LIFE EXPERIENCES OF DISSATISFIED SCIENCE AND

ENGINEERING GRADUATE STUDENTS IN TAIWAN

Yn-Nii LIN
Center for Teacher Education
Graduate Institute of Learning Services
National Tsing Hua University

The purpose of this study was to describe the life experiences of

science/engineering students who had been dissatisfied with their
lives during graduate school in Taiwan. This study adopted a
qualitative method of phenomenology utilizing in-depth inter-
views for data collection. Thirteen male and five female students
with an average age of 24.85 participated in this study. Twelve
participants were enrolled in master's programs and six partici-
pants came from doctoral programs. The two themes that
emerged from the results revealed that students had a lack of
motivation and preparation prior to enrollment, and were malad-
justed to learning and life after enrollment.
Keywords: graduate student, life experience

The number of graduate schools in Tai- tural values to enroll in graduate school. As
wan has increased in the last two decades a result, they are likely to suffer from obsta-
from five hundred to more than three thou- cles, difficulties and frustrations over the
sand, and the number of students from forty course of graduate school.
thousand to over two hundred thousand Students majoring in the science/ engi-
(Ministry of Education, 2010). Seeking a neering fields have been the majority
graduate degree has become one of the of graduate students (45%) in Taiwan
major goals of Taiwanese university stu- (Ministry of Education, 2010). Sci-
dents which reflects traditional values of ence/engineering graduate students
academic achievement (Cheng, 2006). A encounter a high degree of stress (Liu,
majority of Taiwanese students pursue a 2007) and half of the students self-evalu-
graduate degree, which makes them more ate as having poor health during the
competitive in the job market (Cheng, semester (Lin, 2005). They spend much
2006). time in labs on their research projects, suf-
As the number of graduate students fering from extended fatigue, and
grows, so too does a dropout rate, now experience fierce competition which may
more than 10% (Ministry of Education, trigger physical and psychological dis-
2010), which indicates that a certain num- comfort or stress symptoms. Light
ber of graduate students are not coping symptoms include poor academic perfor-
with graduate school well. One of the main mance and/or experimental results; and
reasons for this might be a lack of clarity severe symptoms include insomnia,
of interest, career plan, and occupation anxiety, depression, frustration, or psy-
before enrolling in graduate school. These chological disorders, violent actions,
graduate students maybe under the pressure self-inflicted injuries, or suicide. In order
of parents, elders, peers, and/or sociocul- to further comprehend students' obstacles

51
52 / College Student Journal

and issues in graduate school, this study lems and stress (Hyun, Quinn, Madon, &
focuses on science/engineering students Lusrig, 2006). Palios et al. (2005) investi-
who have been dissatisfied with their grad- gated 219 graduate students, and
uate school experience, describing their discovered that 53% of graduate students
life experiences to reveal the difficulties reached a standard of emotional distur-
during their graduate school tenure. bance, revealing anxiety, insomnia,
depression, a lack of energy and social dys-
Literature Review of Graduate Students function, de Meis et al. (2003) reported
According lo research in Taiwan, aca- that 21% of 118 participants participated
demic stress was the top Stressor among in at least one treatment with a psychiatrist
graduate students, and most employed or had at least one counseling session.
problem-solving strategies to cope with In addition, graduate students juggled
stress (Aiou, 2005; Huang, 2006). About several other roles, and tended to have even
40% of Taiwanese graduate students rated higher stress levels (Dearing, Maddux, &
themselves as being in poor health and Tangney, 2005). Master's students report-
self-evaluated anxiety as their most severe ed that their workload was time-consuming
psychological problem (Huang, 2006). Lee and entailed both completing and think-
(2005) investigated 2144 new graduate stu- ing continually of their work, thereby
dents and found out that prevalence of limiting lime for interacting with others
tiredness in male students was 45.8% and (Haworth, Reardon, & Conrad, 1998).
in female students was 48.9%. Yeh (2005) Graduate students devoted time and ener-
reported on obstacles in graduate school, gy to study and research, and less time and
including insufficient stimuli and energy was spent in stress-relief activities,
resources, heavy-loading of academic increasing theirriskof suffering from phys-
work, financial stress, peer relations, stress ical and mental symptoms (Calicchia &
of part-time jobs, limited course options, Graham, 2006).
poor time-management, poor relations with Graduate students reported feelings of
professors, isolation, fmstration, and a lack low self-esteem, low self-confidence, and
of an intimate partner for sharing. Half of undervalued when experiencing failures
the graduate students were in poor health or obstacles to their desired goals (Long-
near the end of each semester, and viewed field, Romas, & Irwin, 2006). Graduate
friends/peers as the most important sources students had to treat these unknown and
of support (Hsu, 2003). challenging areas of academia while being
Scrutinizing the literature of other coun- plagued with loneliness, isolation, confu-
tries, graduate students were inclined to sion, stress, excessive workloads and tight
feel stressed about time-management, feel finances (Weidman, Twale, & Stein, 2001).
time-pressured in study and research Graduate students claimed an alarming
(Peters, 1997). Half of graduate students lack of systematic professional develop-
suffered from emotional problems and ment opportunities, minimal feedback and
stress, and more than half of students knew mentoring from faculty, and few opportu-
at least one colleague with emotional prob- nities for guided reflection (Austin, 2002).
 Dissatisfied Science and Engineering... / 5 3

