Conceptualizing the Academic Life: Graduate Students' Perspectives
By Jeffery P. Bieber, L. Worley. 2006
216 citations recorded by the source corpus.
Subfields: Education, General Health Professions
View Paper: https://www.semanticscholar.org/paper/1a7275e12f364341463c5f6faed3f6253ba44c62
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Lynn McAlpine
- V. Baker
- Marian Jazvac-Martek
- L.R. Lattuca
- A. Stewart
- J. Malley
- Nicola Curtin
- N. Hopwood
In General Health Professions
Citations in the corpus
- Oscillating role identities: the academic experiences of education doctoral students (2009, background): “The usefulness of socialisation in doctoral education hence is increasingly questioned (Bieber & Worley, 2006).”
- Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students (2016, background): “Advisors help link graduate students to their departments (Lovitts 2001), orient them to their fields (Green 1991), and are sources of both explicit (Bieber and Worley 2006) and tacit (Gerholm 1990) knowledge about their fields.”
- Doctoral student experience in Education:Activities and difficulties influencing identity development (2009, background): “They may hold incomplete understandings of academic life, experience mixed messages about the relative importance of teaching and research, and are often unsure if they can align their own values with those of the academy (Austin, 2002; Bieber & Worley, 2006).”
- Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “Bieber and Worley (2006) found that some students viewed the researcher’s role as a flexible one that could accommodate other”
- Identity and agency: pleasures and collegiality among the challenges of the doctoral journey (2009, unknown): “…and challenges due to a sense of isolation, a lack of clarity about doctoral expectations, incomplete understandings of academic life, and uncertainty as to whether their own values can be aligned with those of the academy (Austin 2002; Bieber and Worley 2006; Golde and Dore 2001; Park 2007).”
- Performing Masculinity: Considering Gender in Doctoral Student Socialization (2011, unknown): “Students learn about faculty roles and responsibilities through observing faculty in action, listening to conversations and engaging in brief interactions (Austin, 2002; Becker et al., 1961/2005; Bieber and Worley, 2006).”