From Pifer and Baker’s (2016) outlook of the standard doctoral enrolment and the associated challenges, I should expect an internal identity shift. That is, I anticipate finding myself in conflict with the inertia in self-perception as a professional, which is expected to be dropped in favor of a student-like perception. I also foresee significant challenges adjusting to the academic routine during the first one or two years, contrary to the lenient one as a professional. I anticipate a hurtful transition into relative solitude or smaller social circles as I try to cultivate a new identity and routine as a doctoral-level learner. I intend to remedy such professional-to-learner shifts by establishing a strong community of like-minded peers. Kumar & Johnson (2017) advise that such small, tight-knit networks help adjust to the doctoral routine and boost productivity in the following years. Additionally, sharing in the cultural diversity of the groups is likely to sustain motivation and trigger creativity.
I anticipate significant fatigue from multitasking between conducting research, teaching, publishing, and strained social life in the knowledge creation stage. Not surprisingly, Pifer and Baker (2016) suggest that this second transition might come with yet another involuntary disintegration of identities, necessitated by “academic integration.” While such effects manifest differently for individuals, I expect a negative impact on personal relationships. In response, I will seek closer attention from my mentors, including the departmental supervisor. It is quite reasonable that being more open and communicative in such demanding times enhances clarity with the faculty, minimizing pressure on timelines because they are aware of my progress. Beyond that, I will seek a therapist if I get overwhelmed to assist through the period of strained communication with social circles. Deshpande (2016) strongly roots for this solution, arguing that it is often ignored by many students who are later overwhelmed down by a backlog of mental stress.
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References
Deshpande, A. (2016). A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program. International Education Studies; 9(6); 139-149.
Kumar, S., & Johnson, M. (2017). Mentoring doctoral students online: Mentor strategies and challenges. Mentoring & Tutoring: Partnership in Learning, 25(2), 202-222.
Pifer, M. J., & Baker, V. L. (2016). Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, And Program Administrators. International Journal of Doctoral Studies , 11, 15-34. Retrieved from http://ijds.org/Volume11/IJDSv11p015-034Pifer2155.pdf
