Annotated Bibliography: Doctoral Identity Annotations are descriptive and critical assessments of literature that help researchers to evaluate texts and determine relevancy in relation to a particula
Running head: ANNOTATED BIBLIOGRAPHY: DOCTORAL IDENTITY
Annotated Bibliography: Doctoral Identity
Kelly-Ann Riddell
Grand Canyon University
November 6, 2019
Baker , V., & Pifer, M. (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
Baker & Pifer (2011) conducted this research to identify the role of relationships in the evolution of a doctoral scholar to an independent student. The research mostly mirrors on stage two which is very critical in the successful completion of a doctorate program. The research relies on a theoretical framework that assembles socio-cultural viewpoints of developmental and learning networks, to disclose a connection between learning and relationship. Baker & Pifer (2011) utilizes prior research to determine its effectiveness and further builds their study on it. The research method applied in this study interviews. Baker & Pifer (2011) interviewed 31 doctoral students from Valley University in the field of business and higher education. The students interviewed were those in their stage 2 and the ones who had completed stage 2 recently. The students interviewed were from different ethnic groups which made the research quite applicable. The observance of the gender was also another factor that made the research quite effective as perspectives from males and females were heard. However, the researchers could have extended their research by involving students from different institutions. The use of a single research method also makes the information collected to lack diversity as some ideas were not captured. The research concludes that relationships play a pivotal role in the evolution of a doctoral scholar to an independent student. The suggestions that the authors make are quite effective and applicable as they aim at creating better relationships between the program coordinators and doctoral students in their stage 2.
Gardner , S. (2009). Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines. The Review Of Higher Education, 32(3), 383-406. doi: 10.1353/rhe.0.0075
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in
seven disciplines. The Review of Higher Education, 32(3), 383-406. doi:
10.1353/rhe.0.0075
Gardner (2009) conducted research aiming at defining the real meaning of the term success in doctoral education. Gardner (2009) explores the concept of success in doctoral education as discusses by faculty mentors in seven different disciplines. The findings in this research focused on the differences existing between disciplinary culture and departments with low and high completion rates. Gardner (2009) further underpins the factors that influence the completion rate among doctoral students and how they can be addressed. The researcher interviewed 38 faculty members who are keenly involved in doctoral education in seven departments at solitary institution. Gardner (2009) chose the seven departments due to two major reasons. First, it is paramount to scrutinize doctoral education from numerous disciplinary viewpoints symbolizing disciplinary diversity. Secondly, previous studies hold that the seven disciplines are a representation of both the lowest and the highest completion rates over a twenty-year phase at their organization. The first strength of this research is that Gardner (2009) used the Glaser’s steps of data analysis which led to reliable conclusions. Secondly, the author interviewed 38 faculty advisors who have significant experience and knowledge in the selected faculties. Additionally, the use of interviews necessitated the collection of first-hand information which is free from bias and errors. An analysis of the history in the real meaning of the term success also builds up the research. However, Gardner (2009) could have made the data more sound and
reliable through the utilization of mu ltiple research methods. Additionally, interviewing 38 faculty advisors from the same institution weakens the scope of the data as information garnered from a similar institution cannot be applied to all institutions in the world. The findings indicate that there is a major link between context and disciplinary culture which significantly influenced the conceptualization of success by faculty members in doctoral education.
Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming: Professional Identity Construction among Public Affairs Doctoral Students. Journal Of Public Affairs Education, 20(4), 545-564. doi: 10.1080/15236803.2014.12001807
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). 545-564.
This study was conducted by Smith & Hatmaker (2014) to add to the field of training the doctoral students on public affairs to become researchers. The research adds to the body of knowledge through examinations of the professional identity and socialization creation processes among the doctoral students researching public affairs. The method of research employed by the researchers is interview data from doctoral learners in manifold disciplines who are researching on public affairs. Smith & Hatmaker (2014) apply a multilevel model of the relational, individual, and organizational level approach through which doctoral students learn to be researchers. One remarkable about this article is that it employs prior research hence making it easy to avoid mistakes and biases. Another key strength of this research is that it utilizes the interview data which means that the reliability, validity, and application of the data are very easy and effective. The multilevel model also facilitates effective collection of the data hence aiding in the general effectiveness of the research. However, the article has its weaknesses. First, the researchers only interviewed 27 students from a similar faculty. Information from 27 students
cannot be generalized to all doctoral students researching on public affairs. Additionally, the scope of this research is somehow limited as it can only be applied to doctoral students researching public affairs. The research concludes that doctoral students in public affairs can be trained better through the provision of incentives, the establishment of cordial relations with their mentors, and offering professional development seminars. Most of the information from the research is quite applicable and effective in training doctoral students in public affairs to become researchers. The research is also effective because the authors’ statements are sound as they are backed up with reliable evidence.
References
Baker, V., & Pifer, M. (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
Gardner, S. (2009). Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines. The Review Of Higher Education, 32(3), 383-406. doi: 10.1353/rhe.0.0075
Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming: Professional Identity Construction among Public Affairs Doctoral Students. Journal Of Public Affairs Education, 20(4), 545-564. doi: 10.1080/15236803.2014.12001807