In summary, a rapid increase in the Furthermore, graduate students major-

number of graduate students brings an even ing in science/engineering tend to have
more competitive atmosphere to higher researching and practical personality types,
education in Taiwan. The limited literature according to typology theory proposed by
in Taiwan employs mostly surveys and sta- Holland (1992). Students in sci-
tistical data to investigate graduate ence/engineering fields reveal the
students' problems, Stressors, and/or cop- following qualities; logical, reasoning,
ing styles (e.g., Aiou, 2005; Chang, 2005; innovative, analytical, critical, and rational
Hsu, 2003). Existing studies show that Tai- (Holland, 1992). These students tend to
wanese graduate students reveal a high think scientifically and logistically, and are
degree of stress in role expectations of strong in abstract thinking and reasoning.
being a graduate student (Lin, 2005), in In summary, science/engineering
self-development and self-expectations majors are nearly half of all Taiwanese
(Hsu, 2003), or in academic leaming (Aiuu, graduate students. Unfortunately, there is
2005; Chang, 2005; Huang, 2006). a dearth of research in this area. Students
in science/engineering fields reveal high
Characteristics of stress levels (Lin, 2005; Liu, 2007), par-
SciencelEngineering Majors ticularly on role expectations of being a
In the science/engineering field, rnen graduate student (Lin, 2005) or academic
have been the majority of the population leaming (Liu, 2007). A higher than 10%
and have played a dominant role. As a dropout rate indicated that a certain num-
result, there is an atmosphere of mascu- ber of graduate students are not coping
line competition and a hierarchy of with graduate school well. Therefore, this
authority in science/engineering field (Han, study aims to describe the experiences of
2009). Most graduate students majoring science/engineering students who have not
in science/engineering have to conduct been satisfied with their lives over the jour-
experiments in labs. The majority of stu- ney of graduate schools.
dents work closely with members in the
lab to work on experimental projects seek- Method
ing academic breakthroughs. Graduate Students' life experiences are viewed
students in engineering must have a proac- as holistic, complex and context-bound
tive attitude in leaming and cooperate with phenomena. Phenomenology is viewed as
their lab team to cultivate their professional a way of exploring lived experience-the
abilities (Liu, 2007). Generally, the sti-es- actuality of experience from the inside
sors of science/engineering graduate (Oshome, 1994). It reveals how students
students mainly come from academic describe their experiences over the years
leaming, experimental research, financial of their graduate career.
conditions, and time-management (Lin,
2005).
54 / College Student Journal

