The doctoral process doctoral students’ experience from their transition

The current literature
further informs collective knowledge of the doctoral process doctoral students’
experience from their transition from dependence to interdependence. The study
used the interdisciplinary framework to get a better understanding of
developmental theory and sociocultural aspects of learning. Next, Gardner
(2009) aimed to define success in doctoral education given the fact that
approximately fifty percent of the students who join this education complete
the degree (Nettles & Millett, 2006). Smith and Hatmaker (2014)
investigated the experience of doctoral students in the public field who were
trained researchers. The existing research concluded that the implementation of
the programs and faculty mentors is crucial to the overall growth of the
students’ professional identity process. Therefore future research should look
towards analyzing how peer relationships have an impact on professional
identity growth and development.

The paper intends to
discuss three main themes from the provided articles including academic
success, relationships, and socialization. These themes are significant to doctoral
students as they help in enlightening them on the key issues that affect their
academic as well as professional image.

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Doctoral students’
prolificacy in their education and careers is determined by their academic
success which in turn depends on their relationships and socialization within
their faculties.


Theme 1: Academic

Academic success is
significant to doctoral students as it helps them attain profession identity.
According to Gardner, the word success is utilized to explain various results
which include models to better understand how learners can succeed, the
activities needed to succeed, the impact of certain variables upon success over
time as well as the relationship that exists between such variables and success
(Gardner, 2009). According to him, only 50 percent of doctoral students who
enrolls in the program are able to complete the degree. There are various
indicators of success used to measure the success of a student including
coursework, assessments and into GPA which is used a mutual variable to examine
learner success, especially in undergraduate education. However, when it comes
to doctoral education, standards are expected to remain high.

The study found that
three sectors had very completion doctoral accomplishment rates: communication
at 76.5%, oceanography at 72.7% and psychology at 70.7% and that these were
reflected both countrywide and disciplinary values (Gardner, 2009). According
to Baker and Pifer key relationships are significant in achieving academic
excellence and identity while negative relationships tend to impact academic
success in a negative way (Baker and Pifer, 2011). On the other hand, Smith and
Hatmaker (2014), explained the benefits of mentorship and relationships to
students who want to develop their identity by acquiring academic success.
Therefore, academic success depends on students’ relationship and mentorship
during coursework.


Theme 2: Relationships:-


Relationships among
doctoral students are vital in influencing academic success and professional
identity. It is important to know that acquisition of doctoral degree is the
initial stage of a faculty career as well as the development of a professional
scholarly identity (Baker and Pifer, 2011). The course is comprised of various educational
experiences like knowing the scope of academic occupation, understanding the
semantic, investigation and teaching abilities related to a certain discipline.
The course is comprised of three main stages in the U.S: admission, completion
of coursework and dissertation proposal process. During Stage 2, student
experience high levels of segregation because they were no longer in the
classroom. This, in turn, reduces the interactions with community members.

Among other limited
professions, academic career has acquired the professional status linked to
comparatively high levels of prestige, fiscal rewards, security as well as
autonomy. Many professions share traits including the specialized body of
knowledge that offers support to the skills required to exercise the career,
principles which are sustained by a professional association and an ethical
code for such professions. In addition, they share a well-known authority on
the basis of exclusive expertise as well as an authoritative to serve the public
sensibly (Colbeck, 2008).

The relationships which
are established in and out of the academic are vital for assisting students to
deal with the segregation linked to Stage 2. The data found in this study
helped profess the significance of relationships in the analogous process of
learning both the student task and the scholar role. Smith and Hatmaker (2015)
found out that there is a lot of relationships between faculty members,
mentors, and students that helps them achieve their professional identity advancement.
Additionally, Gardner (2009) in his article concluded that cooperation between
various disciplines (oceanography, communication, and psychology would be key
for students to achieve their professional identity development.  

Students tend to learn their
selected career’s abstract boy of professional knowledge and its linked skills
in their lengthy period of degree programs as well as an internship. The time
of doctoral groundwork is vital since even if identity is impervious to change,
alterations to one’s nous of personality are more probable to happen especially
when the transitioning to a fresh task Colbeck, 2008).


Theme 3: socialization:–

Socialization is
important in developing the skills and getting the knowledge related to being
an affiliate of a job. It also involves the adaptation of values, culture, and
norms of such profession or organization (Smith and Hatmaker, 2014).  When
undertaking doctoral education, students need to develop professional
socializations since this will help them learn about and develop the identity
in the profession. There are higher chances of learning factors like mentoring,
training, apprenticeships, orientation and sessions all of which aids
socialization. In relation to doctoral students, the aspect of socialization
into the occupation encompasses the practice of scholarship to be a sovereign
scholar (Smith and Hatmaker, 2014).   

Also, this process of
creating one’s identity includes the shift from being a consumer of awareness
to a maker of knowledge via production of original research papers and this
process is the most unsatisfying to any student. This journals strengths and
advantages could be attributed to the fact that the authors have critically
analyzed the perks of being an independent scholar and the role that
relationships play in the identity development phases. Gardner (2009) explains
the importance of individual and collaborative relations between disciplines as
key to professional identity development. That student needs to engage in
healthy socialization to help them grow in their careers. On the other hand,
Baker and Pifer (2011) in their article explained the importance of
understanding key relationships as well as their impact on the identity
development process. They emphasize the importance of establishing key
relations between students and faculty members and themselves.

Socialization of students
in the doctoral program with faculty members and peers and the time they take
to participate in scholarly activities are vital to their career development,
identity creation, and academic success. Therefore, it is very important for
the students to have productive social interaction with faculty members and
fellow students who offer a supportive climate for doctoral study. This, in
turn, provides a vibrant foundation for subsequent academic as well as research
professions through motivating learner’s research and scholarly productivity
(Weidman & Stein, 2003). Relationships between students and faculty members
should, therefore, be encouraged in higher learning institution so as to ensure
that students get the appropriate support for their studies. The academic
success and identity of the students professionally depend on such factors as
good relations within the faculty and with fellow students.



The studies have revealed
that successful students need to have more relationships that help socialize
them to acquire academic success and develop a professional identity (Baker
& Pifer, 2011). In addition, doctoral students need to acquire appropriate
mentorship which will help them identity through academic success (Smith &
Hatmaker, 2014). Finally, socialization is significant in the development of
appropriate skills and acquiring relevant knowledge as a member of a