Revised Synthesis Paper - Draft Edition

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Apr 3, 2024

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1 Revised Synthesis Paper – Researcher Skills Patrice Pilgrim College of Doctoral Studies - Grand Canyon University RES-820 Dr. Kelly October 25 th , 2023

2 Synthesis Paper – Researcher Skills In today's rapidly changing world, the role and impact of a researcher is helping to create a wider foundation of knowledge. Whether you're a student embarking on an academic journey or a seasoned professional striving for innovation, you can even be a person who is simply seeking to enhance your knowledge in a particular topic, honing your researcher skills is the compass that will help to guide you through knowledge that is available. These skills are not confined singularly to the walls of academia; they are the keys to unlocking opportunities to seek out new information or establish clarity on a point of order, solving problems, and making decisions in virtually every field of study or endeavor. The objective of this presentation is to explore and elucidate the research competencies essential for researchers to effectively perform tasks such as data collection, outcome analysis, and results reporting, all within the realm of research practices. Research is primarily an enterprise of knowledge construction, through development of new concepts and theories, supporting innovation (generally) to the betterment of society (Islam & Samsudin, 2020). A researcher’s productivity within academic environments is often measured in terms of outcomes of the researcher’s scholarly activities (Barnard-Brak et al., 2011; Muneeb et al., 2019). Researcher skills are the linchpin for navigating complex problems, participating in academia, and identifying opportunities. Due to the significance of research results, universities emphasize research productivity (Grapin et al., 2013; Muneeb et al., 2019). Essential for effective research execution are the acquisition of specific competencies, enabling scholars involved in research to generate publishable contributions to their field and the broader academic community. An examination of the literature indicates that writing, technology literacy and support factors constitute three

3 research proficiencies facilitating a researcher's tasks, including data collection, outcome analysis, and findings dissemination, among other research activities. in the realm of research practice. The ensuing discourse delves into research skills that empower researchers to conduct tasks such as data collection, outcome analysis, and report presentation, all within the framework of research practice. It encompasses an examination and evaluation of themes extracted from an extensive literature review. The presentation culminates with a succinct recap of essential insights, consideration of suggestions for prospective research, and the practical implications. Researcher Skills The subsequent segment explores the recurring patterns uncovered through a comprehensive literature review concerning research skills that empower researchers to execute tasks like data collection, outcome analysis, and report presentation within the context of research practice. These three proficiencies encompass: writing, technology literacy and support factors. Writing One of the challenges that student learners encounter when developing a researcher's perspective is scholarly writing (Klocko, Marshall, & Davidson 2015). The expectation that is held with doctoral level programs is that researcher learners will adapt their existing writing skills in order to demonstrate how they are able to perceive knowledge acquisition and written expression. Each element has its own role as well as impact in the overall process. As this shift in perspective is occurring, there can develop a sense of dissonance as the transition continues at its pace. There are many educational doctoral students who do not plan to pursue academic careers. In their case, research is viewed as a by-product of the advanced coursework that is necessary at

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4 that level of study rather than as a separate goal. There is the ‘wondering’ of the way in which research done at the doctoral level as a doctoral learner is perceived. This perception can have an impact on how the learner thinks when it comes to how they view the impact that their work could have on the existing body of research that is related to their area of study. Technology Literacy Technology has become a major element of the higher education institutions that are seeking to facilitate online learning. The technology used is employed at varying degrees, where some courses are fully online and heavily reliant on technological features, whereas other higher education institutions use technology as a means of enhancing traditional face-to-face instruction. The study done by Hyun Kyung Lee, Heewon Chang, & Bryan, L. 2020, identified three primary aspects that were associated with technology-facilitated instruction. Among those aspects were flexibility, usefulness, and ease of use. These aspects have also been featured in other research literature on the subject. The realization that technology creates a path for ease of access to opportunities for academic advancement – specifically for those who desire to begin doctoral level research, is a factor in the selection of schools and programs for potential doctoral learners. The ease of use and ability to access instructional materials at times and in places where it might be the most convenient to the student, would be a factor in the appeal of various programs but especially at the doctoral level. Mentoring online doctoral candidates poses comparable challenges and opportunities to traditional, in-person mentoring, with the primary distinction being the medium through which this interaction occurs. E-Mentoring hinges on virtual communication instead of face-to-face contact, introducing distinctive challenges and advantages for both mentees and mentors. In this digital landscape, faculty must navigate the intricacies of building meaningful mentor-mentee