Participants She maintains an open attitude and listens

The eighteen participants were full-time carefully with a nonjudgmental manner
students between the ages of 22 and 30, during interviews.
with an average age of 24.85. Three were
from atomic science, 5 were from science, Data Collection
7 were from engineering, and 3 were from Only those who were not satisfied
the electronic and information college; 13 would qualify as participants. The study
of the students were males and 5 were adopted the snowballing method. The inter-
females; 6 were doctoral students and 12 viewer selected the first participant based
were master's students. Participants were on the above criteria, and upon comple-
enrolled in a science/engineering-orient- tion of the first interview, the participant
ed and research-based university with over recommended the next one. This process
12,000 students. The university has went on until the conclusion of the 18th
roughly 700 faculty members and 300 staff participant to reach data saturation.
and slightly more than half of the total The interview questions included:
students are graduate students. The sci- Please describe your life experiences in
ence/engineering students make up nearly graduate school. Could you please describe
85% of the graduate students at this uni- obstacles, problems, and/or difficulties you
versity. encountered in any part of your life while
Criteria of selecting the participants studying in this graduate school? What fac-
included: () At least one and a half years tors impaired or interfered with your
in a master's or doctoral program major- learning and/or development in graduate
ing in science or engineering, (2) school? For prospective and/or first year
Open-minded and willing to share experi- graduate students in your program, what
ences, and (3) Evaluated their degree of kind of advice would you give them on
overall satisfaction in graduate school on ways to prepare for and/or spend their grad-
a Likert scale (1= highly unsatisfactory to uate school years? The focus of the
5= highly satisfactory), as a 1 or 2. Since interview was on the characteristics of the
the interviewer intended to collect rich obstacles, difficulties, and frustrations
experiences from the graduate students, experienced by graduate students. Audio-
she asked the participants to self-evaluate taped interviews were transcribed into
their level of satisfaction with their grad- verbatim transcripts.
uate school life.
Data Analysis
Interviewer The author was the data analyst. Pro-
The interviewer has a master's degree cedures for data analysis proposed by
in counseling, and has completed courses Creswell (2009) were adopted. The analyst
including qualitative research, interview (1) organized and prepared the data for
skills, and research methodology. She con- analysis which involved transcribing inter-
ducts pilot studies to sharpen her skills. views, reviewing materials, typing up field
 Dissatisfied Science and Engineering... / 5 5

notes, and sorting the data, (2) read through cated the discussion with the essence of
all the data to obtain a general sense of the shared experiences, provided detailed
information, reflected on its overall mean- descriptions of the setting, offered various
ing, wrote notes, and recorded general perspectives about a theme, and generat-
thoughts about the data, (3) began detailed ed faithful and rich findings; (4) initiated
analysis utilizing a coding process by orga- self-reflection to create an open and hon-
nizing the materials into segments, (4) used est narrative and to contemplate how the
coding to generate a description of the set- interpretation of the findings could be
ting or people as well as the categories or shaped; (5) presented negative or dis-
themes involving a detailed rendering of crepant information contradictory to the
information about people, places, or events themes; and (6) spent a prolonged period
in a setting, (5) built additional layers of of time in the field, developing an in-depth
complex analysis and shaped themes into understanding of the phenomenon. More-
a general description in phenomenology, over, a peer de-briefer was invited to review
and (6) went beyond description and theme and ask questions, and an extemal auditor
identification and into complex theme con- was employed to review the entire project.
nections.
Criteria of credibility, dependability, Results
confirmability and transferability proposed Two themes of motivation to pursue
by Lincoln and Guba (1985) were adopt- graduate education and obstacles encoun-
ed in this study. The analyst employed tered over the course of graduate school
strategies proposed by Gibbs (2007). The emerge from data analysis and are elabo-
analyst (1) documented the steps of The rated below. Excerpts from the participants
procedures and set up a detailed protocol are quoted to support the themes.
and database; and (2) checked transcripts
to ensure accuracy, constantly compared Motivations for Graduate Education
data with the codes and wrote memos about A trend in graduate education. Most
the codes and related definitions. Strategies participants mentioned uncertainty about
proposed by Creswell and Miller (2000) their preferences or interests, as well as
were also adopted. The analyst (1) trian- the career after university graduation. They
gulated different data sources by examining simply followed the footsteps of their fel-
evidence and built a coherent justification low students to take graduate school
for themes accordingly; (2) employed entrance examinations and were lucky
member checking to determine the accu- enough to be admitted. What awaited the
racy of the findings through taking the students, however, were the pressures of
report, specific descriptions or themes back leaming and experimental research. They
to participants to determining whether the took no interest in their field of study, and
content was accurate; (3) utilized rich felt dissatisfied with their life in graduate
descriptions to convey the messages, school.
brought readers to the setting, communi-
56 / College Student Journal

