Unit VI Research Paper

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Unit V Annotated Bibliography

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Unit V Annotated Bibliography

Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.

In this study, the authors try to define how someone can achieve success in higher education, more specifically in doctoral studies. She also looks at some of the factors which have been described as the concepts that can assist one to be successful in the doctoral studies such as advising, student characteristics and other particular measures such as grades and test scores. Having this in mind, they argue that success can have different meanings ranging from year to year persistence as well as high grade point averages to the level of degree completion.

Many scholars have studied the concepts of success but have always come up with different conclusions to the same. Extending the same analogy to doctoral studies, on can conclude that a customizable combination of traits in different people can determine the kind of success one can achieve in their doctoral studies. The paper therefore starts by giving a brief overview of the relevant literature as well as the conceptual framework that guides the study.

The authors ended up making a finding on different indicators which served to show a successful completion of a doctoral study. While some of the respondents were of the idea that getting a good job after graduation was an indicator of successful completion, others focused on the status and the rankings that they received after gaining the title. This effect uplifts the esteem of those who complete and even gives them a sense of pride on their achievements.

Others also found this as an opportunity of getting better funding for their future projects, considering that the sponsors find them to be more reliable at doing a successful project in the future.

Wilson, M. E., Liddell, D. L., Hirschy, A. S., & Pasquesi, K. (2016). Professional identity, career commitment, and career entrenchment of midlevel student affairs professionals. Journal of College Student Development, 57(5), 557-572.

In this article, the authors attempt to further explain the process of socialization and professional identity construction process that exists among doctoral students that conduct research on public affairs. They tend to develop a model with a multilevel approach that will assist in organizational, relational and individual level tactics that students can use and become better researchers. Additionally, they try to provide insights on interactions that exists between the students and faculties that can significantly contribute to their development and even their own proactivity.

In this study, the authors use data from students in a wide range of disciplines to conduct their research. The authors also attempt to explain the significance of professional socialization as a way of developing and acquiring skills and knowledge necessary for being a member of an organization or profession. They further explain that people who get introduction as new comers have to undergo an adaptation process which will ensure they mature up in the particular organization. The code of conduct found in every profession have a variety of characteristics which differ from one profession to the other, and profession after achieving the doctorate is not quite different. However, considering that this profession transcends almost all professions available, there is a mixture of behaviors and characters that are influenced by the different professions.

The authors therefore argue that professional socialization involves learning about developing one’s identity within the profession while having in mind the kind of work that one needs to accomplish in the long run. Socialization in the doctorate profession is therefore very crucial to ensuring that the graduate develops his own professional identity.

Mawson, K., & Abbott, I. (2017). Supervising the professional doctoral student: Less process and progress, more peripheral participation and personal identity. Management in Education, 31(4), 187-193.

When it comes to making a comprehensive study on a particular course, many students find the system quite lacking as the procedures needed for appropriate learning are never available. Because of this the students start from a point of confusion as they work their way up in the academic field. In this paper, the authors try to explain the intricacies in the academic field, with a main focus in doctoral studies. The main goal of the author is to shed light on the necessary information through this paper, which will enable students to transition from being dependent to being independent in their preferred course of study.

To make this development, the authors have made a reliance on a theoretical framework that tends to bring together the sociocultural perspectives needed for learning. The authors also make a focus on relationships and learning, an interrelation that is potent enough to determine how a student will develop in his academic life. Highlights is also made on the effect of such relationships and interactions on the strategies and experiences which are associated with the second stage of the doctoral education, which enables the students to develop their identity and make a transition to independence.

In their study, the authors show the success that is achieved by a doctorate student when he develops the right relationships intended to ensure that he succeeds in his studies. They also point out that a relationship built in the studies can either be constructive or destructive, depending on the basis on which it is formed and the main goal of the relationship. The authors also end up showing how identities can be established in such relationships.

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