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• W2034172397 abstract "In order to be successful in the competitive job market of the 1990s, today's graduate student in German must become professionally active early in his or her graduate career. While foreign language departments have lost tenure-track positions (Huber, Changes), graduate programs in German continue to produce a surplus of Ph.D.s (Huber, MLA's 1993-94 Survey). Thus, competition for even temporary appointments is tight. But what does it mean to become professionally active? Are graduate students aware of what it entails to become a member of the professoriate? Is it accurate to presume that most are interested in a career in higher education? If most do plan to pursue such a career, to what extent are German departments across the country preparing the students for the academic triad of teaching, publishing, and service? These are some of the basic questions we asked graduate students in a survey on their own professional development. 1 The topic of professional development of graduate students in German has received considerable attention in recent years, yet we hear primarily from tenured, established members of the profession whose knowledge about professional preparation of the German graduate student population is based largely on personal experience in their own departmental situation. Our aim in designing this survey was to give a voice to the graduate students themselves and shed light on the national situation. Based on the results of our nationwide survey, this paper profiles graduate students' understanding of what being a member of the professoriate involves. In addition, it discusses to what extent German departments across the country are training graduate students for quality teaching, publishing and an understanding of university service early enough to assure their survival on the job market as well as in the academy. Two points must be clarified from the outset. First, this survey reports graduate students' perceptions of their own professional development. It should thus be seen as a gauge to understanding how these graduate students see their career preparation. Their perception of their own needs for professional development may not correspond to how others (e.g., advisors, departments) view necessary preparatory activities, relationships, and goals. Second, the age of the data is a factor which must be acknowledged briefly; however, we do not believe that age diminishes relevance. We hold that the circumstances at many university graduate programs have not changed so drastically in the past three years as to discount the perceptions of respondents who may still be enrolled in graduate programs or who are just entering the job market. Further, while the academy has paid increasing attention to professional development since the time this survey was taken (e.g., sponsored sessions at national conferences, articles in profession-related journals), such discourse remains either inaccessible or undiscovered to those whose faculty advisors do" @default.
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• W2034172397 date "1998-01-01" @default.
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• W2034172397 title "German Graduate Student Professional Development: Report on a Survey of Perceptions (1994-95)" @default.
• W2034172397 doi "https://doi.org/10.2307/3531448" @default.
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