/ didn 't give it much thought when their opinion, were rigid in this regard and
I decided to take the graduate posed many restrictions. Transferring to
entrance exam. Back then, the only another research field would probably
thing on my mind was to study and delay graduation, and some students were
sit for the exam. I just followed oth- not sure what area was more suitable for
ers' footsteps without thinking too them. The sole intention of the participants
much. was to finish their degrees and enter the
As they embarked on graduate study, job market as soon as possible.
they came to realize, their lack of judg- I know I'm not cut outfor it (the spe-
ment and understanding of themselves and cialized area), but I don't know
the professional areas, and felt a sense of where to go. In graduate school, I
rejection toward their field of study. am supposed to probe into a prob-
I'm a quite green person ana I like lem deeply. The more I get involved,
to do recycling. So I really feel bad the more I feel it is not suitable for
about making so many plastics in me. I'm not happy and don't get a
the lab (during experiments). It's sense of achievement doing experi-
harmful to the environment. I would- ments.
n't do it if I had a choice, but the A seemingly acceptable option. Some
experiment was necessary for grad- of the participants acknowledged that the
uation . ... I realize I don't like this fields of study they selected were seem-
area only after the experiments. ingly safe, acceptable options in the first
An advantage for future careers. Well place. Nevertheless, they did not fare well
aware of their disinterest in their major either in studies or lab work, and were mal-
field of study, the participants in this cat- adjusted to graduate education. Like
egory forced themselves to opt for graduate graduate students in the above categories,
studies on the grounds that a degree would these participants faced various difficul-
facilitate employment, a higher salary, and ties and obstacles, developed a strong sense
social recognition. of discontent toward graduate life, and
It's allfor the degree. The two years went through the following negative expe-
ofpain would be nothing once I get riences most of the time.
it and start making money. I believe
everything will beftne when I finish Experiences of Problems, Obstacles, and
my thesis and get the degree. / think Difficulties Encountered After Admission
many people are going to graduate Insufficient research capabilities.
school for a better job like me. Learning methods at the university gave
Lacking interest in their major course- way to a new learning style for the stu-
work and research areas, most of the dents once the participants began their
participants considered switching to other graduate studies. Large amounts of read-
programs but failed to take actions to do ing were required to explore and internalize
so. The university and the department, in professional theories and knowledge. Then,
 Dissatisfied Science and Engineering... / 57

the students made attempts to develop a ting into or staying in the laboratory, lead-
thorough understanding of what was ing to slow progress, unproductive results,
absorbed to appreciate and analyze the and a lack of team identity.
existing literature, and, ideally to seek inno- Institutional problems were also men-
vations. It was also essential for students tioned. For instance, latecomers had to take
to enhance their skills of communication over projects from the graduated or depart-
and discussion, presentation and public ing students instead of choosing a research
speaking, documentation, and thesis writ- topic of one's own accord. The successors
ing; to translate theories and ideas into could not help but fed resigned and strug-
concrete, practical experimental steps and gled if the project did not proceed as
to test hypotheses and answer research expected. In addition, stresses or conflicts
questions; and to become familiar with the were frequently induced because tasks and
instruments and procedures involved in the resources in the lab were not assigned
experiment. Difficulties were often encoun- equally.
tered along the way, thereby upsetting and It's very unlucky for me to have to
frustrating the participants. take over the (senior student's unfin-
Some participants had difficulty break- ished) experiment. It is barely
ing through blocks encountered during the workable. I have to start it all over
process of leaming or in experiments. Tliey again! It is quite a problem for me.
became susceptible to the feelings of An unpleasant atmosphere in the labo-
dispiritedness, loneliness, distress, £ind ratory was considered unanimously an
helplessness when left to seek potential outright disaster. Continued clashes among
solutions on their own without assistance team members led to faction and uncon-
from teachers or fellow students. structive competition. The feelings of
Its hard to fix research blocks and oppression, being treated unfairly, or a sti-
it's no use asking senior students for fling, indifferent atmosphere in the
help. I would feel helpless when it laboratory tended to generate distress, frus-
happened... I am on my own, and tration, and anger, and sometimes caused
the experiment makes only limited anxiety, or depression symptoms.
progress when nobody can help out. / was allergic to the solvent. My
Undesirable/undisciplined lab envi- immune system was weakened. I kept
ronment. An undesirable lab environment getting mouth ulcers and couldn 't
was noted by some participants, including sleep well... I wondered if my aller-
a narrow cramped space, bad lighting, nois- gic reactions indicated that I didn 't
es, air pollution, or toxic chemicals. like this lab.
Students took tums using lab equipment Unsupportive or unskilled advisors.
due to insufficient laboratory space and Some participants pointed out that their
instruments, and had no reserved advisors were too busy to look after them;
computers, seats or lockers. All of these others noted advisors' incompetence. Frus-
disadvantages prevented students from get- trated and discontented, they could only
58 / College Student Journal

