Figure 1
Dimensions of the PE Fit framework as operationalized in this study.
Table 1
Interview topics across the interview sequence.
| INTERVIEW # | TIMING | TOPICS OF DISCUSSION |
|---|---|---|
| 1 | 1 month pre-program | Prior research and global experiences, expectations, concerns, understanding of research processes, career goals |
| 2 & 3 | Mid-program | Both Cohorts – Research experience to this point, achievements, challenges, lessons learned, goals for remainder of summer |
| Cohort 1 – An extra interview was conducted after a major fieldwork experience which focused on fieldwork challenges and learning | ||
| 4 | 1 month post-program | Overall research experience, transition back to school, learning outcomes, significant experiences, career goals |
Table 2
Categories of Significant Experiences Identified Across Student Narratives.
| CATEGORY | DESCRIPTION | PARTICIPANT NUMBER1 | ||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||
| Project Management & Leadership | Students lead or manage their own project or observe the planning/leading of a project by a mentor or peer. | X | X | X | X | |||
| Learning How to Do Research | Students learn about the process of doing research and/or develop independence in carrying out that process. | X | X | X | X | X | X | |
| Mentoring & Relationships | Students develop relationships with a mentor or other researchers, or struggle to form these connections. | X | X | X | X | X | ||
| International Experiences | Students experience benefits and challenges of the international work environment or interact with local culture. | X | X | X | X | X | X | X |
| Fieldwork | Students gain hands on experience of collecting data in the field, or miss out on this experience. | X | X | X | X | X | ||
| Challenges | Students struggle with research roadblocks, unwelcoming colleagues, or lack of support and communication. | X | X | X | X | |||
| Future | Students build on their experiences to reflect on their future research, international, and career interests. | X | X | X | X | X | X | X |
[i] 1 Participants 1 and 4 were graduate students and identified as men. Participants 2, 3, and 5 were undergraduates who identified as women. Participants 6 and 7 were undergraduates who identified as men.
Figure 2
Summary of PE Fit constructs as they appear across narratives.