Resumen de A strategic blueprint for the alignment of doctoral competencies with disciplinary expectations
Catherine G.P. Berdanier, Anne Tally, Sara E. Branch, Benjamin Ahn, Monica F. Cox
Improvement of doctoral education results from strong alignment of educational requirements with disciplinaryexpectations. This article reports on a qualitative study of 40 Ph.D. holding engineers working in academic and industrycareers conducted through interview methods and constant comparative coding of transcripts, operationalizing Golde andWalker’s Stewardship framework and making recommendations for doctoral engineering education. Findings indicatethat engineering Ph.D. holders across both industry and academia participate in each of the three tenets of stewardship(i.e., generation, conservation, and transformation) in different ways. As such, we propose a new way to plan and to assessgraduate student competencies that can be easily integrated into doctoral engineering programs.