live with the situation, regretting their such as a certain amount of articles pub-
choice of advisors, and feeling disap- lished in first-rate periodicals. The
pointed and uncertain about their study. participants were therefore under extreme
Professors' unequal treatment, including pressure to meet this criterion.
improper assignment of tasks, resources, He (the advisor) wouldn't let me
or credits for research participation, and submit my paper before the experi-
difficult behaviors such as quick temper, ment was perfectly done. He asked
stubbom demeanor, or lack of compassion, us to aim for Science, the top-notch
added to the strain on their students. journal... Quality papers to be
/ couldn't get much information accepted by renowned journals
about the professors, so I ended up (before graduation), it was very hard
having the wrong person as my advi- for me (to accomplish it).
sor. It's like stepping into a mine Structural problems of the insti-
zone... He (advisor) couldn't give tuteI university. Structural problems of the
me advice on my research. I meant university or the institute were put forward
to change advisors in the first place, during the interviews. Some professors,
but things would get complicated if for instance, failed to provide adequate
I did so. Well, I would tough it out guidance or leaming resources for students'
somehowl experiments given the number of advisees
Inappropriate leadership style of the he/she took on. Insufficient space, fund-
laboratory leader. Due to professors' tight ing, equipment, or other resources
schedules, the laboratory was often under interfered with the progress and outcome
the charge of post-doctoral or senior doc- of experiments. Moreover, once admitted,
toral students, whose inappropriate students had to choose an advisor and hegin
leadership or management, such as ill-tem- working in the lah, which often led to hasty
pers, poor communication skills, and decisions without prior knowledge of the
domineering, harsh attitudes toward late- subfields of their research areas, the char-
comers, would contribute to the students' acteristics of the advisors, or the lab
dejection or sadness, and lead to a tense, environment. Thus, adjustment problems
stressful working condition. arose when students discovered that they
The leader (senior doctoral student) did not feel comfortable with their advisors,
asked me to spend at least six days lah leaders or the lab environment. Con-
a week, twelve hours a day in the sidering the strict regulations regarding
lab. He used to say I showed up changing majors or complex scenarios that
late... and didn't let me go home on might entail if one sought to change an
Saturdays. It's really unbearable, advisor, the students indicated they would
unacceptable. rather try to live with the current situation.
Unrealistic expectations from the advi- The above conditions were regarded by all
sor/department. Some advisors set a the participants as excmciating experiences
relatively high standard for graduation. in their graduate career.
 Dissatisfied Science and Engineering... / 5 9

How many students can a professor riences in graduate school included insuf-
take on? Is the laboratory big ficient research capabilities or blocks
enough to accommodate the stu- encountered in experiments, an undisci-
dents? ...I don't see why professors plined/undesirable lab environment or
take so many students when they unsatisfying interpersonal relationships,
can't offer a good learning envi- unsupportive or unskilled advisors, inap-
ronment and enough guidance. propriate leadership style of the lab leaders,
Heavy workload and the resulting unreasonably high expectations from advi-
work-life imbalance. The participants sors or the graduate school, structural
devoted most of their time and effort to problems of the institute and university, as
experiments while working as a research well as a heavy workload and the result-
or teaching assistant (RA or TA) to cover ing work-life imbalance.
their living expenses. The experimental
research and the RA or TA tasks made Discussion
them feel pressed for time. Their lives were Discussion of the life experiences in
typically confined to the lab, classrooms, graduate school for science/engineering
department offices, library and dormitory. students includes motives and preparation
With less exposure to people and activi- prior to enrolling, choices and adjustments
ties outside campus, they were vulnerable after enrolling, the graduate school system
to body and mind imbalance, depression, and patriarchal culture in Taiwan.
anxiety, or other symptoms of stress.
A very small social circle is a com- Motives and Preparation Prior to Enrolling
mon problem of science/engineering Prior to enrolling in graduate school,
majors. My life is practically limit- the participants did not fully understand
ed to the lab... Everyday it's like their own interests or specialties. They did
doing lab work, going to classes, not show an interest in or even understand
having meetings with the advisor or their major field. The majority of partici-
lab leader, and going back to the pants indicated that they attended graduate
dorm. Few interactions with people school for better employment opportuni-
outside the campus... What I have is ties, a higher social status or parents'
a boring, limited social life. expectations. The results echoed the find-
In conclusion, the dissatisfactions of ings that some Taiwan students enrolled
the participants with their graduate life in graduate schools for utilitarian reasons
involved the two aspects of motivations or to meet other people's expectation (Yeh,
for admission and obstacles encountered 2005); Taiwanese tended to believe that
during graduate school. Regarding moti- higher education meant better job O])por-
vations for admission, some participants tunities and a higher social status; pursuing
confessed that they merely followed the a higher level of education was highly
mainstream while others considered a mas- emphasized in Taiwanese society (Cheng,
ter's or doctoral degree a plus for career 2006).
prospects. The students' reported life expe-
60 / College Student Journal

