The correlation between socialization and doctoral

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the correlation between socialization and doctoral identity should not be limited to doctoral students in the discipline of public affairs ( Smith, & Hatmaker, 2014). As Gardner (2009) indicated, struggles with doctoral identity occurs at all tiers of institutions and across disciplines. Additionally, Colbeck (2008) recommends that doctoral programs should recognize, encourage and foster the integration of professional identities of doctoral students. Multiple professional identities should be viewed as an asset that will expand the professions through research, teaching, and service (Colbeck, 2008). Implications for Practice Understanding factors that can contribute to success in the doctoral student can help faculty members and programs connected to these students. Setting up students for success should be the goal of all doctoral programs in all institutions, such as establishing partnerships with newly established and accomplished scholars (Coffman, Putman, Adkisson, Kriner & Monaghan, 2016; Baker, & Pifer, 2011 ) . Online doctoral students face additional challenges in succeeding . Ames, Berman, and Casteel (2018) explained that retention of doctoral candidates is dependent upon an integration of academic and social interaction. The more students feel connected within their academic community, the more they will feel vested in their role as a member of academia. It has been purported that institutions that implement private online workspaces are providing a necessary level of support for doctoral students to alleviate isolationism and foster a means of communication and connectedness (Ames, Berman, & Casteel, 2018). Thus, it would be prudent for institutions to develop and incorporate online doctoral support communities for online doctoral students and their dissertation committees
SYNTHESIS PAPER: DOCTORAL IDENTITY 12 (Ames, Berman, & Casteel, 2018). It is in the best interest of all parties involved for this to occur. Doctoral candidates will contribute to the welfare of society through future research if they succeed in their field (Gardner, 2009).
SYNTHESIS PAPER: DOCTORAL IDENTITY 13 References Ames, C., Berman, R. & Casteel, A. (2018). A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces. International Journal of Doctoral Studies, Vol 13, Pp 079-107 (2018) , 079. Retrieved from ? direct=true&db=edsdoj&AN=edsdoj.6a3a69e335fd4145a4344f1604151227&site=eds- live&scope=site 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 Coffman, K., Putman, P., Adkisson, A., Kriner, B., & Monaghan, C. (2016). Waiting for the Expert to Arrive: Using a Community of Practice to Develop the Scholarly Identity of Doctoral Students. International Journal of Teaching and Learning in Higher Education , 28 (1), 30–37. Retrieved from: ?

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