Topic 4 DQ2

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7

Researcher Skills

Student Exemplar Paper

College of Doctoral Studies, Grand Canyon University

RES820A: The Literature Landscape: Organizational Leadership

Dr. Davis

Assignment Due Date

Researcher Skills

           Some would argue that academic writing is the most essential skill a researcher possesses, while certain studies demonstrate confident intrinsic behaviors, critical inquiry, and networking as the most valuable (Klocko et al., 2015). Scholarly networking encourages communication, increased self-esteem, cultural awareness, and professional development while navigating independent research skills (Lindsay, 2015). Doctoral students desire to feel united with faculty and peers, even in higher online education, to combat aloneness and feeling like a part of a community (Lee et al., 2020). Simplifying an atmosphere that encourages the use of critical inquiry augments students' perspectives and produces well-reasoned analysis and understanding, further enhancing individual research skills (Lindsay, 2015). Academic socialization, amongst others, allows the opportunity for growth by sharing the latest research trends while combating the feeling of disconnection or apprehension (Lee et al., 2020). Students must have the ability, knowledge, and the acquired skills to succeed as researchers (Klocko et al., 2015). Doctoral students who proficiently apply critical inquiry, mastery of intrinsic behaviors, and scholarly networking demonstrate expert research abilities.

Critical Inquiry

Developing critical inquiry at the doctoral level appears indispensable to producing a self-determining researcher by progressing in their skills (Lindsay, 2015). Students exercise critical thinking within the context of academic writing and leadership development programs (Lee et al., 2020). Understandably, doctoral candidates demonstrate problem-solving through their writing acumen, proven during the ultimate writing task, a dissertation (Klocko et al., 2015). Learners from arguments by displaying evidence that contributes to thesis writing through critical inquiry and analysis of careful consideration of evidence (Lindsay, 2015). The essential research skill of analysis is vital, especially for initial thesis writing efforts and pursuing scholarly writing (Lindsay, 2015).  

Students are challenged to questions and analyze their writing and research findings (Lee et al., 2020). Creative expansion, interrogation, and critical thinking of initial knowledge through inquiry are crucial (Klocko et al., 2015). A forward-thinker question's perceived ability rejects opinions that lack authenticity and examines viable source information (Lindsay, 2015). With this, doctoral students gain knowledge and skills that enhance their ability to think critically and creatively (Lee et al., 2020). Doctoral students exercise critical inquiry by gathering, evaluating ideas and assumptions from various sources to formulate new ideas (Klocko et al., 2015).

Mastery of Intrinsic Behavior

Using stimulating feedback and supportive networks, students in higher education can expel negativity (Lindsay, 2015). Due to academic pressure placed on doctoral students, self-efficacy can cause a student to self-destruct or motivate a student to surpass expectations to achieve excellence (Lee et al., 2020). Pressures of coursework, criticism and cognitive dissonance between staff and students elicit feelings of anxiety and a lack of self-efficiency, demonstrating the importance of students mastering their intrinsic behavior as a researcher skill (Klocko et al., 2015). In addition, students face difficulty balancing home, family, and work-life, interrupting the research abilities and flexibility required to continue pursuing a doctorate (Lindsay, 2015). The social atmosphere can permit cognitive and teaching while creating more profound academic meaning, but researchers must dedicate themselves to analyzing, collecting data, and report writing (Lee et al., 2020). 

Lack of institutional support and negative peer pressure can cause students to wrestle with forfeiting their journey to advance their research capability and complete a doctorate (Lindsay, 2015). Some doctoral students experience low self-confidence in research writing skills and maintaining their voice because of constructive criticism from peers and faculty (Klocko et al., 2015). Feedback from instructors promptly is essential for doctoral candidate's self-confidence (Klocko et al., 2015). Intrinsic behaviors guide doctoral learners' motivation, organization, and scheduling techniques (Lindsay, 2015). Doctoral students that are highly intrinsically motivated tend to grasp concepts quicker while showing a greater understanding of the subject matter (Lee et al., 2020). 

Scholarly Networking

           The research skill of exercising academic consorting with others illustrates better graduation rates for completing the doctorate program (Lee et al., 2020). Engaging in scholarly communication and collaboration with supervising instructors and communities of practice contribute to the student's overall adaptation of research skills (Klocko et al., 2015). Feedback between students, faculty, and targeted professionals is present within the doctoral program and social practices (Lindsay, 2015). Historically, theorists have depicted that integrating social involvement with faculty, peers, and targeted professionals could improve doctoral student retention (Lee et al., 2020). A grounded study correlates the lack of interaction from supported sources as the primary reason the doctoral students fail to complete their studies (Klocko et al., 2015). 

           Interaction from others is a critical motivator that proves to have an immense effect on doctoral student's overall educational accomplishment (Lindsay, 2015). Although peer review is helpful, postgraduate students must learn to provide constructive and substantial feedback to their peers (Klocko et al., 2015). Peer reviewing and editing is an appreciated tool, but students rarely take advantage of it although it is desired (Klocko et al., 2015). Scholarly networking encourages doctoral learners to solve problems and formulate their thoughts, questions, and ideas (Lindsay, 2015). Therefore, social integration between students and supervisors is empirical to feeling connected and less isolated in higher educational programs (Lee et al., 2020). Scholarly networking emerges imperiously to doctoral students' ability to encourage research skills, societal affiliation, and a sense of belonging while navigating academic activities (Lindsay, 2015). 

Conclusion

Critical inquiry, monitoring intrinsic behavior, and educationally networking are three major themes derived from scholarly sources that targeted necessary succession tools toward higher education programs (Lindsay, 2015). It is essential to identify the patterns and themes within each source read to discover existing knowledge gaps and what has already been said in literature (Klocko et al., 2015). Many commonalities are present within the readings, such as relationships being the leading cause of success or high attrition rates in doctoral programs (Lee et al., 2020). Students should focus on repetition, communication, planning, positive thinking, and preparation while exercising critical inquiry on the path to further developing researcher skills (Klocko et al., 2015). 

While the skill of scholarly networking is exceptional, students must be intrinsically motivated to dedicate the time necessary to advance critical thinking skills, organization, planning, and devotion to the doctoral program (Lindsay, 2015). As a result, universities of higher education experience an excessive attrition rate (Lee et al., 2020). For example, a study conducted on higher education universities in the United States and Canada resulted in only a 56.6% completion rate of doctoral students (Lee et al., 2020). Moving forward, researchers should use a mixed-method approach and larger sample sizes with various demographic factors to permit the opportunity to diversify findings (Lindsay, 2015). In addition, researchers should limit interface with members while observing at a distance (Klocko et al., 2015). The recommendations mentioned above could explain why and how researchers had specific outcomes.  

References

Klocko, B. A., Marshal, S. M., & Davidson, J. F. (2015). Developing practitioner-scholar doctoral candidates as critical writers. Journal of Higher Education Theory and Practice, 15(4). 21-31. http://www.na-businesspress.com/JHETP/KlockoBA_Web15_4_.pdf

Lee, H., Chang, H., & Bryan, L. (2020). Doctoral students' learning success in online-based

leadership programs: Intersection with technological and relational factors. International

Review of Research in Open and Distributed Learning, 21(1), 61-81.

Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2). 183-196. http://doi.org/10.1080/13562517.2014.974025