Theory of Doctoral Student Professional Identity - Annotated Bibliography Example

Theory Of Doctoral Professional Identity al Affiliation Discussion 1A Wk#3 Brief of The Theory of Doctoral Student Professional Identity I am interested in evaluating the theory of doctoral student professional identity. This area is crucial in the development of social workers who undertake doctoral degrees with the aim of growing their careers and offering high quality services. My focus is on the existing gap between the experiences of doctoral students and their emerging identities as academics and scholars. This gap has led to an obscured use of ‘identity’ constructs and frameworks, thus leaving doctoral studies in the dark. Furthermore, the gap fails to demonstrate their underlying professional identity construction process such as the interaction between students and faculty that contributes towards their becoming researchers. The study also seeks to evaluate the role of the community in the attainment of doctoral degrees. Explain How Each Of The Journal Articles You Selected Might Inform Your Final Project Topic The chosen journals are: Jazvac-Martek, M. (2009). Oscillating Role Identities: The Academic Experiences of Education Doctoral Students. Innovations in Education and Teaching International, 46(3), 253-264. Neumann, A. (2006). Professing Passion: Emotion in the Scholarship of Professors at Research Universities. American Educational Research Journal, 43(3). Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming Professional Identity Construction Among Public Affairs Doctoral Students. Journal of Public Affairs Education, 20(4), 545-564. Sweitzer, V. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1-34. The articles evaluate the isolation of doctoral students from their emerging identities as academics and scholars. These articles seek to reveal the association between academic success and professional identity amongst both minority and other graduate students with the social work doctoral program. Smith and Hatmaker for instance, evaluates the role of identity as students grapple between the sense of who they are and where they belong, and the resulting multiple representations of self (Weidman, 2006). Multiple selves do allow integration, and assist doctoral students in coping with failures and challenges. Sweitzer reveals that the causes of multiple identities amongst doctoral students include, among others community influence caused by expectations that students must perform well to show appreciation for community input in their studies. Academic work ranks first in the attainment of the doctoral degree for its consumption of the scholars emotional resource on their journey to preparing various trajectories in the future. References Jazvac-Martek, M. (2009). Oscillating Role Identities: The Academic Experiences of Education Doctoral Students. Innovations in Education and Teaching International, 46(3), 253-264. Neumann, A. (2006). Professing Passion: Emotion in the Scholarship of Professors at Research Universities. American Educational Research Journal, 43(3). Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming Professional Identity Construction Among Public Affairs Doctoral Students. Journal of Public Affairs Education, 20(4), 545-564. Sweitzer, V. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1-34. Discussion 1B Week 3 A Brief Description Of One Journal Article That Has Gaps In Credibility, Reliability, And/Or Validity An article with questionable reliability is that by Vekkaila, Pyhatto, & Lonka, (2013). Evaluates the factors that make the journey of pursuing a PhD as ever challenging and the cause of numerous serious problems for some students, particularly between the scholarly community and the doctoral students. For instance, some students believe that the interaction between student and the environment result in disengagement (Baldwin, Lunceford, & Vanderlinden, 2005). Despite disengagement referring to a student’s passivity with regards to an experience at hand, it also refers to distancing self from work and causing negative emotional experiences. Based on research, some qualities of doctoral students’ disengagement include lessened involvement, low energy, and inefficacy experiences. By showing lower energy, students felt exhausted and strained due to over demanding work, while lesser involvement is evident in the lack of interest in one’ feelings and work (Sally, 2014). Inefficacy amongst doctoral students is linked to the feeling of incompetence in a person’s work and this could result in burnout and lowered commitment levels. Explanation of Why The Journal Exhibits Gaps in Validity, Reliability, And Credibility This paper’s validity, credibility and reliability aspects are lowered by its use of qualitative approach. Lessened qualitative approach credibility can also be attributed to the paper’s small sample size, results generalization, and the use of semi-structured interviews (Dobrow & Higgins, 2005). Furthermore, requiring that the student inputs all their experiences and life in general often made it impossible to recall or summarise in one interview. Furthermore, participating students belonged to the same university, though from a huge intense research, and the incorporation of retrospective approach affected experience generalization. References Dobrow, S., & Higgins, M. (2005). Developmental networks and professional Identity: A Longitudinal Study. Career Development International, 10(6/7), 567-583. Golde, C., & Dole, T. (2001). At Cross Purposes: What The Experiences Of Doctoral Studens Reveal Regarding Doctoral Education. Philadelphia: Pew Charitable Trusts. Vekkaila, J., Pyhatto, K., & Lonka, K. (2013). Experiences of Disengagement - a Study of Doctoral Students in the Behavioral Sciences. International Journal of Doctoral Studies, 8, 1-21. Annotated Bibliography Jazvac-Martek, M. (2009). Oscillating Role Identities: The Academic Experiences of Education Doctoral Students. Innovations in Education and Teaching International, 46(3), 253-264 Jazvac-Martek, M. (2009) provides an article that critically evaluates and emphasizes that there is a need for research regarding the relationship between academics, and scholars’ identity. For my final paper, this article is a source of information regarding the role of academic achievement and the doctoral students (Weidman, 2006). However, the attainment of such reports causes varying meanings that rarely offer detailed management meanings or actual doctoral student experience together with their career realities. Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming Professional Identity Construction Among Public Affairs Doctoral Students. Journal of Public Affairs Education, 20(4), 545-564. Jazvac-Martek (2009) is supported by Smith and Hatmaker (2014)in their revelation that doctoral students’ definition of ‘identity’ causes confusion in an attempt to have a single and clear definition of what their attainment of doctoral degrees really means. However, Smith and Hatmaker acknowledge that doctoral students must adopt an approach that causes them not to just develop their identities within the profession, but also achieve their goals within the context of work that requires achieving (Vekkaila, Pyhatto, & Lonka, 2013). Neumann, A. (2006). Professing Passion: Emotion in the Scholarship of Professors at Research Universities. American Educational Research Journal, 43(3). Neumann (2006) confirms that any doctoral education or academic work involves an inevitable consumption of one’s emotional intelligence (Root-Bernstein & Root-Bernstein, 2000). This paper provides critical information for use in understanding the isolation between emotional intelligence and doctoral graduate identities in the sense that it evaluates the traditional way of having universities regard personal and professional identity as completely isolated with professional identity being regarded as ‘passionate thought’ that is borne from an intense passion to comprehend their field. Sweitzer, V. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1-34 Sweitzer (2009) acknowledges that personal communities, like academic factors, affect a person’s identity development, particularly their attrition and persistence. My paper will evaluate the community’s influence as a revolving around family and friends, and as founded on attrition and persistence (Root-Bernstein & Root-Bernstein, 2000). Furthermore, the research paper will depend on this article to understand and integrate socialization model as a critical element of knowledge, skills, and dispositions. The social network theory is also a crucial point out the gap in academic identity establishment literature. Dobrow, S., & Higgins, M. (2005). Developmental Networks And Professional Identity: A Longitudinal Study. Career Development International, 10(6/7), 567-583 Dobrow & Higgins (2005) examine the link subjective career results and individual development, mentoring networks in clarifying the professional identity. My research will use this article to demonstrate that it is possible to improve one’s career by altering their developmental networks especially in the early years of their careers (Sally, 2014). The book also answers questions on professional identity’s relationship with the characteristics of the developmental network over time. Colbeck, C. (2008). Professional Identity Development Theory And Doctoral Education. New Directions for Teaching and Learning, 113, 9-16 Colbeck (2008) emphasizes that doctoral students require a sense of shared meanings through various roles may assist doctoral students to define professional identities that incorporate various aspects such as being a service provider, a researcher, or a teacher. For my paper, such reintegration will offer critical information regarding educating such students to identify synergy within the various existing academic identities as a form of re-inventing academic work from one student to the next. Ibarra, H. (1999). Provisional Selves: Experimenting With Image And Identity In Professional Adaptation. Administrative Science Quarterly, 44(4), 264-288 Ibarra (1999) affirms that it is possible for doctoral students who adapt a sense of shared meanings through the experimentation of provision of self thus acting as trials for any unexpected elaborated professional. For my research, the adaptation of new roles will involves role model observation, experimenting with one’s provisional identity, and evaluation of experiments with respect to external feedback and internal conventions (Morrow, Boddy, & Lamb, 2014). Experimentation with a person’s provisional identity involves socialization and calls for changes in attitudes, skills, new behaviour, and interaction patterns. Internal and external feedback for use in evaluating self include negotiation with self and others, and then identify developed for little empirical attention. Grove, J. (2015, January 1). Who are you? Four Identities Among Doctoral Scientists. Times higher education Grove (2015) this article introduces the four main forms of identities for doctoral scientists. These categories assist with understanding the classification of doctoral student perception from the traditional “PhD student-as-academic” to “social idealists” who keenly carry out research careers though not from university settings with the aim of yielding useful research aided by government organizations or conservation groups. For my research, these classifications of PhD students is as a result of distinct and changing international perceptions and the consideration of student’s alternative employment options. References Baldwin, R., Lunceford, C., & Vanderlinden, K. (2005). Faculty in the Middle Years: Illuminating an Overlooked and Learning. Review of Higher Education, 29, 97-118. Colbeck, C. (2008). Professional Identity development Theory and Doctoral Education. New Directions for Teaching and Learning, 113, 9-16. Dobrow, S., & Higgins, M. (2005). Developmental Networks And Professionaln Identity: A Longitudinal Study. Career Development International, 10(6/7), 567-583. Golde, C., & Dole, T. (2001). At Cross Purposes: What The Experiences Of Doctoral Studens Reveal Regarding Doctoral Education. Philadelphia: Pew Charitable Trusts. Grove, J. (2015, January 1). Who Are You? Four Identities among Doctoral Scientists. Times Higher Education. Ibarra, H. (1999). Provisional selves: Experimenting With Image And Identity In Professional Adaptation. Administrative Science Quartery, 44(4), 264-288. Jazvac-Martek, M. (2009). Oscillating Role Identities: The Academic Experiences of Education Doctoral Students. Innovations in Education and Teaching International, 46(3), 253-264. Morrow, V., Boddy, J., & Lamb, R. (2014). The Ethics of Secondary Data Analysis . London: Institute of Education. Neumann, A. (2006). Professing Passion: Emotion in the Scholarship of Professors at Research Universities. American Educational Research Journal, 43(3). Root-Bernstein, R., & Root-Bernstein, M. (2000, January 14). Learning to Think with Emotion. Chronicle of Higher Education, p. A64. Sally, H. (2014). Science in Action: Doctoral Scientists and Identity construction. University of York, UK, 1-3. Smith, A., & Hatmaker, D. (2014). Knowing, Doing, and Becoming Professsional Identity Construction Among Public Affairs Doctoral Students. Journal of Public Affairs Education, 20(4), 545-564. Sweitzer, V. (2009). Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach. The Journal of Higher Education, 80(1), 1-34. Vekkaila, J., Pyhatto, K., & Lonka, K. (2013). Experiences of Disengagement - a Study of Doctoral Students in the Behavioral Sciences. International Journal of Doctoral Studies, 8, 1-21. Weidman, A. J. (2006). Singing The Classical, Voicing The Modern : The Postcolonial Politics Of Music In South India. Durham [u.a.]: Duke Univ. Press. Read More