The participants were not clear about schools of science/engineering (Han,

their specialties, interests, desired lifestyles,
2009). The vertical power hierarchy in labs
life goals, and future career plans when made it hard for newcomers to express
studying at the university. Consequently, their feelings openly as they were aware
these students were not able to work toward that they were at the bottom of the hierar-
goals, develop abilities, integrate short- chy while their thesis advisors were the
term goals, establish meaningful long-term authority of the lab (Han, 2009).
goals, confirm a career path, make use of Participants in this study had not been
specialties, and achieve goals as suggest- satisfied with the quality and quantity of
ed by Chickering and Reisser (1993). The time spent by advisors or lab leaders on
study results supported that if students instruction. Thus, they tended to feel fms-
enrolled in graduate schools did not fully trated and helpless. The results responded
understand their personal interests, needs, that students thought some advisors were
learning goals, and career development too busy to provide guidance to students,
plans, the stress of studying in graduate or some were not capable of being an advi-
school would most likely bring them frus- sor (Aspland, Edwards, & O'Leary, 1999);
tration. They would possibly have a higher some graduate students claimed that they
incidence of experiencing pain and stress gained minimal feedback and mentoring
in leaming and their lives. from faculty, and few opportunities for
guided reflection (Austin, 2002). The
Choices and Adjustments after Enrolling research findings echoed that a good stu-
Choices of thesis advisor and lab. Upon dent-advisor relationship as the foundation
notification of admission, participants for student learning in graduate school
mshed into the decisions of choosing their (Yang, 2000) and a lack of positive inter-
thesis advisors and labs. They were afraid action with advisors was the primary
that the student quota of professors would source of stress for graduate students (Yeh,
be filled if they acted slowly. However, 2005).
these rush decisions oftentimes did not In addition, most participants in this
meet the students' expectations or needs. study were not satisfied with the leader-
They felt it was difficult to switch to other ship and management style of lab leaders,
advisors because of the culture of gradu- especially when the leaders adopted an
ate schools, and the mutual understanding authoritative management style, setting up
among professors. This result was in line rigid rules such as lab-opening hours,
with the findings of prior studies that grad- experiment topics and schedules. This
uate students and thesis advisors had an inflexible management style oftentimes
unbalanced power status, and it was a taboo triggered the stress of graduate students
for students to change to a different thesis and led to accumulated negative emotions.
advisor after the initial decision (Chuang, When lab members lacked personal inter-
2008). Meanwhile, this was also consis- action, care, and communication, the lab
tent with the patriarchal culture in graduate atmosphere became indifferent and isolât-
 Dissatisfied Science and Engineering... / 6 1

