Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33 (1), 5-17. https://doi.org/ 10.1080/0158037X.2010.515569
The study mainly focused on stage 2 of the doctoral student experience; that is, the transition that doctoral students undergo to become independent scholars. After a student complete their coursework in the US and they pass their candidacy exams, they are supposed to begin their dissertation proposal in stage 2. During this stage, a student is expected to develop a network that will shape their identity development in line with their doctoral studies.
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The data collection method used was interviewing, where 31 students pursuing their doctoral studies, most of them being at stage 2 of the study, while others had just completed stage 2 were involved. The students interviewed were from both genders and different ethnic backgrounds. The interview protocol focused on various aspects, including what they experienced, the underlying challenges, goals of performance, types of support they receive, and identity while in school. The main purpose of the study was to provide insights on key relationships and their influence on the identity development process during stage 2 of doctoral studies. From the study, it is clear that the relationships that develop could have both potentially positive and negative effects that are associated with it. All the same, these interactions are useful as the students in determining how they can successfully transit through stage 2 to become independent scholars. The study provides useful information concerning how doctoral students can transit through the stages of their education to achieve identity and become more independent. However, the research did not consider the disciplinary differences in the transition process, which could have provided many insights regarding the transition process to be more independent scholars. Furthermore, it did not acknowledge the fact students have varying needs, and therefore, their transition through the stages of doctoral studies could also be varying.
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education , 32 (3), 383-406. https://doi.org/10.1353/rhe.0.0075
The article elaborates on what doctoral education implies. It acknowledges that around half of those who enroll in doctoral education never complete their studies. Therefore, from the article, it is imperative to put into perspective what it means for one to attain doctoral education successfully. Its main aim is to ensure that the ambiguity that is there regarding being successful in doctoral education is resolved. The participants were thirty-eight faculty members drawn from seven disciplines in a research-based institution. They were interviewed to give their views on what they had experienced in their doctoral education. The study revealed that there are various outcomes through which students are assessed. At the beginning of the coursework, the students’ academic achievements are normally assessed, which is the criteria that are used to admit students to pursue their doctoral studies. However, as students continue with their studies, academic performance cannot be relied upon as a measurable difference in students as their performance is normally expected to remain high. The study also established that retention is another criterion that is used to measure success in doctoral studies. Various factors contribute to retention in the studies, including financial support, integration into programs, and feeling of psychological and cognitive inadequacy, among other related factors.
The study also found out that degree completion is another measure that could be used to indicate success in doctoral studies. Not all those who enroll for these programs complete. Depending on the disciplines that one is, the completion rates are quite different. Scholars undertaking science, technology, and engineering courses were reported to have a higher completion rate than those in social science. Ultimately, competencies achieved from pursuing doctoral studies were reported as another aspect that could be used to measure success in doctoral education. The findings from this research are important because they help in understanding the various indicators that could be used to measure success in doctoral studies. As such, it helps in coming up with policies that will ensure that students are facilitated in their doctoral studies to avoid the situation where they do not complete their studies. Unfortunately, this study did not conduct a comparison among several institutions, which could have helped in bringing more insights into the situation and provide more reliable data.
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education , 20 (4), 545-564. https://doi.org/ 10.1080/15236803.2014.12001807
This study focused on examining socialization and professional identity construction process among students who involve in conducting public affairs research. In order to accomplish the study objectives, the study used a multi-level model that was used to examine the process through which individuals go through to become professional researchers. This model examines how the interaction with teachers in the faculty helps in building on the skills that students will need to sharpen their research skills. Further, it also examined the roles that students play in ensuring that they can acquire the required skills. For this study, 27 students from universities across North and South America and Europe, were interviewed. It established that mentoring played a key role in preparing them in their future careers in research work. Through mentoring, one is not only offered career advice, but they are also able to be provided with the psychological support that they need to be successful in their doctoral studies.
On matters of professional identity, the study revealed that for one to be able to identify in a particular field of specialization, then they must possess the skills and competence that are needed to be successful in that particular field. One needs diverse networks of professionals who will give the needed support and information that one will use to build on their skills and become more competent. As the participants discussed how they are building their professional identity, multiple mechanisms were able to reveal. These include institutionalized socialization, faculty mentoring, and student proactivity. Overall, the study concluded that all three are vital in helping build on professional identity. If all of them are implemented, then they will complement each other and will have a greater impact on professional identity development. However, from this study, it was established that programs have not developed in a way that they formally recognize and value the role that informal advice could play in contributing to developmental support. It would be crucial to recognize them since they contribute positively to the developmental relationships and professional identity.
References
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5-17. https://doi.org/ 10.1080/0158037X.2010.515569
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406. https://doi.org/ 10.1353/rhe.0.0075
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564. https://doi.org/ 10.1080/15236803.2014.12001807
