ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
The quality and quantity of talented members of the US STEM workforce has
been a subject of great interest to policy and decision makers for the past 40 years.
Recent research indicates that while there exist specific shortages in specific disciplines
and areas of expertise in the private sector and the federal government, there is no
noticeable shortage in any STEM academic discipline, but rather a surplus of PhDs
vying for increasingly scarce tenure track positions. Despite the seeming availability
of industry and private sector jobs, recent PhDs still struggle to find employment in
those areas. I argue that the decades old narrative suggesting a shortage of STEM
PhDs in the US poses a threat to the value of the natural science PhD, and that
this narrative contributes significantly to why so many PhDs struggle to find career
employment in their fields. This study aims to address the following question: what is
the value of a STEM PhD outside academia? I begin with a critical review of existing
literature, and then analyze programmatic documents for STEM PhD programs at
ASU, interviews with industry employers, and an examination the public face of value
for these degrees. I then uncover the nature of the value alignment, value disconnect,
and value erosion in the ecosystem which produces and then employs STEM PhDs,
concluding with specific areas which merit special consideration in an effort to increase
the value of these degrees for all stakeholders involved.
been a subject of great interest to policy and decision makers for the past 40 years.
Recent research indicates that while there exist specific shortages in specific disciplines
and areas of expertise in the private sector and the federal government, there is no
noticeable shortage in any STEM academic discipline, but rather a surplus of PhDs
vying for increasingly scarce tenure track positions. Despite the seeming availability
of industry and private sector jobs, recent PhDs still struggle to find employment in
those areas. I argue that the decades old narrative suggesting a shortage of STEM
PhDs in the US poses a threat to the value of the natural science PhD, and that
this narrative contributes significantly to why so many PhDs struggle to find career
employment in their fields. This study aims to address the following question: what is
the value of a STEM PhD outside academia? I begin with a critical review of existing
literature, and then analyze programmatic documents for STEM PhD programs at
ASU, interviews with industry employers, and an examination the public face of value
for these degrees. I then uncover the nature of the value alignment, value disconnect,
and value erosion in the ecosystem which produces and then employs STEM PhDs,
concluding with specific areas which merit special consideration in an effort to increase
the value of these degrees for all stakeholders involved.
ContributorsGarbee, Elizabeth (Author) / Maynard, Andrew D. (Thesis advisor) / Wetmore, Jameson (Committee member) / Anderson, Derrick (Committee member) / Arizona State University (Publisher)
Created2018
Description
This action research project was a concurrent mixed method case study design The purpose of this action research study was to begin to understand how an institution of higher education can best support creativity and innovation of university staff members. More specifically this study looked at the influence of a design thinking workshop on university staff perceived creative and innovative ability. Additionally, this study looked at the influence of individual attributes on staff creativity, and the influence of organizational attributes on staff innovation. Amabile and Pratt’s Dynamic Component Model of Creativity and Innovation in Organizations informed this study. Participants for this study were recruited from the Educational Outreach and Student Services division of Arizona State University at the Downtown Phoenix campus. Qualitative and quantitative data were collected using a Creativity and Innovation Survey (CIS) and individual interviews. The Creativity and Innovation Survey was distributed to staff before and after they participated in a two module design thinking workshop. Interviews with staff occurred after the conclusion of the workshops. In responses to the CIS and in interview staff had a strong belief in their ability to be creative and innovative in the workplace. A correlational analysis of CIS data indicated that a positive and significant relationship existed between creativity and individual attributes, as well as between, innovation and organizational attributes. Staff also expressed these relationships during interviews. The themes of collaboration, supervision, and resources each emerged from the interview data as important influencers of staff creativity and innovation. Although staff expressed there was a value in the design thinking workshops during interviews, a significant difference was not found in staffs’ perceived creativity and innovation after participating in the design thinking workshop. Implications for practice and for future research are discussed.
ContributorsMorgan, Chad William (Author) / Judson, Eugene (Thesis advisor) / Kim, Jeongeun (Committee member) / Anderson, Derrick (Committee member) / Arizona State University (Publisher)
Created2020