Enhanced Synthesis Paper: Doctoral Identity (Article Sample)

Enhanced Synthesis Paper Yemisi Okesola Grand Canyon University: RES-811 <Date> Reflection This enhanced synthesis paper is an improvement of a previous paper. It therefore seeks to incorporate the corrections and insights provided by the lecturer in the previous paper. In the pursuit of improving the paper, this efforts will be made to adhere to the rules of APA referencing, reducing grammatical errors, and improving on the synthesis of information. The overall objective is produce a much improved paper that exhibits the expected quality while providing the content as per the topics to be discussed. Overall, this paper will seek to follow the directions and the template for this assignment as provided. In the previous assignment, the rules of APA referencing were not followed fully. For instance, the header contained the surname instead of the running head. Therefore, in this assignment, that error need to be rectified. Other errors with regard to referencing that need to be considered in this paper include the indentation of paragraphs, as well as the correct in-text citation. I will also seek to do more refining work on grammatical, syntactical, and basic mechanical sentence structure and paragraph formation. I will need to prove that I have read numerous scholarly articles by ensuring that this paper shows seriousness in research and uses the appropriate language as expected for a scholarly article. The three themes will need to be made discernable at the introduction section of the assignment so as to incorporate the feedback from my supervisor on this matter. Finally, this paper will show the expected synthesis by connecting the information and ideas obtained from the various articles into one idea, while at the same time avoiding personal opinions. Enhanced Synthesis Paper The evolution to doctoral education is considered as a process of identity creation, which involves passing through verges of self-perception, which can be made obvious by self-discovery and skill-building (Blessinger & Stockley, 2016). Unless you have discovered yourself, creating a doctoral identity may not be easy regardless of how smart, hard-working or diligent you are. It involves various sets of views, attitudes and understanding of the roles, value, and culture within the framework of the profession. Baker and Pifer‘s (2011), paper on “The role of relationships in the transition from doctoral students to independent scholar”, explores the role of relationships in the identity development process of the doctoral students, hence showing how they begin to enact the academic career during the doctoral transition. Therefore, this article gives insights on the contribution of family, peers and faculty support in the success of the student, enhance the smooth and successful transition and helps student to develop appreciation to the requirement of academic careers, learned the methods of researching, as well as teaching skills associated with the profession. Smith and Hatmaker (2014) in the article “Knowing, Doing, Becoming: Professional Identity Construction among Public Affairs Doctoral Students,” it elaborated the importance of having a relationship with mentors and faculty members for professional guidance and identity growth. Communications with faculty helped them to develop self-awareness and confidence which improve sense of efficiency, when conducting research through on-the-job training or while working with mentors Gardner‘s (2009), “Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines,” explores the definition of success and focuses on the doctoral education success. The author therefore examines various definitions of success and provides a critical assessment of such definitions, and provides insights on the ambiguity of the term “success” in that, its meaning changes with changing perspectives. She observes that, while as to some people, success may mean setting goals and accomplishing them, but to the doctoral student, success is a blend of products including retention, academic achievement, completion or graduation, and professional socialization. This paper seeks to explore the themes of doctoral student identity, personal development, and socialization and networking in the context of doctoral studentship, by reviewing various literature. Doctoral Student Identity According to Garner (2009), Doctoral education is viewed differently with different perspectives, and every profession have their own specific qualities, cultures, codes of conduct, values, standard, and typical academic tasks. In light of this, beginnings of identity mission could make one to experience anxiety and uncertainty that are committed through a progression of self-examination and awareness, particularly in reverence of knowledge of self, and the value of emerging as a newly formed researcher. It is through the process doctoral identity formed by ability to make use of academic disciplines of consciousness, consistency, and progress throughout the coursework and the necessary planned connections with peers and contemporaries. Personal development Our personal opinions, sentiments or bias should not be a determinant to our academic success as a doctoral student, our held opinions can affect or disrupt our professional growth. Therefore, creating awareness of self that possibly outdate biases that occur is most observable, so as not to become an outdated educated remnant. Socialization and Networking In Baker and Pifer (2011), “The role of relationships in the evolution to doctoral students, the contribution of family, peers and faculty support in the success of the student, enhance the smooth and successful transition and helps student to develop appreciation to the requirement of academic careers, learned the methods of researching, as well as teaching skills associated with the profession. The worth of continuous communication with peers, colleagues, and counselors is encouraged, the concept of communications which demands additional research and understanding. Moreover, Doctoral faculty understand the useful aspect relevant to the course in pursuit, and doctoral learners, are encouraged to work accordingly. According to Smith and Hatmaker (2014), Professors and faculty advisors are seen as r...