Antecedents and outcomes: theories of fit and the study of doctoral education
This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person-environment fit, person-culture fit, person-vocation fit) may provide critical insights into the doctoral stu...
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Published in | Studies in higher education (Dorchester-on-Thames) Vol. 40; no. 2; pp. 296 - 310 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Abingdon
Routledge
07.02.2015
Taylor & Francis Ltd |
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Abstract | This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person-environment fit, person-culture fit, person-vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework to two understudied populations of doctoral students and future research directions. |
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AbstractList | This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person-environment fit, person-culture fit, person-vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework to two understudied populations of doctoral students and future research directions. This paper explores fit as an important theoretical construct in the study of doctoral education and doctoral student development. We discuss how research based on three types of fit (person-environment fit, person-culture fit, person-vocation fit) may provide critical insights into the doctoral student experience, and offer a framework based on antecedents and outcomes to support future research. We conclude with an application of this framework to two understudied populations of doctoral students and future research directions. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd. |
Audience | Higher Education Postsecondary Education |
Author | Baker, Vicki L. Pifer, Meghan J. |
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References | McAlpine L. (CIT0032) 2006 CIT0030 CIT0010 Lester J. (CIT0029) 2009 CIT0031 Pifer M.J. (CIT0042) CIT0012 CIT0033 Nettles M.T. (CIT0037) 2006 Council on Graduate Schools (CIT0013) 2006; 9 Nerad M. (CIT0036) 2008 Jansen K.J. (CIT0024) 2006; 18 CIT0014 CIT0016 CIT0038 Bitusikova B. (CIT0004) 2009 CIT0015 Gardner S.K. (CIT0018) 2012; 7 CIT0017 CIT0039 CIT0019 CIT0041 CIT0043 CIT0001 CIT0023 CIT0044 Wenger E. (CIT0048) 2002 National Academy of Sciences (CIT0034) 2007 Wulff D. H. (CIT0050) 2004 Clark B. (CIT0011) 1983 Weidman J. (CIT0047) 2001 Osipow S.H. (CIT0040) 1996 CIT0041a Hogan R. (CIT0021) 1996 CIT0001a CIT0003a CIT0002 CIT0046 CIT0005 CIT0027 CIT0049 Holland J.L. (CIT0022) 1997 CIT0007 CIT0006 CIT0009 CIT0008 |
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SubjectTerms | Academic achievement Academic degrees College students doctoral education Doctoral Programs Educational development Educational Research Educational theory faculty development Graduate Students Higher education International Education Part Time Students person-organization fit Personality Theories Population theory Student behaviour Student Development Student Experience theoretical framework Theory of education |
Title | Antecedents and outcomes: theories of fit and the study of doctoral education |
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