The methodological socialization of social science doctoral students in China and the USA

This qualitative study reports findings from a comparative analysis of the methodological socialization of doctoral students in the social sciences at two universities: one in China and one in the USA. Relying primarily on theories of organizational socialization, the study focuses on formal and inf...

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Bibliographic Details
Published in:Higher education 2017-02, Vol.73 (2), p.335-351
Main Authors: Rhoads, Robert A, Zheng, Mi, Sun, Xiaoyang
Format: Article
Language:English
Subjects:
Ausland
China
College students
Colleges & universities
Comparative analysis
Comparative Education
Cross Cultural Studies
Doctoral Dissertations
Doctoral Programs
Doctoral Students
Education
Educational Change
Educational reform
Foreign Countries
Graduate Students
Graduate studies
Higher Education
Knowledge
Lehre
Promotion
Qualitative Research
Reforms
Research Universities
School construction
Science
Science education
Skills
Social classes
Social science research
Social Sciences
Socialization
Society
Student
Students
Studies
Studium
Universities
USA
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Summary:This qualitative study reports findings from a comparative analysis of the methodological socialization of doctoral students in the social sciences at two universities: one in China and one in the USA. Relying primarily on theories of organizational socialization, the study focuses on formal and informal processes students report as part of developing their methodological knowledge and skills toward the goal of successfully completing their dissertations. The primary goal is to generate insight potentially helpful to university reform efforts in China and the quest to build world-class research universities. As China further seeks to upgrade research capacity and quality at its leading research universities, it is likely that greater attention will need to be given to doctoral education.
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-016-0023-y