Annotated Bibliography: Doctoral Identity

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ANNOTATED BIBLIOGRAPHY

NAME

Introduction to Advanced Graduate Studies and Scholarship

Grand Canyon University

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral

student to independent scholar. Retrieved from http://sites.nationalacademies.org/cs/groups/pgasite/documents/webpage/pga_160800.pdf

Summarize the key concepts and evaluate the article for its strengths and weaknesses.

The research is strong in that the researchers delineated six areas in which they could capture information from the participants. These six themes served as a narrow but open guide for the study. The sample size is rather small and it only pulled students from two degree programs. Perhaps results may be slightly different for other doctoral programs; computer science for example. A point is made about the lack of structure in stage 1. Most programs allow a short period of orientation for new doctoral students and that could have been taken into consideration. Annotated Bibliography: Doctoral Identity

Why was the study conducted?

The study was conducted to gain more understanding of how students fare upon entering stage 2 of the doctoral student experience. There are distinct experiences that students face upon entering this stage in their studies that often is underestimated or entirely not taken into consideration. The study was conducted to put a spotlight on how students integrate their academic career during stage 2 by exploring the relationships developed that shape their professional and academic identity.

What was the population studied?

The researchers interviewed 31 doctoral students in business and higher education degree programs at Valley University which is described as a top-rated research institution of higher learning. Of the 31 students, 17 were male and 14 were female. 58% were white, 10% Asian, 3% Asian American, 3% African-American, 6% Indian, and 19% were international students.

What did the researcher(s) conclude?

The researchers concluded that based on the data, learning and identity are interconnected social processes that happen at the same time in the learning experience and each informs the other. Further, the researchers discovered that relationships were very important in the overall development and emergence of the student into the role of the scholar. The environment in which doctoral students are shaped subsequently helps them to develop meaning, efficacy and personal and professional identity.

What other information about this study do you believe is unique or important to recall?

As in any research or study, there is a good deal of information left to discover. Of particular note is future research on intergenerational effects of relationships on sociocultural learning and behavior modeling among doctoral students. With this information, the researchers expect to see a type of extension of knowledge in which close relationships develop into other relationships as the student moves further from the classroom environment.

Are there specific statements made by the author you wish to retain?

One statement that stood out is, “When students do not have connections with people who can serve as bridges, to use a networks term, in their ‘development networks’, they often miss out on opportunities for key experiences and question their sense of belonging. Ridges serve to connect students to valuable experiences directly, or to connect them to others who can provide such experiences.” This statement is important in light of the common idea that doctoral studies are often completed in isolation by a select few who have the patience and forbearance to get there. “Bridges” give students resources, knowledge, and a support system that they may not be able to get anywhere else.

Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in

seven disciplines. Retrieved from https://umaine.edu/edhd/wp-/uploads/sites/54/2010/02/Gardner-Success.pdf.

Summarize the key concepts and evaluate the article for its strengths and weaknesses.

The research shows several paths that define success for various departments, faculty, and students on the doctoral level. It proves that success is not a one size fits all. It is defined by each individual; for some, it is completion; for others, it is grades or getting a good job or facilitation. A strong point is that attribution and completion are influenced by the culture of each department. One downside is that the study is rather narrow, in that it is selective of departments and only at one school. Thus, the researcher could also have been biased in explicit discussions and self-directed measures taken.

Why was the study conducted?

The study was conducted to find what it means to be “successful” in doctoral education. Previous research was considered also which determined certain factors to be definable of success. For example, several studies included advising, student characteristics, grades, and test scores to be definitive of success. However, the real definition of success is vague and unambiguous at best. The study aims to provide a certain explanation of what success is in doctoral education. Annotated Bibliography: Doctoral Identity

What was the population studied?

The researcher interviewed 38 faculty members who were actively involved in a doctoral program in seven departments at one institution. The seven programs were English, psychology, mathematics, oceanography, computer science, communication, and electrical and computer engineering. The institution is determined to be a research-intensive university in the southern United States.

What did the researcher(s) conclude?

The researchers concluded that faculty members defined success based upon institutional, departmental, and disciplinary contexts. For example, cultural differences were a main source of success in the communication department. The oceanography department defined success by cultivating a sense of “wholeness” in the students and directing them to their life’s “passion”. English and mathematics faculty thought it best for one to secure a good job to be successful.

