The challenge of an interdisciplinary curriculum: A cultural analysis of a doctoral-degree program in neuroscience

Higher Education

Volumn 58, Issue 2, 2009, Pages 241-255

  Holley, Karri ^a  

^a UNIVERSITY OF ALABAMA   (United States)

Author keywords

Culture; Curriculum; Graduate education; Interdisciplinarity; Qualitative research

Indexed keywords

EID: 71449095648     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-008-9193-6     Document Type: Article

References (36)

1. Association of Neuroscience Departments and Programs (ANDP) (2005). Survey of Neuroscience Graduate, Postdoctoral, & Undergraduate Programs. Retrieved September 3, 2007, from: http://www. andp. org/surveys/reports/2005/Survey05Report. pdf.
2. Austin, A. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. Review of Higher Education, 73(1), 94-122. doi: 10. 1353/jhe. 2002. 0001.
3. Banks, J. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4-14.
4. Bargar, R., & Mayo-Chamberlain, J. (1983). Advisor and advisee issues in doctoral education. The Journal of Higher Education, 54(4), 407-432. doi: 10. 2307/1981905.
5. Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of the disciplines (2nd ed ed.). Buckingham: Society for Research into Higher Education and Open University Press.
6. Campbell, R. (2003). Preparing the next generation of scientists: The social process of managing scientists. Social Studies of Science, 33(6), 897-927. doi: 10. 1177/0306312703336004.
7. Clark, B. (1983). The higher education system: Academic organization in a cross-national perspective. Berkeley: University of California Press.
8. Cresswell, J. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks: Sage Publications.
9. Dixon, M., Tope, D., & Dyke, N. (2008). The university works because we do: On the determinants of campus labor organizing in the 1990s. Sociological Perspectives, 51(2), 375-396. doi: 10. 1525/sop. 2008. 51. 2. 375.
10. Donald, J. (1986). Knowledge and the university curriculum. Higher Education, 15(3-4), 267-282. doi: 10. 1007/BF00129216.
11. Fox, M., & Stephan, F. (2001). Careers of young scientists: Preferences, prospects, and realities by gender and field. Social Studies of Science, 31(1), 109-122. doi: 10. 1177/030631201031001006.
12. Gaff, J. (2002). The disconnect between graduate education and faculty realities. Liberal Education, 88(3), 12.
13. Geertz, C. (1973). The interpretation of culture. New York: Basic Books.
14. Gibbons, M. (1999). Science's new social contract with society. Nature, 402, C81-C84. doi: 10. 1038/35011576.
15. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Thousand Oaks, CA: Sage Publications.
16. Golde, C. (2000). Should I stay or should I go? Student descriptions of the doctoral attrition process. The Review of Higher Education, 23(2), 199-227.
17. Golde, C., & Walker, G. (Eds.). (2006). Envisioning the future of doctoral education: Preparing stewards of the discipline. San Francisco: Jossey Bass.
18. Gumport, P. (1994). Graduate education: Changing conduct in changing contexts. In P. Altbach, R. Berdahl, & P. Gumport (Eds.), Higher education in American society (3rd ed., pp. 307-331). New York: Prometheus Books.
19. Hall, Z. (2004). Graduate education in neuroscience: Maintaining through change. Menlo Park, CA: The Carnegie Initiative on the Doctorate, The Carnegie Foundation.
20. Hatch, J. (2002). Doing qualitative research in educational settings. Albany: State University of New York Press.
21. Hutchings, P., & Clarke, S. (2004). The scholarship of teaching and learning: Contributing to reform in graduate education. In D. Wulff and A. Austin (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 161-176). San Francisco, CA: Jossey Bass.
22. Katz, J., & Hartnett, R. (1976). Scholars in the making: The development of graduate and professional students. Cambridge, MA: Ballinger.
23. Lattuca, L., & Stark, J. (1994). Will disciplinary perspectives impede curriculum reform? The Journal of Higher Education, 65(4), 401-426. doi: 10. 2307/2943853.
24. Mendoza, P. (2007). Academic capitalism and doctoral student socialization. The Journal of Higher Education, 78(1), 71-96. doi: 10. 1353/jhe. 2007. 0004.
25. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.
26. Nowotny, H. (2003). Democratizing expertise and socially robust knowledge. Science & Public Policy, 30(3), 151-156. doi: 10. 3152/147154303781780461.
27. Oliva, P. (1997). The curriculum: Theoretical dimensions. New York: Longman.
28. Paglis, L., Green, S., & Bauer, T. (2006). Does advisor mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451-476. doi: 10. 1007/s11162-005-9003-2.
29. Rhoades, G., & Rhoads, R. (2003). The public discourse of US graduate employee unions. The Review of Higher Education, 26(2), 163-186. doi: 10. 1353/rhe. 2002. 0035.
30. Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 402-435). New York: Macmillan.
31. Spillman, L. (2002). Introduction: Culture and cultural sociology. In L. Spillman (Ed.), Cultural sociology (pp. 1-16). Malden, MA: Blackwell Publishers.
32. Stark, J., Lowther, M., Sharp, S., & Arnold, G. (1997). Program-level curriculum planning: An exploration of faculty perspectives on two campuses. Research in Higher Education, 38(1), 99-130. doi: 10. 1023/A: 1024952829701.
33. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
34. Tierney, W. (1989). Curricular landscapes, democratic vistas: Transformative leadership in higher education. Westport, CT: Praeger Publishers.
35. Walker, D. (2003). Fundamentals of curriculum: Passion and professionalism. Mahwah, NJ: Lawrence Erlbaum Associates.
36. Weidman, J., & Stein, E. (2003). Socialization of graduate students to academic norms. Research in Higher Education, 44(6), 641-656. doi: 10. 1023/A: 1026123508335.