ed, and as a result, the students were not (Lin, 2005; Liu. 2007); time pressures, the
willing to work in the labs. large amount of time devoted to academ-
To summarize, as highlighted by Liu ic work or lab research, the uncertainly in
(2007), participants in this study recog- new research fields, and the difficulties of
nized that the most critical task in graduate learning new technology would trigger
school was to find a good fit with their the- anxiety of science/engineering graduate
sis advisor and lab. Rush decisions would students (Han, 2009).
oftentimes lead to regret, and when it was When students did not perform well in
hard to switch to other advisors or labs, experiment and research, they felt stress-
high stress and psychological disturbances ful and frustrated, and revealed low
would occur. self-confidence and low self-esteem. The
Learning methods and research capa- finding reflected the academic perfomiance
bility. Graduate students experienced of graduate students was related to their
time-management pressures and often self-worth (Crocker, Sommers, & Luhta-
stayed up late to finish assignments, con- nen, 2002); those with better academic
duct lab experiments, and prepare for performance had higher self-worth, self-
exams. They acquire new knowledge, crit- esteem, and self-confidence (Longfield,
ical thinking, and innovation; and convert Romas, & Irwin, 2006). In summai-y, the
knowledge to practice, experiment design participants of the study were not able to
and operation. The findings were consis- reveal desired academic abilities or per-
tent with results of previous studies formance, or unable to effectively develop
showing that graduate students had to capacities in thinking, analysing, reason-
acquire accurate information, develop ing, and experimental design and
learning strategics, enhance comprehen- operations, and thus faced difficulty and
sion of new knowledge, and improve frustration in graduate schools.
effectiveness of learning and experiments Adaptation and adjustment. The par-
(Yang, 2008). Also, reflecting Liu's (2007) ticipants spent the majority of their time in
findings, the participants in this study lab research. They devoted most of their
pointed out that they felt it was too diffi- time and effort to experiments, and tend-
cult to reach the high criteria set by their ed to ignore other aspects of life. This
thesis advisors or lab leaders. echoed the finding that graduate students
Participants felt frustrated, anxious, had less time to devote to a social life or
depressed, and helpless when spending other stress-relief activities (Calcchia &
much time in experiments and having dif- Graham, 2006). Moreover, the participants
ficulty in solving problems of their lab claimed that the learning and lab experi-
research. The results correlated with pre- ences were quite tough, and that their
vious findings that graduate students in self-adjustment, and problem-solving skills
science/engineering spent many hours in seemed not sufficient to deal with prob-
the lab learning skills, conducting experi- lems occurred in academic learning, lab
ments, and taking on various challenges research, interpersonal problems, and/or
62 / College Student Journal

obstacles in daily life. The result support- challenges head-on and demonstrate bet-
ed the conclusion that graduate students ter adjustment and a lower degree of
should utilize effective coping strategies anxiety and confusion (Chen, 2006). Grad-
including problem-solving (Aiou, 2005; uate students who were committed to
Huang, 2006), emofion-relief (Hsu, 2003; leaming became involved in peer discus-
Lin, 2005; Yang, 2008), and seeking social sions and interpersonal interaction, and
support (Nelson, Dell'Oliver, Koch, & would demonstrate better self-efficacy in
Buckler, 2001) to strike the right balance academic performance and leaming adap-
between academic work, research, jobs, tations (Peng, 2007). In short, the
and leisure time. participants were not interested in their
Furthermore, poor interaction with lab majors and lacked motivation to learn,
members or disapproval of the leadership demonstrated lower academic commit-
style of lab leaders led to unwillingness to ment, were not willing to make efforts to
work in labs, difficulty in cooperating with solve problems and relieve stress, and con-
other lab members, and a lack of motiva- sequently were impaired in their lab
tion in solving academic problems. The research performance.
interpersonal relationships of students were
highly associated with their abilities of Graduate School System and Patriarchal
solving academic problems, which was Culture in Taiwan
consistent with priorfindingsthat peer sup- The participants thought that the power
port and cooperation wei-e helpful in hierarchy between students and advisors or
enhancing graduate students' learning lab leaders was too large to break and there
(Chang, 2005; Hsu, 2003; Un, 2005). was no flexibility in regulations and mies
Because the participants indicated that in the school and the lab. New graduate
they were not interested in their major and students were required to choose their the-
lacked motivation to leam, they had a lower sis advisor and started lab work
commitment to academic leaming and lab immediately after enrolling, and the exist-
research, and were less willing to cooper- ing graduate school system did not favor
ate with peers. This finding was in line switching advisors and labs, or changing
with the result of previous study that when majors or research topics. The research
students had less motivation to learn, they result was consistent with Han's (2009)
have lower self-commitment which findings that the power hierarchy in sci-
decreases their willingness to solve acad- ence/engineering graduate schools and labs
emic problems (Peng, 2007) and resulted was clear, and the overall culture was mas-
in poor self-efficacy in lab research (Chen, culine, authoritative, and patriarchal.
2006). This result echoed the finding that In addition, when graduate students
students' learning motives and commit- were not interested in their majors or
ment were related to self-efficacy; students research topics, they encountered difficul-
with higher academic commitment and ty in leaming theories and experimental
higher self-efficacy were able to confront design and operations in a particular field.
 Dissatisfied Science and Engineering... / 63

