Annotated Bibliography: Doctoral Identity

Annotated Bibliography: Doctoral Identity

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17. http://dx.doi.org/10.1080/0158037X. 2010.515569

In this article, the authors discuss how students are learning how to transition from a doctoral student to becoming a recognized scholar.  Based on my reading there is a process that students in the US must follow when pursuing their doctoral degree. When pursuing your degree, you must follow three stages, that allow you to seek an identity that will make you more of a professional when becoming a scholar.  When completing a degree for the doctoral program, students must complete their course work, complete and pass exams, and then complete the process of their dissertation.  Another stage is based on the student experience when completing their doctoral degree and developing their own identity through school.

In the article, there was a study done with students whose majors at Valley University, were in business and education.  The study was based on students who were pursuing their doctoral degree, the researcher used the theoretical framework which included the socio-cultural perspective of how student learned.  He result of the study found that most student who went through the transition process at a profession level, found themselves learning additional skills that lead to new relationship with other students in the program.  The research did have some weaknesses that did not include the characteristic of the student who were pursuing their doctoral degree.  The study also did not include a diverse population of students.  The study also had some strengths that used the integrated approach on how social-cultural backgrounds influenced the changes student had to go through when pursuing their doctoral degree.

However, based on research it is has been argued that when it comes to understanding the relationship between how a person learns, can be based on how prepared they are to continue their education.  When a person prepares for the future as a professional, they should concentrate on understanding how theory and research works together, when you are in the transitioning process of furthering your education.  There are some great recommendations when going through the transitioning phase, that is the ability as a student to become a more independent person who wants to become a great scholar.

Gardner, S. K. (2009). Conceptualizing success in doctoral education:  Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406.

In this article, the authors talk about how important it is to be successful when doing an education-based research based on the concerns of all the students who do not complete their doctoral degree.  Research studies how found various factors that contribute to a person being successful when they are continuing their education, which focuses on the student characteristics of their test scores and grades.  A person’s grades and scores help influence how a person can be successful in completing their doctoral degree.  There are many factors that helps a student be successful on the structural process and characteristics at a different perspective.  Most scholars have analyzed some of the concepts of the student being successful based on all aspects of becoming a success in the doctoral program.

Gardner has revelations that help him present a study that analyze the success of person who is in the completing the doctoral program.  The study included 38 staff members that were from the research department. The focus of the study included an overview of literature that other researchers could use when they do their own study.  The research did discuss some methods and summary that included some implications on the policies and practices of the doctoral program.  There was a hypothesis that was used in the study that focused on how disciplinary context and cultural could help student understand how they can be successful in obtaining their doctoral degree.  The doctoral program was examined by using multiple approaches that focused on how universities used disciplinary diversity for completing the program.  The programs that were included in the study were the English department, computer science department, and other departments throughout the universities in America.

Most of the studies found that there was a clear distinction for disciplinary constructions of the student being successful from the departments include on the study.  Researchers found that the department policy would allow completion rates of the students to be included in them being successful.  There is evidence that the procedure that were used when admitting students and the expectation for them to be successful when entering the doctoral program.  The weakness of the study focused on the evaluation of the doctoral program when it came to prestige and elite learning throughout universities in the United States. As a result, the study did not provide a full picture of the education process was set up in the United States.

The strengths of the research did provide an understanding in contrasting a student’s identity and their characteristics when pursuing a doctoral education.  Most cultures use various discipline on their learning experience at the doctoral level.  Individuals who do research in the future, must include new students in program and allow them to participate in their expectations of the program.  Faculty members must help the student make sure that they follow the correct guidelines when completing course work and the expectations of becoming a great scholar.

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), 545-5647

In this article, the authors talk about how important it is to be successful when doing an education-based research based on the concerns of all the students who do not complete their doctoral degree.  Research studies how found various factors that contribute to a person being successful when they are continuing their education, which focuses on the student characteristics of their test scores and grades.  A person’s grades and scores help influence how a person can be successful in completing their doctoral degree.  There are many factors that helps a student be successful on the structural process and characteristics at a different perspective.  Most scholars have analyzed some of the concepts of the student being successful based on all aspects of becoming a success in the doctoral program.

Gardner has revelations that help him present a study that analyze the success of person who is in the completing the doctoral program.  The study included 38 staff members that were from the research department.  The focus of the study included an overview of literature that other researchers could use when they do their own study.  The research did discuss some methods and summary that included some implications on the policies and practices of the doctoral program.  There was a hypothesis that was used in the study that focused on how disciplinary context and cultural could help student understand how they can be successful in obtaining their doctoral degree.  The doctoral program was examined by using multiple approaches that focused on how universities used disciplinary diversity for completing the program.  The programs that were included in the study were the English department, computer science department, and other departments throughout the universities in America.

Most of the studies found that there was a clear distinction for disciplinary constructions of the student being successful from the departments include on the study.  Researchers found that the department policy would allow completion rates of the students to be included in them being successful.  There is evidence that the procedure that were used when admitting students and the expectation for them to be successful when entering the doctoral program.  The weakness of the study focused on the evaluation of the doctoral program when it came to prestige and elite learning throughout universities in the United States. As a result, the study did not provide a full picture of the education process was set up in the United States.

The strengths of the research did provide an understanding in contrasting a student’s identity and their characteristics when pursuing a doctoral education.  Most cultures use various discipline on their learning experience at the doctoral level.  Individuals who do research in the future, must include new students in program and allow them to participate in their expectations of the program.  Faculty members must help the student make sure that they follow the correct guidelines when completing course work and the expectations of becoming a great scholar.

References

• Author, A., Author, A., & Author, A. (2014). The article title is in sentence case. Journal of APA Style, 42, 74-89. doi: 48.1516.2342
• Author, A., Author, A., & Author, A. (2014). The article title is in sentence case: If there is no DOI include the journal home page in the reference. Journal of APA Style, 42, 74-89. Retrieved from http://www.journalhomepage.org
• Author, A. (2014). Book titles are in italics and still in sentence case. City: Publisher.
• Author, A. (2014, March). Articles from a magazine or newspaper. Psychology Today, 39, 32-49.