Was it worth it? A qualitative exploration of graduate perceptions of doctoral value

Bryan, B. and Guccione, K. (2018) Was it worth it? A qualitative exploration of graduate perceptions of doctoral value. Higher Education Research and Development, 37(6), pp. 1124-1140. (doi: 10.1080/07294360.2018.1479378)

Abstract

The recruitment of doctoral graduates yields collective knowledge, skills, networking, and prestige benefits to organisations, and to UK industries. As individuals though, do graduates experience overall benefit from their doctorate, and how do they perceive the value that engaging with doctoral study confers? This interview study used a critical, interpretive lens to examine perceptions of value across experiences of doctoral education and asked specifically about the utility of doctoral skills, behaviours, and competencies when translated into different workplaces. It presents some of the first insights into how doctoral value is perceived by graduates and the costs and benefits of doctoral study within and beyond the academy. Doctoral graduates (n = 22) identified four domains of doctoral value: (1) career value; (2) skills value; (3) social value; (4) personal value. These were influenced by factors experienced both during and after their degrees: (1) time since graduation; (2) supervision; (3) accrued social connectivity; (4) employer value of the doctorate. Our conceptual model of doctoral value contributes to international higher education knowledge by providing a structure for enhancing the doctoral experience and its benefits, both during study and for entering the job market.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Guccione, Dr Kay
• Authors: Bryan, B., and Guccione, K.
• College/School: College of Social Sciences > School of Education; University Services > Research Strategy and Innovation > Research and Innovation Services
• Journal Name: Higher Education Research and Development
• Publisher: Taylor & Francis
• ISSN: 0729-4360
• ISSN (Online): 469-8366
• Published Online: 30 May 2018
• Copyright Holders: Copyright © 2018 The Author(s)
• First Published: First published in Higher Education Research and Development 37(6)
• Publisher Policy: Reproduced under a Creative Commons licence