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

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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.

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Authors and Affiliations

  1. Department of Agricultural Education, College of Agriculture and Life Sciences, The University of Arizona, 205 Saguaro Hall, 1110 S. Campus Dr., Tucson, AZ, 85721, USA

    Matthew M. Mars

  2. University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA, 02125, USA

    Kate Bresonis & Katalin Szelényi

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  1. Matthew M. Mars
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  2. Kate Bresonis
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  3. Katalin Szelényi
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Correspondence to Matthew M. Mars.

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Mars, M.M., Bresonis, K. & Szelényi, K. Science and Engineering Doctoral Student Socialization, Logics, and the National Economic Agenda: Alignment or Disconnect?. Minerva 52, 351–379 (2014). https://doi.org/10.1007/s11024-014-9256-z

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