Abstract
Most observers in higher education and most faculty agree that more student-oriented teachers are needed; but there is no consensus on how to get them. Options include finding new faculty and/or changing present faculty. The latter seems practically impossible, since most faculty are intransigent, and faculty development is addressed to too few. Graduate education, too, is unlikely to change, as present faculty guide its directions. The alternative is to find students with the “proper” dispositions on entrance to graduate schools. The question addressed herein is whether among current admittees to graduate schools there are sufficient numbers of persons with orientations significantly different from those of current faculty. The article reports on empirical assessments of preferences for 320 discrete tasks in the academic role by accepted graduate school applicants and younger and older faculty.
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This paper was presented at the 17th Annual Meeting of the Association for Institutional Research, Montreal, Canada, May 9, 1977. The research was supported by a grant from the Fund for the Improvement of Postsecondary Education, Department of Health, Education and Welfare.
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Bess, J.L. Anticipatory socialization of graduate students. Res High Educ 8, 289–317 (1978). https://doi.org/10.1007/BF00976801
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DOI: https://doi.org/10.1007/BF00976801