Synthesis Paper: Doctoral Identity- Rubrics, Template, Articles, and Prior Assignment w/feedback included
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Kendra Smith K_Smith Synthesis
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Running Head: SYNTHESIS PAPER 1
SYNTHESIS PAPER 7
Synthesis Paper
Kendra Smith
Grand Canyon University: RES-811
December 18, 2018
The education of doctors in the United States involves a three-step process in
professional scholarly identity development. In the process, students learn the nature
of teaching skills, research, academic career and language in the field. The first stage
is made up of the coursework for the first year, in the second stage, students pass
candidacy exams to complete the coursework and begin developing the proposal for
dissertat ion and dissertat ion itself. In the final stage, students complete their
dissertat ions. The first and the third stages have been extensively focused on by
research, as opposed to the second stage which is the crit ical stage involving a
transit ion from dependence to independence by moving from course structures into a
self-directed and isolat ing period (Gardner, 2009). In the stage, academic identit ies,
professional voices, and scholarly independence are developed in a process
characterized by personal and professional identity, challenges, experiences,
advancing goals, performance, relat ionships and types of support.
Doctoral experience’ most crucial dimension is the development of identity despite
the fact that this process has eluded a lot of empirical studies. A lot less research
attention has focused on the influence of the relat ionship students develop with
others on identity development during graduate studies. This paper examines the
relat ionships of students with others in the process of development of identity
during the second stage in the transit ion to self-regulat ing academics. The paper
discusses the role of the relat ionships developed by students in terms of purposes
and outcomes by focusing on three themes on identity development relat ionships,
namely, advice and support, development of student identity during training and
development of identity during practice.
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General advice and support
General support and advice are one of the ways themes around the role of
relat ionships developed by students during the second stage of doctoral education.
The second stage is the stage in which many a student rely on in the development of
relat ionships that help them navigate the challenges in the stage.
The second stage basically involves due dates, syllabi, coursework, and faculty, peers
and administrator consistent interactions. Students in this stage are faced with lack
of structure as one of the problems that relat ionships developed help them wade
through. Students overcome lack of structure problem through the relat ionships they
develop with educational counselors or overseers and progressive students.
Academic advisors students, for instance, help students in developing task writ ing
schedules as advanced students share with them their strategies including daily and
weekly goals of writ ing, habits of support and successful writ ing (Smith & Hatmaker,
2014).
Another problem faced with isolat ion since students are not in the classroom in this
stage, a factor that reduces their interaction with the members of the community.
These relat ionships help students deal with isolat ion as it helped keep them on task.
Gardner (2009) argues that these relat ionships bridge the gap between the students
and the educational community and inform students on professional developments,
events, and opportunit ies. These relat ionships also help students manage negative
emotions and challenges in stage 2.
These relat ionships also help students develop key experiences that are crucial in
incorporating them into the community and in the process of developing
dist inct iveness (Gardner, 2009). These key experiences include brown bag lunches,
research assistantship, student organization meetings and teaching assistantship
that are associated with the career.
Students’ lack of relat ionship connections miss out on key experience opportunit ies
and even question their sense of belonging. The relat ionships are, therefore, crucial in
keeping students sane and connecting them to resources including knowledge,
support and parallel process mastery behavioral strategies for identity development.
Student identity development
This means that students as organizational newcomers are expected to know what is
expected of them and must develop the abilit ies and strategies to meet those
expectations to enable them to perform their roles effect ively. Interaction with
mentors, peers, family members and friends is crucial in this process referred to as
role teaching (Gardner, 2009).
One of the ways relat ionships help students during role learning is through the
creation of awareness of transit ion. Students in the second stage struggle with self-
doubt as they transit ion from being used to classrooms and interactions with the
academic community. Relat ionships and interactions with advanced students help
them get the support and advice they need during their engagements with parallel
identity development as scholars and students. These relat ionships help students
become comfortable and overcome fear and undue stress.
Impression management is one of the fruits of relat ionships students develop with
the academic community, advanced students and instructors as students are not
confident as who they have become. They are in fear of embarrassments despite the
increased knowledge and abilit ies (Baker & Pifer, 2011). Through this, they learn how
to interact with faculty to share ideas and create intellectual discourse opportunit ies.
Another way these relat ionships help is the development of network and
collaborations that help them develop confidence and achieve success in the early
stages of their careers.
Scholar identity development
The identity development topic is increasingly gaining research and academic practice
attention. Students in the second stage are aware of the transit ions, and develop
experiences and gain insights into preparations of becoming scholars. They are also
able to art iculat ing their own identity development (Rayner, Lord, Parr & Sharkey,
2015). The relat ionships helped students shit the short term goal focus on exam
dates and assignment due dates, beginning and end of semesters to long-term goals
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such as completion of dissertat ion and dissertat ion proposals which do not have due
dates and graduation and academic employment. The relat ionships also helped
students develop collaborations with scholars in their fields of interests, assistant
professors and dissertat ion community members’ select ion. It also helped them have
a clear preview of faculty career when they become faculty members.
Conclusion
The understanding or relat ionship development during doctoral student training
experience is crucial in managing challenges and issues that face students during
stage 2 of their doctoral learning. It also helps draw the attention of stakeholders to
this important phenomenon these relat ionships inform learning and role enactment.
These relat ionships, just like the structure and climate of the program, are important
components of the doctoral student education experience. It is important that a
collect ive understanding is developed on doctoral education and professoriate
preparation based on theory and research to provide all involved in the practice
preparation with facts on how to understanding and sustain upcoming scholars, in and
out of classrooms. Strategies should, therefore, be developed to acknowledge the
doctoral students needed and concerns on their transit ion through the educational
stages and identity development so as to be independent scholars.
References
Baker, V. L., & Pifer, M. J. (2011). The role of relat ionships in the transit ion from
doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5-17.
Gardner, S. K. (2008). “What's too much and what's too litt le?” The process of
becoming an independent researcher in doctoral education. The Journal of Higher
Education, 79(3), Gardner, S. K. (2009). Conceptualizing success in doctoral education:
Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3),
383-406.326-350.
Rayner, S., Lord, J., Parr, E., & Sharkey, R. (2015). ‘Why has my world become more
confusing than it used to be? Professional doctoral students reflect on the
development of their identity. Management in Education, 29(4), 158-163.
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.
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