What other information about this study do you believe is unique or important to recall?

It is interesting and important to note that the study contains four limitations stemming from the role and position of the researcher. The researcher was a faculty member of the university in which she conducted the research. Further, the study was limited to a few departments. Perhaps the business department might have yielded different results. Also, differences such as race, gender, and socioeconomic status were not taken into consideration.

Are there specific statements made by the author you wish to retain?

One point of interest is in the computer science and engineering departments in which a high number of students are from Asia or India and thus must deal with an added level of language barriers and limitations in securing funding in order to keep their status at school. Low completion rates are accredited to two things: “a comparative lack of university funding, which translates into few teaching assistantships for graduate students and few grants for faculty; and a highly competitive global job market, which means that international students who are struggling financially can frequently be lured into industrial jobs.” This may not be such a problems for those who have an aptitude for the subject or for those with a relative level of intelligence and preparation.

Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity

construction among public affairs doctoral students. Retrieved from https://www.researchgate.net/publication/259639965_Knowing_doing_and_becoming_Professional_identity_construction_among_public_affairs_doctoral_students .

Summarize the key concepts and evaluate the article for its strengths and weaknesses.

Socialization is an important factor in human development at its basest level and thus it follows that interaction with others helps to determine one’s success and advancement or failure and regression. The analyzation of socialization is a strength of the study. However, the study is limited to public affairs doctoral students. It is not known if the same model can be used for other doctoral students, computer science and engineering students, as an example. Also, it fails to mention others factors outside of socialization that could impact one’s professional identity at this level.

Why was the study conducted?

This study was conducted to examine socialization and professional identity construction processes among doctoral students as factors in training to become researchers. It aims to see how interactions between doctoral students and faculty members contributes to the overall professional and academic development of the student and how such interactions impact the proactivity of the student.

What was the population studied?

The study is based on interviews with 27 students who participated in a workshop for doctoral students in a public affairs program. The authors were the co-chairs of the workshop and the study included participants enrolled in 25 different universities across 6 countries. The majority of participants were from North America and 18 were female while the rest were male.

What did the researcher(s) conclude?

The researchers concluded that socialization may be a primary focal point of the development of students’ professional identity. Further, student proactivity and serendipity were found to be factors that influenced students’ ability to form relationships with faculty in their programs. Three levels – organizational, relational, and individual – were found to be related to the definition of what it means to be an academic researcher.

What other information about this study do you believe is unique or important to recall?

I found it interesting that the authors of this study gave some very good points about how students could be assisted in their training in forming those crucial relationships. One suggestion is for programs to offer a required seminar or course in professional development for doctoral students. This way students begin to realize the value of working with faculty and giving and receiving support among colleagues at the start. Further, programs can offer incentives and opportunities for development beyond the normal program requirements.

Are there specific statements made by the author you wish to retain?

In the section discussing increasing visibility, the authors quoted some of the participants in the study who had worked through the process of building relationships. Those relationships are less of a teacher-student and more of a mentor-mentee / senior researcher-junior researcher type relationships, meaning that while the student is learning, he or she is also part of a team, part of the bigger picture and treated as such. One participant described it this way, “I have a very close relationship with my advisor. And because of our close relationship that’s developed kind of beyond just work life and personal as well, there’s a relationship there, he’s helped me in kind of all aspects and how to balance it. And I feel that he’s looked after me and offered advice on how not to get too overwhelmed, how to kind of limit how much time I spend on different projects or teaching different things that I’m required to do. …So, and in some ways, it’s been very formal, and in some ways, it’s been more personal and informal.” Annotated Bibliography: Doctoral Identity

References

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral

student to independent scholar. Retrieved from http://sites.nationalacademies.org/cs/groups/pgasite/documents/webpage/pga_160800.pdf

Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in

seven disciplines. Retrieved from https://umaine.edu/edhd/wp-/uploads/sites/54/2010/02/Gardner-Success.pdf.

Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity

construction among public affairs doctoral students. Retrieved from https://www.researchgate.net/publication/259639965_Knowing_doing_and_becoming_Professional_id