Annotated Bibliography: Doctoral Identity

Annotated Bibliography: Doctoral Identity
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 In the United States, three stages of doctoral education are considered; 1) coursework, 2) dissertation proposal process and 3) completion and published status of dissertation. Little evidence is found that any extensive research has been completed on Stage 2, though this process is considered of the most important as students are becoming independent scholars. The identity development process during the doctoral journey is not a new concept, in face the importance of social influence, learning
Success is explained as favorable outcomes such as education completion, comprehension, and various professional affiliations. Educational retention has been linked directly to students feeling psychologically or cognitively adequate. When students feel inadequate the ambition and drive to success declines, the program success rate drops. According to Gardner, a noted weakness of the statistical evidence is that the given success rate of 50% varies based on the student’s discipline. Disciplinary differences play a significant role in the relationship between faculty and students, expectations, requirements and standards greatly influence the role of the faculty member in the doctoral student's journey (Gardner, 2009). The research question is to determine how disciplinary context and culture influence the understanding and success rates in doctoral education. Study method encapsulated multiple disciplines, 1) pure-sciences, 2) humanities, 3) technologies and 4) applied social sciences, from these 4, an additional 7 subspecialties and 38 faculty members were interviewed at one institution (Gardner, 2009). A driver behind the choice to use 7 disciplines in total was based on a previous 20-year period which yielded both the highest and lowest completion rates of the doctoral program(s). The constant-comparison method
Scholars acknowledge the importance of socialization through mentorship and identity development of doctoral students in public affairs (Smith & Hatmaker, 2014). Prior research has focused on the idea of a relationship while this study focuses on the interactions that lead to identity. The study was conducted via interview form. 59 students which collaborated in professional development workshops for doctoral students (with an emphasis in public affairs), are selected. Previous studies showed potential bias as their students were only at one academic institute, whereas this study took place across 25 universities, 6 countries and a myriad of disciplines. Research supports that three levels of categories exist during the identity process of the doctoral learner; organizational, relational and individual. The organizational level encompasses classroom training, advisors and research assistants. The rational level with faculty mentoring includes, on the job training, bolstering identity, increasing visibility and balance. Finally, the individual level focuses on emulating faculty and positioning. All of these categories contribute to the overall doctoral identity which should have established research skills, method expertise, knowledge,