The doctoral process doctoral students’ experience from their transition

The current literaturefurther informs collective knowledge of the doctoral process doctoral students’experience from their transition from dependence to interdependence. The studyused the interdisciplinary framework to get a better understanding ofdevelopmental theory and sociocultural aspects of learning. Next, Gardner(2009) aimed to define success in doctoral education given the fact thatapproximately fifty percent of the students who join this education completethe degree (Nettles & Millett, 2006). Smith and Hatmaker (2014)investigated the experience of doctoral students in the public field who weretrained researchers.

The existing research concluded that the implementation ofthe programs and faculty mentors is crucial to the overall growth of thestudents’ professional identity process. Therefore future research should looktowards analyzing how peer relationships have an impact on professionalidentity growth and development.The paper intends todiscuss three main themes from the provided articles including academicsuccess, relationships, and socialization. These themes are significant to doctoralstudents as they help in enlightening them on the key issues that affect theiracademic as well as professional image. Doctoral students’prolificacy in their education and careers is determined by their academicsuccess which in turn depends on their relationships and socialization withintheir faculties.  Theme 1: AcademicSuccess:-Academic success issignificant to doctoral students as it helps them attain profession identity.

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According to Gardner, the word success is utilized to explain various resultswhich include models to better understand how learners can succeed, theactivities needed to succeed, the impact of certain variables upon success overtime as well as the relationship that exists between such variables and success(Gardner, 2009). According to him, only 50 percent of doctoral students whoenrolls in the program are able to complete the degree. There are variousindicators of success used to measure the success of a student includingcoursework, assessments and into GPA which is used a mutual variable to examinelearner success, especially in undergraduate education.

However, when it comesto doctoral education, standards are expected to remain high. The study found thatthree sectors had very completion doctoral accomplishment rates: communicationat 76.5%, oceanography at 72.7% and psychology at 70.7% and that these werereflected both countrywide and disciplinary values (Gardner, 2009). Accordingto Baker and Pifer key relationships are significant in achieving academicexcellence and identity while negative relationships tend to impact academicsuccess in a negative way (Baker and Pifer, 2011). On the other hand, Smith andHatmaker (2014), explained the benefits of mentorship and relationships tostudents who want to develop their identity by acquiring academic success.

Therefore, academic success depends on students’ relationship and mentorshipduring coursework.  Theme 2: Relationships:-RelationshipsRelationships amongdoctoral students are vital in influencing academic success and professionalidentity. It is important to know that acquisition of doctoral degree is theinitial stage of a faculty career as well as the development of a professionalscholarly identity (Baker and Pifer, 2011). The course is comprised of various educationalexperiences like knowing the scope of academic occupation, understanding thesemantic, investigation and teaching abilities related to a certain discipline.The course is comprised of three main stages in the U.S: admission, completionof coursework and dissertation proposal process. During Stage 2, studentexperience high levels of segregation because they were no longer in theclassroom. This, in turn, reduces the interactions with community members.

Among other limitedprofessions, academic career has acquired the professional status linked tocomparatively high levels of prestige, fiscal rewards, security as well asautonomy. Many professions share traits including the specialized body ofknowledge that offers support to the skills required to exercise the career,principles which are sustained by a professional association and an ethicalcode for such professions. In addition, they share a well-known authority onthe basis of exclusive expertise as well as an authoritative to serve the publicsensibly (Colbeck, 2008).The relationships whichare established in and out of the academic are vital for assisting students todeal with the segregation linked to Stage 2. The data found in this studyhelped profess the significance of relationships in the analogous process oflearning 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 betweenvarious disciplines (oceanography, communication, and psychology would be keyfor students to achieve their professional identity development.  Students tend to learn theirselected career’s abstract boy of professional knowledge and its linked skillsin their lengthy period of degree programs as well as an internship. The timeof doctoral groundwork is vital since even if identity is impervious to change,alterations to one’s nous of personality are more probable to happen especiallywhen the transitioning to a fresh task Colbeck, 2008).

 Theme 3: socialization:–Socialization isimportant in developing the skills and getting the knowledge related to beingan affiliate of a job. It also involves the adaptation of values, culture, andnorms of such profession or organization (Smith and Hatmaker, 2014).  Whenundertaking doctoral education, students need to develop professionalsocializations since this will help them learn about and develop the identityin the profession. There are higher chances of learning factors like mentoring,training, apprenticeships, orientation and sessions all of which aidssocialization.

In relation to doctoral students, the aspect of socializationinto the occupation encompasses the practice of scholarship to be a sovereignscholar (Smith and Hatmaker, 2014).   Also, this process ofcreating one’s identity includes the shift from being a consumer of awarenessto a maker of knowledge via production of original research papers and thisprocess is the most unsatisfying to any student. This journals strengths andadvantages could be attributed to the fact that the authors have criticallyanalyzed the perks of being an independent scholar and the role thatrelationships play in the identity development phases. Gardner (2009) explainsthe importance of individual and collaborative relations between disciplines askey to professional identity development.

That student needs to engage inhealthy socialization to help them grow in their careers. On the other hand,Baker and Pifer (2011) in their article explained the importance ofunderstanding key relationships as well as their impact on the identitydevelopment process. They emphasize the importance of establishing keyrelations between students and faculty members and themselves. Socialization of studentsin the doctoral program with faculty members and peers and the time they taketo participate in scholarly activities are vital to their career development,identity creation, and academic success. Therefore, it is very important forthe students to have productive social interaction with faculty members andfellow students who offer a supportive climate for doctoral study. This, inturn, provides a vibrant foundation for subsequent academic as well as researchprofessions through motivating learner’s research and scholarly productivity(Weidman & Stein, 2003).

Relationships between students and faculty membersshould, therefore, be encouraged in higher learning institution so as to ensurethat students get the appropriate support for their studies. The academicsuccess and identity of the students professionally depend on such factors asgood relations within the faculty and with fellow students.  Conclusion:-The studies have revealedthat successful students need to have more relationships that help socializethem to acquire academic success and develop a professional identity (Baker& Pifer, 2011).

In addition, doctoral students need to acquire appropriatementorship which will help them identity through academic success (Smith &Hatmaker, 2014). Finally, socialization is significant in the development ofappropriate skills and acquiring relevant knowledge as a member of aprofession.