Synthesis worksheet

SYNTHESIS WORKSHEET: DOCTORAL IDENTITY 2

Synthesis Worksheet: Doctoral Identity

Grand Canyon University

December 5, 2018

Running Head: SYNTHESIS WORKSHEET: DOCTORAL IDENTITY 1

SYNTHESIS WORKSHEET: DOCTORAL IDENTITY 8

Synthesis Worksheet

Introduction

Capture interest:

(Background)

In contemporary society, doctoral students are more favorable to have a developed professional plan and career. It is at this stage where individuals learn the true nature of their job and learn practical skills of how to teach and carry out research.

Context:

The three articles are about doctorate students and focus mainly on how to help these learners to make their careers a success and positively identify themselves. They help the reader in understanding the various areas that need to be addressed regarding doctorate learners. The articles also help the doctorate learner get an insight into what professional skills are necessary to develop successful professionalism and research.

Statement of common themes:

The common issues discussed in the articles are an academic success, independence and relationships. They are all addressed by the authors to show their centrality.

Thesis statement:

Doctorate students have varying needs, and most of them are not aware of these needs and how vital identifying those needs helps in the outcome of their professionalism and career paths. A review of literature suggests productive doctoral identity is supported by student experiences focusing on academic success, developing relationships with faculty and peers, and Independence.

Intro Summary of Presentation and Transition to the Body of the Paper

The following presents a discussion of themes emerging from a review of empirical research examining factors of doctoral experiences that influence doctoral identity development. Specifically, a discussion of common themes that emerged from across the review of literature is presented. The presentation concludes with a summary of recommendations for future research and a brief overview of implications and applications of research outcomes across organizational contexts.

Themes Emerging from a Review of Literature Comment by Seanan Kelly: DEVELOAPING AND DISCUSSING THEMESThe question we are essentially attending to in our review of literature: how are each of the authors discussing the role and influence of the identified theme in productive doctoral identity? Academic Success: How do each of the authors discuss the ROLE of academic success in productive doctoral identity development? How do each of the authors discuss the INFLUENCE of academic success on doctoral identity development? Relationships: How do each of the authors discuss the ROLE of relationships in productive doctoral identity development? How do each of the authors discuss the INFLUENCE of Relationships on doctoral identity development? The third theme you identified – whatever it is we are seeing in the research (mentoring, advising etc.): How do each of the authors discuss the role of our third theme in productive doctoral identity development? How do each of the authors discuss the INFLUENCE of our third theme on doctoral identity development?From there we can open up the discussion singling out a few talking points: For instance: How do these findings potentially shape the way students attend to accumulating or identifying resources that support academic success? What about ways doctoral learners cultivate relationships or professional development opportunities… an increasingly online environment? What about how doctoral learners advance their sense of who they are as an individual learner or member of a community of learners in an increasingly online environment?You don’t have to answer ALL of these questions, but considering one or two of these can provide is with content to further develop our writing content in the themes sections themselves as well as in the conclusions section

Section Summary, statement of themes and Transition to discussion of first theme:

The common issues themes discussed in the articlesemerging from a review of literature and discussed in the following section are aninclude academic success, relationships and independence. and relationships. They are all addressed by the authors to show their centrality.

Theme One:

Academic Success

Baker and Pifer (2011):

The transition to any new professionalism for doctorate students requires the acquisition of new skills and competencies which will enable them to become independent instead of dependent. It is essential for students to break away from the structure provided by the system and develop their professional voice and academic identity to be successful academically.

Gardner (2009):

Student's success throughout doctoral education are measured by outcomes such as; retention rate, academic achievement, completion and professional socialization (Gardner, 2008). The students are assessed using the coursework which is expected to remain high to measure their performance at the end of their study.

Smith and Hatmaker (2015):

The theme of academic success in this context is brought about by the socializing aspect where it encourages doctorate students to learn to become independent researchers. Here the students develop the required knowledge and skills that are associated with being a member of an organization or profession. The success is measured with the capability of a student to identify with the norms, values and cultures of a given organization or institution.

Theme Two:

Relationships

Baker and Pifer (2011):

Relationships are a legitimate component in doctoral education as well as socialization and preparation for the professional and academic career. Relationships play a significant role in the development process of a student as they undergo the transition to becoming independent scholars. Additionally, it is vital to develop relations outside the academic environment to help students maintain a balanced and perspective experience as a whole.

Gardner (2009):

Faculty members expect students to exhibit certain behaviors. Therefore, the faculty members as mentors should portray the action first. Matching the incoming students in a mentoring-type relationship with more advanced students who show acceptable traits and habits promotes success. People learn from interaction, and therefore positive relations are supposed to be enhanced.

Smith and Hatmaker (2015):

It advocates for the importance of developing faculty ties so that students can access different mentors and role models. Establishing a connection with others help in developing quality support on both formal and informal basis which is vital to doctoral students. The article shows the centrality of the faculty's role in academic success by shaping the student's professional identity as researchers by emphasizing interaction between faculty and students.

