RES-811 Annotated Bibliography
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
811
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by tymplicity
1
Running head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography: Doctoral Identity
RES-811: Introduction to Advanced Graduate Studies and Scholarship Grand Canyon University
Week 2 Assignment
Due: June 24, 2020
ANNOTATED BIBLIOGRAPHY 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. doi: 10.1080/0158037X.2010.515569
Baker & Pifer (2011) provides insight on the experience that relationships play in a scholar’s transition from doctoral student into independency. This transition is ultimately a critical one from dependency into independence, breaking down the nature of a doctoral student’s educational experience and academic career into three distinct stages. Stage 1 encompasses the admissions process well into and through the academic’s first year of actual coursework. Stage 2 presents the completion of all coursework, the passing of examinations for candidacy, and the commencement of the process of the proposal of a dissertation. Stage 3, the final stage, is the emphasis of the student completing and defending their dissertation. All three transitional stages are important for the development to transition from student to scholar.
The importance of this study shows how necessary the procurement of new skills is for the alteration of existing relationships and the development of new ones. The population that was studied included 31 business and higher education doctoral students from one of the nation’s top-
rated research institutions. Each student chosen was either currently in the midst of Stage 2 or had recently completed that stage. The goal was to understand the subjects and the influence that key relationships had on their identity development. Ultimately, the research concluded that many students make a successful transition because they have benefited from advice, support, and guidance that students in higher stages than their own provided to them. There was a network of support, linked to what was called the “family tree effect,” providing understanding on both beneficial and negative navigation through the doctoral academic process and the subsequent stages. 2
ANNOTATED BIBLIOGRAPHY Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines.
The Review of Higher Education, 32
(3), 383-406. doi: 10.1353/rhe.0.0075
Gardner (2009) discusses the perspectives of faculty members in seven disciplines of higher education and their concept of the doctoral student and their own success. Success within
the realm of higher education can encompass of plethora of things, harboring many definitions, but is studies so prevalently. Sadly, it has been reported that only 50% of the students that enter into doctoral education will actually complete the degree that they started. The purpose of this study was to provide some comprehension and understanding of what could otherwise be considered the ambiguous topic of true “success.” The population of this study included 38 faculty members of an institution considered to be deeply rooted in research. They were chosen from seven disciplines and given detailed interviews about their personal experiences within education at the doctoral level. After all research was conducted, the researcher concluded that the concept of success is heavily influenced by the culture and context of each subject’s discipline. There were resulting high completion and low completion departments within the study, with separate and distinct explanation of why each group was defined as such. Each discipline has what can be considered their very own set of practices and habits. Success, according to these differences, cannot be globally defined. Although institutional influence can provide some commonalities amongst the disciplines, the definition of the term “success” is different among them all and certainly cannot just be considered “working hard.” If a universal definition is found regarding higher education alone, it can be determined that “success” was purely defined by and through research at only the most elite and prestigious institutions throughout this nation. 3
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
ANNOTATED BIBLIOGRAPHY 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.
Smith & Hatmaker (2014) expanded on the research of the training of doctoral students in
public affairs to include how their professional identity and socialization are constructed as well. These public affairs doctoral students learn to become researchers through a model, of multi-
levels, that includes tactics related to organization, relations, and individuality. The study offered
a necessary insight on how student and faculty interactions contribute to both the student’s proactivity and academic development. The successful development of professional identity heavily relies on the student to have not only one on one, protégé type relationship with someone
in the profession, but also having mentor-based relationships with several members of the institution’s faculty. The study was conducted in attempts to surpass previous research to reveal how doctoral students can optimize relationships to attain those hands-on experiences, increase their visibility, and propel their research identities. Ultimately, the research conducted in the study shows the importance of proactive behavior in academic relationships. The population studied included 59 doctoral students that participated in a professional development workshop on public affairs. They were all enrolled in programs from 25 diverse institutions within 6 countries. The subjects were intensely interviewed, and data was collected. The results showed a distinct consensus in what it means to be a researcher and its academic and professional advantages. Socialization is necessary for a student’s professional identity development and engaging in these tactics can help boost research skills, developing an expertise in particular research areas. Exposure to differing faculty members with differing views and opinions can help
foster and facilitate a more well-rounded development of research. 4