The challenges that I will likely face in my doctoral program shall be defined based on two stages; knowledge consumption and creation. According to Pifer and Baker (2016) , the first stage entails the cultivation of identities as students prepare to undertake learner roles. Consequently, this stage is likely to cause challenges associated with identity shifts from being a professional to being a student. Other challenges that I anticipate during this situation include new geographical locations and adjusting to my new position as a nascent disciplinary member. This circumstance implies that I will have to hold my hard-earned status and expertise in my previous field in the workplace and assume the identity of a novice in my new role as a learner. The sociocultural norms are also likely to change (Brill et al., 2014) . For instance, I expect the professor to impart foundational knowledge to me as they communicate faculty expectations and performance requirements for the course. Therefore, the disciplinary knowledge norms provided through the coursework are likely to challenge me as I take my new role.
Despite these possible challenges, Pifer and Baker (2016) provide various strategies that I can apply to address them and ensure a smooth learning process. Firstly, I will conduct a needs assessment to determine the areas that may challenge me. As Brill et al. (2014) assert, this approach will enable me to establish advice, mentorship, and peer-support relationship that will be effective in my entire doctoral program. Secondly, I intend to share my perceptions about my new role with my supervisor to create a shared understanding and a framework for our relationship that will limit ambiguity. Pifer and Baker (2016) also suggest that students pursuing doctoral programs should participate in disciplinary meetings to create and promote their developmental networks. Therefore, I believe that these strategies will enable me to counter the possible challenges associated with a new identity and learning to adapt to the new environment.
Delegate your assignment to our experts and they will do the rest.
The second stage of knowledge creation also involves challenges that I need to counter to ensure comfortable learning. Baker et al. (2013) provide that the activities for this stage include completing coursework, undertaking the candidacy exams, and developing and defending the dissertation proposal. Therefore, the challenges in this stage entail transitioning from knowledge consumption to independence as I engage in the development of my scholarly identities and research development. For instance, I am likely to experience challenges such as depending on myself for every pursuance, unlike during the initial stage where I could attend class and collaborating with others on assignments. I also anticipate facing a challenge interacting with my family members since I will likely focus on my research and writing.
Vekkaila et al. (2013) suggest some ways that I can apply to address these challenges. Firstly, I will need to recognize and understand the confusion caused by a transition from coursework to independent roles in research. I will also construct my scholarship, research agenda, and professional identity to guide me manage time and every activity at this stage. Conducting a needs assessment and engaging my dissertation supervisor will enable a student to establish reasonable expectations and focus on their goals in their scholarly journey (Vekkaila et al., 2013) . I also believe that my colleagues will be able to provide formal support and friendship that I may need.
References
Baker, V. L., Pifer, M. J., & Flemion, B. (2013). Process challenges and learning-based interactions in stage 2 of doctoral education: Implications from two applied social science fields. The Journal of Higher Education , 84 (4), 449-476. https://doi.org/10.1080/00221546.2013.11777298
Brill, J. L., Balcanoff, K. K., Land, D., Gogarty, M., & Turner, F. (2014). Best practices in doctoral retention: Mentoring. Higher Learning Research Communications , 4 (2), 26. https://doi.org/10.18870/hlrc.v4i2.186
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 , 015-034. https://doi.org/10.28945/2347
Vekkaila, J., Pyhältö, K., & Lonka, K. (2013). Focusing on doctoral students’ experiences of engagement in the thesis work. Frontline Learning Research , 1 (2). https://doi.org/10.14786/flr.v1i2.43
