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The cultural construction of interdi...

Holley, Karri A.

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The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program./
作者:	Holley, Karri A.
面頁冊數:	254 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237168
ISBN:	9780542912740

The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program.
Holley, Karri A.

The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program. - 254 p.

Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.

Thesis (Ph.D.)--University of Southern California, 2006.

Using the methodologies of individual and group interviews, observation, and document analysis, this dissertation examines the experiences of doctoral students enrolled in an interdisciplinary neuroscience program. A framework drawn from theories of organizational socialization is employed to understand the influence of an interdisciplinary program on doctoral student socialization. While abundant previous literature exists in regards to the socialization of doctoral students, such literature largely concentrates the disciplinary experience. The escalating import of globalization and shifting fiscal realities place new demands on Ph.D. programs and doctoral students to work as part of collaborative research teams, produce interdisciplinary knowledge, and integrate theory and practice. The increasing influence of such factors requires a new focus on interdisciplinarity and the changing Ph.D. The goal of this dissertation is to expand the existing framework of socialization by documenting the influence of such obstacles on knowledge acquisition, identity development, and professional investment.

ISBN: 9780542912740Subjects--Topical Terms:

626654
Education, Sociology of.

The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program.
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245 1 4 $a The cultural construction of interdisciplinarity: Doctoral student socialization in an interdisciplinary neuroscience program.
300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.
500 $a Adviser: William G. Tierney.
502 $a Thesis (Ph.D.)--University of Southern California, 2006.
520 $a Using the methodologies of individual and group interviews, observation, and document analysis, this dissertation examines the experiences of doctoral students enrolled in an interdisciplinary neuroscience program. A framework drawn from theories of organizational socialization is employed to understand the influence of an interdisciplinary program on doctoral student socialization. While abundant previous literature exists in regards to the socialization of doctoral students, such literature largely concentrates the disciplinary experience. The escalating import of globalization and shifting fiscal realities place new demands on Ph.D. programs and doctoral students to work as part of collaborative research teams, produce interdisciplinary knowledge, and integrate theory and practice. The increasing influence of such factors requires a new focus on interdisciplinarity and the changing Ph.D. The goal of this dissertation is to expand the existing framework of socialization by documenting the influence of such obstacles on knowledge acquisition, identity development, and professional investment.
520 $a This study focuses on how interdisciplinary identities are constructed by doctoral students through individual interaction with the social environment and cultural context. Particular attention is given to the structural and cultural obstacles that doctoral students must negotiate as they navigate an interdisciplinary program. The study expands on the previous literature regarding doctoral student socialization by focusing on identity development, specifically a student's symbolic identity as a neuroscientist, a student's disciplinary identity (related to her professional background and undergraduate experiences), and a multi-disciplinary identity that allows for connections across disciplinary boundaries. In contrast to the traditional concepts of identity which focus on boundaries and differences as an inherent part of self-definition, the structure of identity advanced here instead explores what factors connect individuals who are working in different areas of study. Faculty and peers perform important roles in this process, by modeling the relevance of collaborative research and engaging students in multi-disciplinary conversation.
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