Disciplining the Disciplining the individualindividual

Learning to take responsibilityLearning to take responsibility

Regulated academic subjectsRegulated academic subjects

Discipline, motivation & determinationDiscipline, motivation & determination


Discipline as a moral qualityDiscipline as a moral quality“I'm unable to quit something once I've

started”

“I like to finish things”

“I don't like to quit anything.”

“I complete what I start! It was a matter of personal pride and felt like what I was

meant to be doing.”

“A personal commitment to finish what I started.”

“I’M NOT A QUITTER!”


Not like the others…Not like the others…

““I didn't ever seriously consider dropping I didn't ever seriously consider dropping out. out. I'm not a quitterI'm not a quitter. Anyway, it was . Anyway, it was

fine. Besides, if I didn't complete, I'd be fine. Besides, if I didn't complete, I'd be like all the others who've dropped out, like all the others who've dropped out,

mourning, rationalizing, or acting mourning, rationalizing, or acting defensively about it not 'being worth defensively about it not 'being worth

their time’.”their time’.”

““I DID IT!”I DID IT!”


Discipline & passionDiscipline & passion


Count

8

6

4

2

0

Job & Motivation to complete

Academic job Accomplishment/pride Interest

Motivation to complete


Resembles Resembles nationalnational study—further contribution study—further contribution

Role of Role of capitalscapitals plays in entering into a graduate plays in entering into a graduate programme, acquiring further capitals and subsequently programme, acquiring further capitals and subsequently becoming an academic becoming an academic

Reveals the experiences of the ‘Reveals the experiences of the ‘scholar in the makingscholar in the making’ ’ who becomes a disciplined, autonomous individual who who becomes a disciplined, autonomous individual who can work through their passion and pressure can work through their passion and pressure

Conclusions & Conclusions & ContributionsContributions


Thank you!Thank you!

QUESTIONS? QUESTIONS?

Contact info:Contact info:

Jude Walker: Jude Walker: [email protected]

Ee-Seul Yoon: Ee-Seul Yoon: [email protected]

Documents

Experiences and career pathways of PhD graduates of Educational Studies