scholarly journals Learning competencies through engineering research group experiences

2017 ◽  
Vol 8 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Brian A. Burt
Keyword(s):  
Graduate Students ◽  
Research Group ◽  
Chemical Engineering ◽  
Promising Practices ◽  
Content Type ◽  
Engineering Research ◽  
Group Experiences ◽  
Group Members ◽  
Learning Competencies ◽  
Improve Student Learning

Purpose In some fields, research group experiences gained in laboratories are more influential than the classroom in shaping graduate students’ research abilities, understandings of post-graduate careers and professional identities. However, little is known about what and how students learn from their research group experiences. This paper aims to explore the learning experiences of engineering graduate students in one chemical engineering research group to determine what students learned and to identify the practices and activities that facilitated their learning. Design/methodology/approach Ethnography was used to observe the experiences of one research group in chemical engineering. Fieldwork included 13 months of observations, 31 formal interviews (16 first-round and 15 second-round interviews) and informal interviews. Fieldnotes and transcriptions were analyzed using grounded theory techniques. Findings Research group members developed four dominant competencies: presenting research, receiving and responding to feedback, solving problems and troubleshooting problems. Students’ learning was facilitated by the practices and activities of the research group (e.g. weekly full group and subgroup meetings) and mediated through the interactions of others (i.e. peers, faculty supervisor and lab manager). Originality/value This study adds to the engineering education literature and contributes to the larger discourse on identifying promising practices and activities that improve student learning in graduate education.

scholarly journals Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

2018 ◽  
Vol 56 (2) ◽  
pp. 289-332 ◽  
Author(s):  
Brian A. Burt
Keyword(s):  
Theoretical Model ◽  
Research Group ◽  
Chemical Engineering ◽  
Social Identities ◽  
Ethnographic Study ◽  
Sociocultural Factors ◽  
Personal Factors ◽  
Engineering Research ◽  
Faculty Careers ◽  
Group Experiences

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.

Changes in Awareness of Impact upon Others as a Function of Encounter and Marathon Group Experiences

1971 ◽  
Vol 28 (2) ◽  
pp. 651-661 ◽  
Author(s):  
Herbert N. Weissman ◽  
Martin Seldman ◽  
Kenneth Ritter
Keyword(s):  
Graduate Students ◽  
Psychological Functioning ◽  
Forced Choice ◽  
Self Perceptions ◽  
Peer Nomination ◽  
Group Experiences ◽  
Group Members ◽  
Objective Tests ◽  
Perception Of Self

The research assessed the efficacy of encounter and marathon group experiences in inducing changes in perception of self and others and in personal and interpersonal dimensions of psychological functioning. Formulation and changes in attitudes toward the group were examined as well. Objective tests were administered to E and C groups consisting of graduate students in psychology. Forced-choice peer-nomination rating forms and attitude questionnaires were administered at various points in the course of the group to the E group. Peer-nomination data indicated Ss became more accurate in predicting how group members viewed them but did not change their self-perceptions in alignment with group ratings.

Research group experiences and intent to complete

2017 ◽  
Vol 8 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Maura Borrego ◽  
David B. Knight ◽  
Nathan Hyungsok Choe
Keyword(s):  
Research Group ◽  
Engineering Students ◽  
Graduate Training ◽  
Active Role ◽  
Degree Program ◽  
Research Groups ◽  
Control Variables ◽  
Content Type ◽  
International Diversity ◽  
Group Experiences

Purpose The purpose of this study is to better understand the nature of graduate training experiences in research groups and to identify factors that may lead to increased student retention and success. Design/methodology/approach Surveys administered at four US universities resulted in quantitative responses from 130 Master’s and 702 doctoral engineering students participating in graduate research groups. Missing data were imputed, and responses were weighted by gender, discipline, degree program and nationality. Exploratory factor analysis identified four factors describing research group experiences. Regression models were built for two outcomes: satisfaction with research group experience and intention to complete degree. Control variables included gender, discipline, degree program, nationality, year in program and institution. Findings Fifty-five per cent of the variance in satisfaction was described by a model including agency, support, international diversity and group climate. Sixty-five per cent of variance in intent to complete was described by a model comprising international diversity, agency and support. Several control variables were significant. Originality/value Agency and support in particular were the most influential predictors of both satisfaction and intention, suggesting that future efforts should emphasize stable funding, clear expectations, access to mentors and agency-building experiences to help students take an active role in their own success.

Health, happiness and your future: using a “men’s group” format to work with homeless men in London

2017 ◽  
Vol 13 (4) ◽  
pp. 403-418
Author(s):  
Kate Thompson ◽  
Pippa Brown ◽  
Stephanie Vieira
Keyword(s):  
Mental Health ◽  
Psychosocial Issues ◽  
Horn Of Africa ◽  
Content Type ◽  
Health And Wellbeing ◽  
Care Services ◽  
Homeless Men ◽  
Group Members ◽  
Future Work ◽  
The Impact

Purpose The purpose of this paper is to describe an intervention with a group of homeless men from the Horn of Africa, service users of the Horn of Africa Health and Wellbeing Project in London. The group was conceived by the second author who noted the presence of significant psychosocial issues for her clients, but equally their reluctance to access mainstream mental health or social care services. Design/methodology/approach Designing the group and introducing it to the men involved threw up some challenges which are explored, and the impact of the group on participants is evaluated. Findings Overall both the participants and the facilitators evaluated the group positively and it appeared to have led to lasting change for some of the group members, and this is described. The authors argue that this sort of group may be a more acceptable way to work on psychosocial issues than something more directly focused on mental health intervention. The group protocol is outlined along with suggestions for future work in this area. Originality/value This intervention represents a creative alternative to more mainstream psychological interventions for homeless or exiled men.

The categorization of expatriates and the support offered by host country nationals

2016 ◽  
Vol 4 (1) ◽  
pp. 18-43 ◽  
Author(s):  
Shirley C. Sonesh ◽  
Angelo S. DeNisi
Keyword(s):  
Host Country ◽  
Small Sample Size ◽  
Small Sample ◽  
Content Type ◽  
Host Country Nationals ◽  
Group Members ◽  
Expatriate Assignments ◽  
The Right ◽  
National Stereotypes

Purpose – Although several authors have suggested that host country nationals (HCNs) play an important role in the management of expatriates (e.g. Toh and DeNisi, 2003; Farh et al., 2010), research has also suggested that this relationship is not always good, and the flow of critical information to expatriates can be limited. This is especially true when HCNs categorize the expatriates as “out-group” members. The purpose of this paper is to examine potential determinants of categorization decisions as well as potential outcomes related to expatriate socialization. Design/methodology/approach – The paper employs a dyadic survey approach to determine the antecedents to expatriate categorization and HCN socialization behaviors from the perspective of both the expatriate and HCN. Findings – The results of survey data from 65 expatriate-HCN dyads indicated that expatriate ethnocentrism and the salience of the expatriates’ nationality were important predictors of categorization, but that categorization was related to only one dimension of socialization. However, affect was found to play a role in predicting socialization behaviors. Research limitations/implications – There is potential selection bias since expatriates chose HCNs as respondents, but results suggested this was not a serious problem. Other limitations include a relatively small sample size and the fact that a number of contextual issues such as national stereotypes and MNC strategy, are not controlled for. Practical implications – Implications of these findings for the successful management of expatriate assignments include sending over expatriates with the right relational skills, and those low in ethnocentrism, rather than just the right technical skills. Originality/value – The present study was one of the first to empirically test the potential role of categorization in the process of socialization.

Sign in / Sign up

Export Citation Format

Share Document