Engineer identity and degree completion intentions in doctoral study

• Published in: Journal of engineering education (Washington, D.C.) D.C.), 2023-04, Vol.112 (2), p.445-461
• Main Authors: Bahnson, Matthew, Satterfield, Derrick, Perkins, Heather, Parker, Mackenzie, Tsugawa, Marissa, Cass, Cheryl, Kirn, Adam
• Format: Article
• Language: English
• Subjects: Academic Persistence; Advisors; Colleges & universities; Demographics; Doctoral Degrees; Doctoral Programs; Doctoral Students; Educational Experience; Engineering; Engineering Education; graduate education; Graduate studies; Graduate Study; Identities; identity; Intention; Peer Relationship; persistence; Professional Identity; quantitative; Scientists; Self Concept; Student Characteristics; Student Experience; Students; survey; Teacher Student Relationship; Technical Occupations
• ISSN: 1069-4730; 2168-9830
• DOI: 10.1002/jee.20516

Background Degree completion rates for doctoral engineering students remain stagnant at levels lower than necessary to meet national and global workforce needs. Increasing degree completion can improve opportunities for individuals and provide the human resources needed to address engineering challenges. Purpose/Hypothesis In this work, we measure the association of engineering identity variables with degree completion intentions for students who have persisted in doctoral study. We add to existing literature that suggests the importance of advisor and peer relationships, and the number of years in the doctoral program. Design/Method We use data collected via a national cross‐sectional survey of doctoral engineering students, which included measures of social and professional identities, graduate school experiences, and demographics. Surveys were collected from 1754 participants at 98 US universities between late 2017 and early 2018. The analyses reported here use multiple regression to measure associations with engineering doctoral degree completion intentions. Results Research interest and scientist performance/competence are individually associated with degree completion intentions in students who are persisting in doctoral study. Overall, graduate engineering identity explains significant portions of variation in degree completion intentions (9.5%) beyond advisor and peer relationship variables and the number of years in graduate programs. Conclusions Researcher interest and scientist performance/competence may be key opportunities to engage doctoral student engineering identity to improve degree completion rates. Accordingly, institutions can foster students' interest in research and build their confidence in their scientific competence to support students as they complete the doctoral degree.