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Mentoring practices, developmental networks, and doctoral science training experiences

Author

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  • Marcus Antonius Ynalvez

    (Texas A&M International University)

  • Jorge Luis Aviles

    (Texas A&M International University)

Abstract

The realization that mentoring during doctoral science training is provided by a variety of actors beyond the traditional doctoral adviser/mentor led us to empirically verify, using confirmatory factor analysis and normal error regression analysis, whether developmental networks (DNs) assist in enriching the doctoral training experiences of those who aspire to be scientists (i.e., doctoral science students). We analyzed data from face-to-face interviews we conducted with 115 chemical science doctoral students at selected elite universities in Japan, Singapore, and Taiwan. We schematized a measure of DN types from an egocentric name-generator. That measure was based on diversity of alters' sector of science (i.e., academia, government, industry) and tie strength. Despite the salience of the doctoral mentor and the recognition of DNs in providing support to students in Western training systems, we observed that the doctoral mentor remains to be the central influential actor in doctoral students’ training experiences in the non-West. In contrast to studies on Western scientific training systems, our results suggest that the contribution, influence, salience, and role of doctoral mentors and DNs in the training experiences of doctoral students are shaped by the larger sociocultural context in which scientific training systems are embedded.

Suggested Citation

  • Marcus Antonius Ynalvez & Jorge Luis Aviles, 2021. "Mentoring practices, developmental networks, and doctoral science training experiences," Scientometrics, Springer;Akadémiai Kiadó, vol. 126(8), pages 6323-6347, August.
    • Handle: RePEc:spr:scient:v:126:y:2021:i:8:d:10.1007_s11192-021-04031-9
    DOI: 10.1007/s11192-021-04031-9
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    References listed on IDEAS

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    1. Maria Rosario Benavides & Marcus Antonius Ynalvez, 2018. "Academics’ “ambidextrous behavior” and doctoral science mentoring practices," Scientometrics, Springer;Akadémiai Kiadó, vol. 115(1), pages 79-109, April.
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    3. Pilar Mendoza, 2007. "Academic Capitalism and Doctoral Student Socialization: A Case Study," The Journal of Higher Education, Taylor & Francis Journals, vol. 78(1), pages 71-96, January.
    4. Hay Woo, Jennie, 1991. "Education and economic growth in Taiwan: A case of successful planning," World Development, Elsevier, vol. 19(8), pages 1029-1044, August.
    5. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
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