IEEE Transactions on Professional Communication Sep 2025 Open Access

Professionalizing Researchers: Mapping and Visualizing Doctoral Engineering Student Identity Development Through User-Experience (UX) Methods

Jason Tham Texas Tech University ; Diego A. Polanco-Lahoz Texas Tech University ; Madison Hanson ; Jennifer Cross Texas Tech University ; Mario Beruvides

Abstract

Background: Responding to current research gaps in the investigation of researcher identity development among graduate students, we implement a longitudinal study, powered by user-experience (UX) methods, to document engineering doctoral students’ identity formation. Literature review: Identity formation in novice engineering researchers, such as doctoral students remains underexamined. A process-oriented approach to studying researchers’ identity development may yield useful theoretical and programmatic insights. UX methods offer visual and qualitative approaches to the understanding of student experiences by revealing their identity formation journey over time. Research questions: 1. How can UX methods like persona building support studies of researcher identity development? 2. How can the insights generated from longitudinal UX methods inform graduate program design and assessment? Methodology: Twenty participants were recruited from an industrial engineering department at an R1 university. Data were collected via surveys, qualitative interviews, and journey mapping. Analysis methods, informed by a phenomenological perspective, included persona building and collaborative affinity diagramming. Results: Seven distinctive personas were created to represent identity formation experiences influenced by learning modality, attitude, program stage, and prior experience. Theoretical conclusions and opportunities for academic programming emerged from affinity diagrams. Conclusion: Doctoral engineering students’ researcher identity formation presented implications for theory and curricular design. UX methods offered benefits to qualitative research that can support cross-disciplinary efforts.

Journal
IEEE Transactions on Professional Communication
Published
2025-09-01
DOI
10.1109/tpc.2025.3586424
CompPile
Open Access
OA PDF Hybrid
Topics
curriculum design graduate education collaborative writing assessment empirical research qualitative research
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