Abstract
The research reported here explores the variance in engineering master’s degree seeking students’ graduate engineering identity (GEI) as it relates to key factors such as advisor relationships, a thesis project, a paid research assistantship, belonging to a lab, and previous research experiences. This is part of a larger study exploring engineering graduate student (EGS) experiences through motivation and identity frameworks to elucidate why some students persist in the engineering discipline. GEI includes three identity domains of engineer, researcher, and scientist with each containing sub-constructs of performance/competence, recognition, and interest. Utilizing multilevel modeling, variance between individuals and universities is found in the scientist/recognition identity domain/sub-construct for master’s degree-seeking students. Advisor relationship and research experience explain significant portions of the variance for both individuals and universities. Implications for engineering graduate programs, faculty and universities are presented.
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