5 relationships, fostering academic growth, and ensuring effective communication. Challenges arise from the potential for misinterpretation in virtual interactions, the need for increased technological proficiency, and the difficulty in creating a strong sense of connection. However, the online modality also offers unique opportunities, such as enhanced flexibility, access to diverse perspectives, and the ability to engage with a broader, global academic community. Successful e-mentoring hinges on recognizing these distinctions while leveraging the benefits of the digital realm to support doctoral candidates effectively. (Black, 2017) Support Factors Various aspects affect the doctoral thesis writing process, particularly regarding the development of researcher identities. A 2015 study centered on two students who consistently engaged in thesis writing. While one student acknowledged departmental support in this endeavor, most other students interviewed tended to postpone writing until their final year. This division between research/data collection and writing can intensify the challenges they face in establishing their researcher identity. It's important to note the presence of a distinct 'writing up' phase commonly experienced by doctoral students, influenced by university categorizations like 'research active' and 'writing up.' The inconsistent messaging across departments further adds to the confusion and uncertainty experienced by students regarding the writing process (Lindsay, S. 2015). This lack of coherence in communication can exacerbate the struggles encountered by doctoral learners as they seek to nurture their researcher identities. The high attrition rates among doctoral students are a significant concern for universities and all stakeholders involved. University leaders and students alike are searching for solutions to tackle this issue of students leaving their doctoral programs prematurely. Efforts to explore the patterns of persistence among doctoral students who successfully complete their programs is a theme that can be followed and

6 repeated. The authors of a study that was done to investigate the high attrition rates among doctoral students found that several strategies, such as cohort engagement, collaboration, vertical teaming, academic productivity, and networking, that have proven effective in helping students persist and ultimately complete their doctoral programs. The authors of this article were themselves part of a hybrid Ph.D. cohort program, which blended residency requirements with online coursework. (Holmes et al., 2016) Conclusion In conclusion, the journey of a doctoral student is a multifaceted one, filled with unique challenges and opportunities. Scholarly writing is an integral aspect of this journey, requiring learners to adapt their writing skills to effectively communicate their evolving perspectives on knowledge acquisition and expression. This transition can sometimes evoke a sense of dissonance as students navigate the shift in their role from learners to emerging scholars. Furthermore, the perception of doctoral research varies among students, with some viewing it as a by-product of coursework, while others see it as a distinct goal with the potential to impact existing research in their field. Technology literacy has become a cornerstone of higher education, enabling online learning and enhancing traditional face-to-face instruction. The flexibility, usefulness, and ease of use associated with technology-facilitated instruction open doors for academic advancement. It allows students, especially those embarking on doctoral-level research, to access instructional materials conveniently and flexibly. The appeal of various programs, particularly at the doctoral level, lies in their ability to provide a seamless technological experience that supports academic growth. Mentoring plays a crucial role in the doctoral journey, whether in traditional face-to-face settings or in the digital landscape of e-mentoring. Both modalities present distinct challenges

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7 and opportunities. E-mentoring leverages virtual communication, requiring mentors and mentees to build meaningful relationships, foster academic growth, and ensure effective communication while overcoming the hurdles of potential misinterpretation, technological proficiency, and creating a sense of connection. The online environment offers unique advantages, including flexibility, access to diverse perspectives, and global academic engagement. Successful e- mentoring acknowledges these differences and utilizes the digital realm's benefits to support doctoral candidates effectively. Support factors are pivotal in the doctoral thesis writing process, especially in developing researcher identities. High attrition rates among doctoral students are a significant concern for universities and all stakeholders involved. University leaders and students alike are searching for solutions to tackle this issue of students leaving their doctoral programs prematurely. Efforts to explore the patterns of persistence among doctoral students who successfully complete their programs is a theme that can be followed and repeated. The authors of a study that was done to investigate the high attrition rates among doctoral students found that several strategies, such as cohort engagement, collaboration, vertical teaming, academic productivity, and networking, have proven effective in helping students persist and ultimately complete their doctoral programs. The authors of this article were themselves part of a hybrid Ph.D. cohort program, which blended residency requirements with online coursework. In navigating the doctoral journey, students encounter challenges, adapt to evolving perspectives, and leverage technology. Through mentoring and strong support systems, these challenges can be overcome, allowing students to persist and complete their programs. As the landscape of doctoral education continues to evolve, the collective efforts of universities, faculty, and students aim to enhance the educational experience and contribute to the success of emerging scholars.

