50 years ago, organizational development began to work with socialization theory. It was quickly picked up and has continued as a major theoretical construct in higher education, employed most often in research on graduate retention and completion. Literally thousands of researchers have found the theory useful (See References). Retention and completion are topics which can be addressed from multiple positions, i.e.: supervisor/student relationships (Abernathy, et al, 2008; Barnes, et al, 2010; Pyhältö, et al, 2012; Vekkaila, et al, 2013), work-life balance issues (Eisenbach, 2013; Mantai & Dowling, 2015) or the varying experiences of special populations (Daniel, 2007; Ellis, 2001; Felder, et al, 2014; Hsu, 2010; McKinley & McKinley, 2011). All of them have found this theoretical base useful.
That HE currently demonstrates a distance between understanding the graduate student experience and how finances are invested for development purposes, becomes evident when you look at the results from a comparative survey on graduate student use of mobile technologies. Graduate students reported that they use their mobile devices in the following ways: 76% manage their schedules, 64% read literature for their dissertation or thesis, 59% take notes, 45% capture data, and 40% receive push notifications for degree work and attend webinars. In contrast, university administrators reported that 78% purchased learning management systems and 54% bought technology for plagiarism protection, all the rest (approximately 20% each) were investing in CRM and course repurposing, with only 14% providing data analysis tools, the only tool specifically aimed at helping graduate completion (James, 2016b).
Are there other aspects of user experience in technological settings, that HE should reconsider? This article postulates that ...