Graduate Studies, UNL

 

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

First Advisor

Logan Perry

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Jena Asgarpoor, Jessica Deters, Mary Zeleny

Department

Engineering

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy (Ph.D.)

Major: Engineering

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

This dissertation explores the transformative learning experiences that early-career engineering faculty recounted from their doctoral and postdoctoral training and how these experiences shaped the development of non-technical competencies essential for academic success. Grounded in Mezirow’s Transformative Learning Theory (TLT) and the Competency-Based Professional Development Framework (CBPDF), the study examines how reflection and shifts in frames of reference supported competency growth and faculty readiness. A qualitative holistic single-case study design was employed. Data sources included semi-structured interviews with early-career engineering faculty and program learning objectives drawn from graduate handbooks. Data analysis was both deductive and inductive guided by Mezirow’s ten phases of TLT and the CBPDF domains, while allowing insights from both data sources to reveal additional non-technical competencies beyond the original framework. These included communication, personal development, teaching, research, management and organizational, mentoring and feedback, interpersonal conflict-management, and political and ethical competencies. Findings showed that participants experienced interconnected personal and professional learning transformations involving independence, adaptability, identity formation, and collaborative learning each characterized by critical reflection, adaptation, rational discourse and reintegration. Participants described becoming more self-directed and resilient while developing scholarly confidence, mentoring capacity, and a reflective academic identity. This study links transformative learning processes with non-technical competency development, emphasizing that preparing future engineering faculty extends beyond disciplinary mastery. It calls for doctoral and postdoctoral programs that intentionally integrate mentorship, reflection, and competency-informed training practices to cultivate adaptable, self-aware, and relationally competent graduates prepared for the multifaceted demands of academic life.

Advisor: Logan Perry

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