Theme Three:

Independence

Baker and Pifer (2011):

Transition aims to help students move from dependence to independence. Identity development is crucial since it helps the student to develop their voice and can easily interact with the faculty since they have developed self –awareness, and they are independent scholars (Baker & Pifer, 2011). It helps them envision their future in a more positive dimension. Independence ensures that a student is competent and that they have the required skills needed in that they know themselves professionally and can be presentable at all times.

Gardner (2009):

Independence is related to success in that a student can develop themselves and developed their identity by knowing what they exactly want. In one of the studies carried out in various departments, most faculty members responded that their students had self-direction and could work independently. The theme of independence, in this case, is a requirement for success since it helps one assess their purpose and goals with minimal or no supervision.

Smith and Hatmaker (2015):

Here the author talks of professional identity which is defined as the relatively stable and the constellation of attributes, beliefs, values, motives and experiences which brings out a clear picture of independence (Smith & Hatmaker, 2014). Identity helps one move from being a consumer of knowledge to a producer of knowledge through own personal research. Independence in this context signals to others that an individual possesses unique, skilled, or scarce abilities, which is a positive indicator.

Statement of Conclusion, Restatement of Thesis and Summary of Key Points

This review presented a discussion of three themes emerging from a review of empirical research articles examining doctoral identity. A discussion of themes across each of the studies was presented. Literature on the topic of doctoral identity development suggests academic success, relationships and independence influence doctoral identity. The presentation concludes with a summary of key findings, recommendations for future research and implications for practice. Comment by Seanan Kelly: ALIGNMENT - CONNECTING THE CONCLUSION TO THE THESIS, CONTENT and TAKEAWAYS Here we are attending to a structural element that retains alignment by reinforcing for the reader what it is they have just read.The short-hand for this is an approach that says: “Tell them what you are going to tell them (in the intro); Tell them (in the body of the work); Tell them what you just told them (in the conclusion).”We can follow this summary statement with a recap of the thesis statement and key points from the core discussion.From there we transition to the takeaways that come in our Recommendations for Future Research or Implications for Practice..

The theme of academic success shows the need for one to transform from being a student to a professional. It is essential for a student to work and meet the expectations required and become successful regarding completion and being able to adapt to the cultural, values and norms of the profession or organization. Secondly, relations are necessary to ensure the smooth achievement of any student.

“Takeaways from the Discussion” - Critical Thinking/Creative Thinking Comment by Seanan Kelly: “TAKEAWAYS FROM THE DISCUSSION” - CRITICAL THINKING/CREATIVE THINKINGWe can also include a less formal discussion of ‘areas of interest’ in the discourse. This is one of the few areas in academic writing where we can be more free with our approach, more expressive in our commentary because we are presenting ideas and perspectives that are authentically our own, supported in this smaller writing setting, by A THIRD REVIEW OF LITERATURE To some degree these sections: Recommendations for Research, Implications for Practice or a Discussion Section can embody an approach that says: “I’ve given you the hard evidence, now let’s consider some other areas this information is applicable.”Again, we RETURN TO THE LITERATURE to help a reader understand the importance of addressing these considerations across contexts?

Developing ties with faculty members as well as fellow students and people outside the learning environment is required to doctorate students for development and professional growth. Lastly being independent is essential for each student since it helps them develop a sense of direction and work to achieve professionalism with an open mind and optimism. The general conclusion drawn from the three articles is that they guide students on how to become competitive and achieve self-actualization. The overall message is that education is a process and all students require guidance and motivation to achieve their goals.

Recommendations for future research Comment by Seanan Kelly: Recommendations for Future Research:Here’s a great 3 minute clip that provides an overview of how we generally approach the conclusion and recommendations for research section of our presentations:https://www.youtube.com/watch?v=NvbzZSY6_nMQuestions to help us understand how and why recommendations for research are constructed:1. How do these recommendations advance an understanding of experiences of doctoral learners that influence doctoral identity development (the focus of our presentation here)?2. What data/research is out there illustrating the importance of addressing these considerations in practical terms for colleges, universities, academic divisions and doctoral students themselves?This will include a return to the literature review to support our observations and discussion points.

Implications for Practice Comment by Seanan Kelly: IMPLICATIONS FOR PRACTICE: What are potential ways we can open up the discussion? At this point in our writing progression we are attempting to demonstrate where and/or how one or two points we’ve developed in the body of our work, apply or can be made actionable in other settings.Consider questions such as:1. How do these findings potentially shape the way students attend to relationship building or professional development in a digital age? 2. What about how doctoral learners advance their sense of who they are as an individual learner or member of a community of learners in an increasingly online environment?OR 3. How do these findings potentially shape the way education spaces are organized and lead by faculty and administrators, for instance? Are traditional learning spaces being rendered outdated or do they simply evolve as well? In what ways?You don’t have to answer ALL of these questions, but considering one or two of these can provide is with content to further develop our writing content in the themes sections themselves as well as in the conclusions sectionThis will include a return to the literature review to support our observations/recommendations/implications for policy development, program development and gaps in the literature that arise from the research results.• Revisit the literature to inform understanding.• What does the lit say? Does the literature confirm or support what we are proposing?

References Comment by Seanan Kelly:

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition 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 little?" The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326-350.

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.