Science and Engineering Doctoral Student Socialization, Logics, and the National Economic Agenda: Alignment or Disconnect?

Matthew M Mars, Kate Bresonis, Katalin Szelényi

Research output: Contribution to journalArticle

15 Scopus citations

Abstract

This study explores the institutional logics and socialization experiences of STEM doctoral students in the context of the current American economic narrative that is specific to science and technology. Data from qualitative interviews with 36 students at three research universities first reveals a disconnect between a well-established national science and technology policy narrative that is market-oriented and the training, experiences, and perspectives of science and engineering doctoral students. Findings also indicate science and engineering doctoral students mostly understand entrepreneurship and innovation in the contexts of funding research activities and creating social impact, which parallel rather than oppose dominant academic values and norms. Based on the findings, we contend that it is both possible and prudent for universities and graduate programs to pursue strategies that align science and engineering doctoral education with the current national economic agenda and support the personal, professional values and perspectives of students without coming in conflict with the scientific core of the academy.

Original languageEnglish (US)
Pages (from-to)351-379
Number of pages29
JournalMinerva
Volume52
Issue number3
DOIs
StatePublished - Sep 1 2014

Keywords

  • Academic entrepreneurship
  • Institutional logics
  • Socialization
  • STEM doctoral education

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)
  • Social Sciences(all)

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