scholarly journals Humanities PhD Graduates: Desperately Seeking Careers?

2018 ◽  
Vol 48 (2) ◽  
pp. 1-19
Author(s):  
Lynn McAlpine ◽  
Nichole Austin
Keyword(s):  
Narrative Analysis ◽  
Work Satisfaction ◽  
Descriptive Statistics ◽  
Academic Careers ◽  
Career Experiences ◽  
Social Scientists ◽  
Doctoral Graduates ◽  
Career Trajectories ◽  
Perceived Relevance ◽  
Insight Into

National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy—though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.

scholarly journals Humanities PhD Graduates: Desperately Seeking Careers?

2019 ◽  
Vol 48 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Lynn McAlpine ◽  
Nichole Austin
Keyword(s):  
Narrative Analysis ◽  
Work Satisfaction ◽  
Descriptive Statistics ◽  
Academic Careers ◽  
Career Experiences ◽  
Social Scientists ◽  
Doctoral Graduates ◽  
Career Trajectories ◽  
Perceived Relevance ◽  
Insight Into

National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy—though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy—though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.

Post-PhD non-academic careers: intentions during and after degree

2016 ◽  
Vol 7 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Lynn McAlpine
Keyword(s):  
Work Experience ◽  
Learning Experience ◽  
Academic Work ◽  
Academic Careers ◽  
Social Scientists ◽  
Content Type ◽  
Career Trajectories ◽  
Powerful Learning ◽  
Academic Workforce ◽  
Over Time

Purpose Although more than half of the PhD graduates do not take up traditional academic positions, the little we know of how they navigate into the non-academic workforce is somewhat conflicting. This study aims to contribute to our knowledge by examining over time the experiences of post-PhD social scientists who went into non-academic careers. It examines how post-PhD social scientists in non-academic careers characterize their experience of the PhD; how they imagine their post-PhD careers during the degree and how this influenced their doctoral activity; and to what extent their intentions changed over time and how agentive they were in managing challenges or disappointments. Design/methodology/approach The study uses a longitudinal qualitative narrative approach to examine the experience of eight post-PhD social scientists beginning during their degrees through their initial years after graduation outside academia. Findings The analysis highlights variation in clarity of career vision, strategic career thinking and action, knowledge of career opportunity structures and changes in career intentions over time. Still, for all individuals, the PhD was considered a powerful learning experience which continued to influence their lives. Practical implications Overall, the results make clear that post-PhD trajectories are best built from the beginning of the PhD, a conclusion that has curriculum implications. Originality/value This study incorporates the career question into the development of junior researchers highlighting the need to attend not only to objective measures of career success but also subjective intentions, investments, choices and assessments. Further, the constructs developed within an academic work context to understand career trajectories proved robust in analyzing non-academic work experience.

In Algeria: Pierre Bourdieu's Photographic Fieldwork

2009 ◽  
Vol 57 (3) ◽  
pp. 448-470 ◽  
Author(s):  
Franz Schultheis ◽  
Patricia Holder ◽  
Constantin Wagner
Keyword(s):  
Sociological Theory ◽  
Social Research ◽  
Visual Anthropology ◽  
Visual Sociology ◽  
Research Strategies ◽  
Social Scientists ◽  
Analytical Skills ◽  
Algerian Population ◽  
The Status ◽  
Insight Into

Today Pierre Bourdieu is well known as one of the most important social scientists of the 20th century. One of the outstanding qualities of his work has been his innovative combination of different methods and research strategies as well as his analytical skills in interpreting the obtained data (his ‘sociological gaze’). In this paper, we attempt to retrace the development of an extraordinary way of doing social research and show the benefit of Bourdieu's visual sociology for his empirical fieldwork and sociological theory. The article particularly stresses the significance of his photographic archive, which has long been ignored within the appreciation of Bourdieu's work. Studying Bourdieu's photography gives access to his æuvre in several new ways: not only can we understand how Bourdieu became an unconventional sociologist practicing his craft in the midst of a colonial war. Bourdieu's visual anthropology also offers an insight into the status nascendi of Bourdieu's sociology in all its elementary forms and contents. Through his photography Boudieu demonstrated the concepts of ‘ habitat and habitus’, the material and symbolic living conditions of the Algerian population.

First-Destination Outcomes for 2015–2018 Public Health Graduates: Focus on Employment

2021 ◽  
Vol 111 (3) ◽  
pp. 475-484
Author(s):  
Christine M. Plepys ◽  
Heather Krasna ◽  
Jonathon P. Leider ◽  
Emily M. Burke ◽  
Craig H. Blakely ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Workforce ◽  
Employment Outcomes ◽  
Further Education ◽  
Descriptive Statistics ◽  
Public Health Workforce ◽  
Service Program ◽  
Doctoral Graduates ◽  
Health Implications

Objectives. To improve understanding of the future public health workforce by analyzing first-destination employment outcomes of public health graduates. Methods. We assessed graduate outcomes for those graduating in 2015–2018 using descriptive statistics and the Pearson χ2 test. Results. In our analysis of data on 53 463 graduates, we found that 73% were employed; 15% enrolled in further education; 5% entered a fellowship, internship, residency, volunteer, or service program; and 6% were not employed. Employed graduates went to work in health care (27%), corporations (24%), academia (19%), government (17%), nonprofit (12%), and other sectors (1%). In 2018, 9% of bachelor’s, 4% of master’s, and 2% of doctoral graduates were not employed but seeking employment. Conclusions. Today’s public health graduates are successful in finding employment in various sectors. This new workforce may expand public health’s reach and lead to healthier communities overall. Public Health Implications. With predicted shortages in the governmental public health workforce and expanding hiring because of COVID-19, policymakers need to work to ensure the supply of public health graduates meets the demands of the workforce.