and they tended to accept the status quo. cautiously decide on the specialty field that
As the participants were not interested in is in line with their interests and strengths.
their major, and were frustrated by the After enrolling in graduate school, sttidents
learning process and lab research, their should get to know the teaching style and
academic performance and professional expectations of their thesis advisor as well
socialization were affected negatively. as the mies, systems, and research direc-
Moreover, they believed that their leaming tions of the lab before they make decisions.
motives were partially impaired by the Graduate students should learn to
advisors' insufficient instruction and lack effectively manage time, develop problem-
of resources or inappropriate lab rules, as solving and teamwork abilities, relieve
well as the rigid systems of graduate stress and negative emotions, and balance
schools, and the patriarchal culture and lab research and other aspects of their lives.
hierarchical control of labs. This had led Thesis advisors and lab leaders should
to a vicious circle, reducing students' moti- introduce to new students the nature, rules,
vation to learn, affecting their academic systems, and requirements of the lab. Advi-
performance, and making them depressed sors or lab leaders should help newcomers
and anxious. adapt to the new cognitive and learning
Briefly, the research results respond to styles and famiharize themselves with the
earlier studies that emphasize the impor- experimental design and operation. In addi-
tance of the learning environment on tion, professors should provide students
graduate students, including leadership, with sufficient space, facilities, and other
management, resources, policy, and the related resources in labs. Leaders should
culture of graduate schools and labs (Chen, provide a lab with a warm, harmonious,
2006; Hsu, 2002; Lee, 2003; Liu, 2007). and helpful atmosphere and assist members
Democratic policies in graduate schools in sharing resources and encouraging team
and democratic/authoritative leadership spirit. Professors and the chairman of grad-
from advisors and lab leaders could facil- uate schools should establish regulations
itate students' interactions with which are democratic and humanistic, and
advisors/leaders, leaming, and belonging- allow students to choose thesis advisors,
ness of and identity with the graduate labs, research topics freely. Furthermore,
school (Lee, 2003). students should be able to change their
minds after the initial decision without
Implications worry and anxiety.
University students should devote time Counselors should provide services
and energy to understanding their inter- facilitating self-understanding, self-iden-
ests, specialties, career plans, and future tity, and career-planning. Individual
life expectations. They should evaluate counseling, group counsehng, speeches,
carefully whether graduate school is the workshops, and panel discussions should
right choice. Once the students have decid- be held to assist newcomers to adapt to the
ed to study in graduate school, they should campus life, graduate school culture, and
64 / College Student Journal

individual lab. Counselors should offer deciding on their major, they usually have
services in the fields of interpersonal com- low motivation to learn, poor learning
munication, stress-relief, adaptation, effectiveness, or even suffer from pain,
time-management, learning strategics, test anxiety, and depression. Poor compatibil-
skills, lab experiments, thesis writing, and ity in selecting advisors and labs are highly
support groups to strengthen the capacity, related to poor adaptation in graduate
trust, communication, and cooperation school. In brief, the life experiences of
among lab members. Furthermore, regular graduate students are associated with their
psychological assessments of stress, interests, specialties, motivation to learn,
depression, and anxiety could be conducted commitment, relationships with thesis
to screen graduate students with high-risk advisors and/or lab leaders, types of cog-
factors. nitive thinking and operational skills, and
the lab atmosphere and research process-
Limitations es. In addition, the disapproval of lab rules,
The participants of the study, all graduate school systems, patriarchal hier-
enrolled in a science/engineering research archy, and authoritative controls arc
university, were dissatisfied with their lives associated with students' difficulties in pro-
during graduate school. The students were fessional socialization, learning, and
recruited through a snowball method and adaptation.
data was collected from in-depth
interviews, and tended to have a high level
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