International Institute for Engineering Education Assessment

Engineering Ph.D. holders play a vital role in educating the next generation of engineers and designing products and services that satisfy local and global needs. Because of the important roles that they play in society, the quality of the education they receive as part of their doctoral studies is critical to ensuring success in the future. To date, there have been very few studies on the roles of engineering Ph.D. holders, especially those that address engineering doctoral students’ careers in non-academic sectors after obtaining their doctorates. Thus, the overarching goal of this study is to maximize the preparation of doctoral engineering students pursuing careers in academia and industry. The use of qualitative and quantitative research methods are used to engage a variety of stakeholders and to translate the findings into something that is meaningful for multiple stakeholders involved in the doctoral education process.

1. What are the career paths of the population from the receipt of their Ph.D.s to their current positions?
2. What does it mean to have or to hold a Ph.D. in engineering?
3. How did graduate school prepare or not prepare participants for their careers?
4. How do we engage students in innovative learning opportunities that allow them to achieve the desired KSAs?

As part of the qualitative phase of this study, the researchers conducted semi-structured interviews using a 16-item protocol. The participants of this study included 40 Ph.D. holders who obtained their doctorates in engineering from U.S. universities and who worked one of four sectors: (1) industry only, (2) industry first and now academia, (3) academia only, and (4) academia first and now industry. Areas of focus include the following:

• The motivation and added value of pursuing an engineering Ph.D.
• Knowledge, skills, and attributes (KSA) of engineering Ph.D. holders
• Expectations of an engineering Ph.D. in their work environment
• Reflections of participants’ doctoral education experiences
• Recommendations on how doctoral engineering education could be improved

Qualitative interview data will be translated into valid and reliable assessment tools that can explore the extent to which engineering doctoral students identify with expert-identified norms, skills, and attributes. Using those tools, Dr. Cox’s research group is evaluating graduate students’ professional development experiences. These tools will provide graduate students with feedback about their strengths, potential areas of improvement regarding the necessary KSAs for career success, and professional development resources that will facilitate improvement. The findings have the potential to (re)innovate doctoral engineering education.

This portion of the project involves the creation of online training and assessment tools for engineers pursuing advanced degrees (Master’s and Doctorates) and postdoctoral degrees. The tool is a compilation of modules to strengthen and to refine the KSAs on identified in the research portion of the project. It will include individual assessments of KSAs, self -directed learning with opportunities to practice in real settings, monitoring of students’ KSA strengths and weaknesses. Future iterations of the tool will be expanded to include training for faculty and tips for organization stakeholders in academic and nonacademic settings. Communication Module from International Institute for Engineering Education Assessment

Ahn, B., Cox, M.F., London, J., & Zhu, J. (Accepted for publication). Investigating the attributes and expectations of engineering Ph.D.s working in industry. 43rd Annual Frontiers in Education (FIE) Conference, Oklahoma City, Oklahoma.

Zhu, J., Cox, M.F., Branch, S., Ahn, B., & London, J. (Accepted for publication). Recommendations for engineering doctoral education: Design of an instrument to evaluate change. 43rd Annual Frontiers in Education (FIE) Conference, Oklahoma City, Oklahoma.

Cox, M.F., London, J., Zhu, J., Ahn, B., Zephirin, T., Taylor, K. (In Press). Curriculum Vitae Analyses of Engineering Ph.D.s Working in Academia and Industry. International Journal of Engineering Education

Zhu, J., London, J., Ahn, B., Cox, M.F. (2012). Recommendations for Promoting Desirable Characteristics in Engineering Ph.D.s: Perspectives from Industry and Academia. Paper presented at the annual American Society for Engineering Education Conference, San Antonio, Texas.

Cox, M.F., London, J., Ahn, B., Frazier, S., Zhu, J., Torres-Ayala, A. (2011). Attributes of Success for Engineering Ph.D.s: Perspectives from Academia and Industry. Paper presented at the annual American Society for Engineering Education Conference, Vancouver, Canada.

Cox, M.F., Ahn, B., London, J., Frazier, S., Zhu, J., Torres-Ayala, A. (2011). Choices for Ph.D.s in Engineering: Analysis of Career Paths in Academia and Industry. Paper presented at the annual American Society for Engineering Education Conference, Vancouver, Canada.

Cox, M.F., Cekic, O., Branch, S., Chavela Guerra, R., Cawthorne, J. Ahn, B. (2010). Ph.D.s in Engineering: Getting Them through the Door and Seeing Them Graduate – Faculty and Industry Perspectives. Paper presented at the annual American Society for Engineering Education Conference, Louisville, Kentucky.