scholarly journals Collaboration for chemistry communication: Insights from a research-practice partnership

2021 ◽  
Vol 20 (04) ◽  
pp. N01
Author(s):  
Elizabeth Kunz Kollmann ◽  
Marta Beyer ◽  
Emily Howell ◽  
Allison Anderson ◽  
Owen Weitzman ◽  
...  
Keyword(s):  
Informal Education ◽  
Science Communication ◽  
Public Perceptions ◽  
Research Practice ◽  
Science Museums ◽  
Social Scientists ◽  
The Public ◽  
Hands On ◽  
Perceived Relevance ◽  
Data Collections

As several recent National Academies of Sciences reports have highlighted, greater science communication research is needed on 1) communicating chemistry, and 2) building research-practice partnerships to advance communication across science issues. Here we report our insights in both areas, gathered from a multi-year collaboration to advance our understanding of how to communicate about chemistry with the public. Researchers and practitioners from science museums across the U.S. partnered with academic social scientists in science communication to develop and conduct multi-strand data collections on chemistry communication and informal education. Our focus was on increasing interest in, the perceived relevance of, and self-efficacy concerning chemistry through hands-on activities and connecting chemistry to broader themes concerning everyday life and societal impacts. We outline challenges and benefits of the project that future collaborations can gain from and illustrate how our strands of work complemented each other to create a more complete picture of public perceptions of chemistry.

Exploring perceptions of pracademics in an Arab context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Youmen Chaaban ◽  
Abdellatif Sellami ◽  
Rania Sawalhi ◽  
Elkhouly Marwa
Keyword(s):  
Identity Construction ◽  
Narrative Analysis ◽  
Design Methodology ◽  
Social Activity ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
University Supervisors ◽  
Content Type ◽  
Identity Renegotiation ◽  
Insight Into

PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

Ideal or Idiosyncratic? How Women Manage Work-Family Role Conflict with Focal and Peripheral Role Senders

2021 ◽  
Author(s):  
Bobbi Thomason
Keyword(s):  
Theoretical Model ◽  
Role Conflict ◽  
Family Role ◽  
Role Enactment ◽  
The Core ◽  
Career Trajectories ◽  
Work Family ◽  
Women's Role ◽  
Domestic Roles ◽  
Insight Into

To provide insight into women’s approaches to managing the work-family interface, I introduce the concepts of focal and peripheral role senders and illuminate the importance of their interplay in the enactment of women’s domestic roles. At the core of my theoretical model is the process by which focal and peripheral role senders embrace or reject an ideal enactment of domestic roles and the women’s strategies women use to either acquiesce to ideal roles or acquire idiosyncratic roles. This paper examines the husband as the focal role sender, consistent with the literature’s focus and the pervasiveness of husbands in my data, and considers peripheral role senders, such as parents and in-laws, who also influence women’s role enactment, either by amplifying or muting the husband’s preferred role enactment. This research contributes to existing theory by introducing the importance of focal and peripheral role senders, illuminating how these multiple senders and their interaction influence women’s strategies to deal with role conflict, and documenting how women’s strategies subsequently influence their career trajectories.

Exploring the Post-Doctoral Journey

2021 ◽  
pp. 85-103
Author(s):  
Lynne Orr ◽  
Linda Weekley
Keyword(s):  
Career Development ◽  
Education Program ◽  
Academic Career ◽  
Doctoral Degree ◽  
Development Plan ◽  
Career Experiences ◽  
Doctoral Graduates ◽  
Career Options ◽  
Career Development Plan ◽  
Minimal Research

The purpose of this chapter was to promote a supportive journey of the postdoc candidates to collaborate and discover a career position upon the completion of a doctoral degree. Examples of safe harbors for moving through the post-doctoral career experiences will also be provided. Specifically, this chapter will focus upon post-doctoral education program graduates, of which there are minimal research and programs available directly related to education doctoral graduates. There is a decline of PhD students entering the academic career. Additional career options beyond the academia will be discussed. Lastly, the postdoc career development plan will be recommended along with viable services for the postdoc who remains in academia.

Fostering singing agency through emotional differentiation in an inclusive singing environment

2020 ◽  
pp. 1321103X2093042
Author(s):  
Lauri A Hogle
Keyword(s):  
Narrative Analysis ◽  
Universal Design ◽  
Phenomenological Study ◽  
Universal Design For Learning ◽  
Constructivist Approach ◽  
Music Learning ◽  
Learning And Teaching ◽  
Design For Learning ◽  
Social Constructivist Approach ◽  
Insight Into

The purpose of this phenomenological study was to gain insight into experiences of adults who expressed personal discomfort with singing, either alone or when others might hear them. Singing agency in music learning, one’s belief in one’s own capacity to sing aloud, served as the guiding lens for the study. Narrative analysis of interview data, from 15 adults who self-identified as non-singers, provided understanding of experiences that they believed undermined their capacity for singing agency. Four initial themes emerged as participants described wounding incidents with resultant perceptions of deficit, disability, and shame; personal strategies to enhance or protect singing agency; perceived obstacles to singing agency; and personal definitions of good singing. Findings describe vocal skill development through emotional differentiation, linking singing agency with principles that underlie a social constructivist approach to music learning and teaching and a Universal Design for Learning.

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