8 Discussion: Student to Researcher Furthermore, the discussion on thesis writing places special emphasis on the impact of institutional and environmental factors on the timing and approach to this critical phase of doctoral education. The experiences of students who adopted a continuous writing approach contrast with those who followed a more traditional "writing up" phase, as influenced by departmental practices and university categorizations. A uniform process of executing the steps that are essential to the completion of a doctoral degree needs to be made a priority in any review of the doctoral level courses in existence or that may be developed in the future. A cohesive sequence of steps – all geared towards ensuring that the thesis development process is a manageable and not overwhelming experience, needs to be developed and implemented across institutions. Recommendations for Research To further enhance our understanding of these topics, future research should delve deeper into the strategies and support systems that can help to facilitate the development of a researcher's perspective and the adoption of continuous writing approaches. Research could also be compiled that looks at the impact of a cohesive message on the pacing of the doctoral thesis writing process. This research could have far-reaching impact on the selection and completion of doctoral level programs. Additionally, investigations into the evolving role of technology in education and its influence on learning outcomes would provide valuable insights for educators and institutions. This insight could lead to the creation of changes to existing programs that could lead to additional structures and supports being created and implemented that will improve the level of performance exhibited by doctoral learners. Finally, a comprehensive study on the

9 impact of institutional policies and practices on the thesis writing process could contribute to the refinement of doctoral programs and better support for students in their academic endeavors. Reflection The past six weeks have been quite a transformative journey as I transition into this new academic setting. This writing experience has felt like a process of self-discovery, intellectual growth, and adapting to the expectations of a higher level of education. One significant aspect of my learning process has been understanding the importance of structured and evidence-based writing. The emphasis on clarity, coherence, and argumentation in academic writing has pushed me to refine my writing skills. Learning how to support my ideas with research and articulate my thoughts effectively has been a valuable lesson. This newfound skill is something I will undoubtedly carry forward with me throughout my academic and professional life. I've been pleasantly surprised by the level of collaboration and engagement within this academic community. Interacting with peers from diverse backgrounds has enriched my learning experience. The exchange of ideas, discussions, and the exposure to different perspectives have broadened my horizons and deepened my understanding of various subjects. This collaborative spirit is something I look forward to continuing in future courses. Additionally, I've learned the importance of time management and organization. Balancing coursework, research, and assignments has been a significant part of this journey. The ability to structure my time efficiently and prioritize tasks is a skill that will not only help me succeed in this academic environment but also in my professional life. In conclusion, this course has been a crucial steppingstone in my academic pursuit. It has provided me with the tools, knowledge, and experiences to navigate this new setting

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10 successfully. I'm excited to carry forward the writing skills, collaborative spirit, and time management techniques I've acquired into the next phase of my academic journey.

11 References Klocko, B. A., Marshall, S. M., & Davidson, J. F. (2015). Developing Practitioner-Scholar Doctoral Candidates as Critical Writers. Journal of Higher Education Theory and Practice, 15(4), 21-31 . https://lopes.idm.oclc.org/login?url=https://www-proquest- com.lopes.idm.oclc.org/scholarly-journals/developing-practitioner-scholar-doctoral/ docview/1726783985/se-2 HyunKyung Lee, Heewon Chang, & Bryan, L. (2020). Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection with Technological and Relational Factors. International Review of Research in Open & Distance Learning, 21(1), 61–81. https://doi-org.lopes.idm.oclc.org/10.19173/irrodl.v20i5.4462 Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183–196 . https://doi-org.lopes.idm.oclc.org/10.1080/13562517.2014.974025 Black, R. (2017). E-Mentoring the online doctoral student from the dissertation prospectus through dissertation completion. Journal of Learning in Higher Education, 13(1), 1-8. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi? article=1109&context=sm_pubshttps://lopes.idm.oclc.org/login?url=https:// search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1139683&site=eds- live&scope=site&custid=s8333196&groupid=main&profile=eds1 Holmes, B., McAuley Brown, L. T., Parker, D. M., Mann, J. Woods, E. L., ... Hall, D. (2016). Decoding the persistence and engagement patterns of doctoral students who finish. Education Doctorate Faculty Works, 11.

12 https://openriver.winona.edu/cgi/viewcontent.cgi? article=1010&context=educationeddfacultyworks

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