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Synthesis Paper

Quinn Nelson

Grand Canyon University: RES-811

September 2, 2019
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Title

In our first article, the authors are concerned with how well Doctoral students

progress towards writing their dissertation and attaining the PH.D. The next article

understands that Doctoral programs are often long, challenging to complete and are

very comprehensive. The authors understand that there are innumerable obstacles to

degree completion and that some significant formation of a Doctoral identity is key to

successful navigation of any PH.D program. The final article navigates the process in

the evolution of the Doctoral learner into a successful academic researcher--a process

mandatory for any Doctoral graduate to have success in the job market. The three

themes that emerged from these articles are: Academic success, Relationships and

Initiative--all of which play integral parts in the evolution of the Doctoral learner into

a successful PH.D recipient. The following paper will provide a discussion about

these themes and how they relate to issues of Doctoral identity formation. The paper

will conclude with a summation of key concepts, ideas for future investigation and

research and what this all means for future Doctoral learners.

Theme One

Research has been sparse concerning by far the most integral aspect of any

Doctoral program--the successful completion of formal academic coursework as you

prepare the dissertation prospectus (Baker & Phifer, 2011). This challenge is only

intensified when it is placed in the context of distance learning (Black, 2017). The

online Doctoral candidate not only has to navigate through significant amounts of

formidable coursework and assignment material; he or she must already begin

thinking about dissertation prospectus proposals from day one as these other academic

efforts take place (Black, 2017). Only 50% of Doctoral learners actually complete

their program, so understanding the factors that promote academic success is indeed
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important (Gardner, 2009). Despite mentoring not being positively implicated in

candidates committing to research careers upon graduation, this coaching has been

linked to increased self-confidence and independence in Doctoral researchers and

increased positive overall academic performance (Paglis, et.al., 2006). Confidence

and self-efficacious behavior are indeed important as the Doctoral candidate will

likely be alone (for the most part) in the preparatory process for the dissertation

prospectus (Paglis, et.al., 2006). There is simply no substitute for a strong sense of

discipline and hard work that derive from having belief in your work and purpose

(Smith & Hatmaker, 2015). As there is no one personality profile that can be

emblematic of the successful Doctoral learner, there are some traits that are

indispensable--self discipline in matters concerning academia, the ability to delay

wants and/or desires and the lack of fear in risk-taking to pursue excellence (Lovitts,

2005).

Theme Two

The very nature of proposing a dissertation prospectus provides for a very lonely

and isolating period of Doctoral study (Baker & Phifer, 2011). Trying to foster and

augment professional affiliations and networks is already challenging in an on-

campus Doctoral program, but it becomes a distinctly formidable task in a solely

online environment. A sense of being connected and in-tune with faculty, staff and

other students can be directly implicated in whether a Doctoral learner will persist in

an academic program or not (Rockinson-Szapkiw, 2014). Given the importance of

producing a successful and original dissertation, relationships with faculty, other

students and mentoring staff are highly important (Gardner, 2009). Social isolation is

highly implicated as one of the main factors in Doctoral student attrition in the United

States (Ali & Kohun, 2006). The Doctoral learner is chiefly responsible for the
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creation and durability of professional relationships with faculty and mentoring staff

during the duration of their academic program (Smith & Hatmaker, 2015). These

connections are not only crucial during the prospectus and dissertation phases, but are

also vital during the postgraduate career as well (Smith & Hatmaker, 2015). The

attainment of a Doctoral identity is part and parcel of the formation of a research

rubric and the amalgamation of professional relationships that can not only aid in

successful dissertation completion, but continued, lifelong success (Felder, 2010).

Theme Three

During Doctoral study, the major area of concern is the transition from course

and didactic studies into the dissertation phase (Baker & Phifer, 2011). Here, the

Doctoral learner has significant amounts of autonomy and engages in significant

amounts of research with very little faculty or peer support (Baker & Phifer, 2011).

This difficult process of needing to propose a prospectus without significant faculty

support contributes to the nearly half of all Doctoral learner attrition rates in PH.D

programs (Golde, 2005). Amplifying support for the Doctoral student during this

phase of study could significantly alter dropout rates (Golde, 2005). Given that half

of all Doctoral students fail to complete their programs, knowing the circumstances

that put the student in the best possible position to be successful is ideal (Gardner,

2009). Again, high amounts of initiative and the ability to be a self-starter are

indispensable here--it will allow the Doctoral learner to set aside the long hours

necessary to study and perform the arduous research necessary to be successful

(Gardner, 2009). Moreover, the initiation and sustenance of core relationships with

faculty and mentoring staff will be on the shoulders of the Doctoral learner (Gardner,

2009). The Doctoral learners that are best socialized to adapt to the role of a lifetime
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academic learner are the most likely to be successful at all phases of the academic

program and in their careers beyond (Weidmann & Stein, 2003). Students who

possess the inherent motivation and discipline to be self-starters and who will initiate

relationships with faculty are the learners most likely to succeed (Smith & Hatmaker,

2015).

Conclusion

The above analysis highlights many of the challenges that Doctoral learners face

as they formulate a personal and unique Doctoral identity. Thorough perusals of the

literature reveal that these scholars development is influenced by factors of focusing

on academic success, the ability to foster and sustain important professional

relationships and the possession of an formidable and inherent sense of initiative.

Research has been paltry in terms of analysis of what is the most difficult period of

any Doctoral program--the transition from didactic coursework into proposing the

dissertation (Baker & Phifer, 2011). The transition is only made increasingly

challenging when it is undertaken in an online format (Black, 2017). Only 50% of

Doctoral learners actually complete their program, so understanding the factors that

promote academic success is indeed important (Gardner, 2009). The intervening

stage between completing didactic coursework and writing the dissertation is the most

perilous as the student is largely isolated in preparing the Doctoral prospectus (Baker

& Phifer, 2011). Some implications for further practice would be examining

mechanisms by which we can increase the amount of support Doctoral learners

receive during the dissertation proposal stage (Golde, 2005). It is this intervening

stage that is most highly implicated as a highly opportune time to feed the already

dramatically high attrition rates among Doctoral students (Golde, 2005). Another

implication for further practice would be implementing programs that aim to address
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the social isolation Doctoral learners experience (Ali & Kohun, 2006). Perhaps

initiating a means of connecting all Doctoral students in a given cohort to certain

social media and support channels would help to decrease these feelings.
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References

Ali, A., & Kohun, F. (2006). Dealing with isolation feelings at IS doctoral programs.

International Journal of Doctoral Studies, 1, 21-33.

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from

doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17. doi:

10.1080/0158037X.2010.515569

Black, R. (2017). E-mentoring the online doctoral student from the dissertation

prospectus through dissertation completion.

Felder, P. (2010). On doctoral student development: Exploring faculty mentoring in

the shaping of African American doctoral student success. The Qualitative

Report, 15(3), 455-474.

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

Golde, C. M. (2005). The role of the department and discipline in doctoral student

attrition: Lessons from four departments. The Journal of Higher Education,

76(6), 669-700.

Lovitts*, B. E. (2005). Being a good course‐taker is not enough: a theoretical

perspective on the transition to independent research. Studies in higher education,

30(2), 137-154.

Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value?

A longitudinal study of mentoring and doctoral student outcomes. Research in

Higher Education, 47(4), 451-476.

Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic

norms. Research in higher education, 44(6), 641-656.

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Rockinson-Szapkiw, A. J., Heuvelman-Hutchinson, L., & Spaulding, L. (2014).

Connecting Online: Can Social Networking and Other Technology Support

Doctoral Connectedness?. Journal of University Teaching and Learning Practice,

11(3), 4.

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.