SYNTHESIS PAPER: DOCTORAL IDENTITY. Education Research Paper

Synthesis Worksheet
Delight Penaverde-McKitrick
Grand Canyon University

 Synthesis Worksheet
Introduction Capture interest:
A key aspect of the success of doctoral students is their interactions and relationships with other students and their supervisors. The interaction is affected by needs and characteristics of the students and institutional conditions, and the attitudes, skills, and roles of supervisors and the supervisory styles they use. Previous researchers have established that relationships and interactions, formal or informal and incidental or frequent, are critical to the academic success of doctoral students throughout all stages of the doctoral process (Baker and Pifer 2011). This has also been supported by the fact that student success is linked to institutional socialization, faculty mentoring, and student proactivity (Smith and Hatmaker 2014). This shows that doctoral students who engage in interactions and relationships with other students and supervisors register better academic success than those who do not. Although there are several other factors that influence the academic performance of doctoral students, relationships and interactions are the most influential and determine a student’s overall academic performance. 
Context:
Identity is the culmination of what a person thinks and does over a given period which effects changes in behavior and mindset. Baker and Pifer (2011) assessed the stages that doctoral students pass through and the impact on their academic performance. Gardner (2009) showed the influence of disciplinary culture and context on the academic success of doctoral students. Smith and Hatmaker (2014) showed the effect of interactions on academic success. Statement of common themes: Three themes emerged from the studies: academic success, relationships, and identity development. Thesis statement: Doctoral students that engage in relationships with fellow students and supervisors find ease in identity development and register better academic performance and success than those who do not. 
Theme One: Academic Success
Baker and Pifer (2011):
Doctoral student passes through three stages to transition from being a dependent to an independent scholar/researcher; relationship and social interactions, incidental, infrequent, formal or not affect the student’s success throughout the doctoral process. This study shows key factors that influence a student’s academic success. 
Gardner (2009):
Academic success varies according to disciplinary culture and context of the discipline which influence the faculty’s conceptualization of success in doctoral education. Quantifiable (GPA, test scores, retention, degree completion, graduation rates) and qualitative measures (student’s disposition towards his area of study and PD) are indicators of success. Certain traits (self-direction, self-motivation, initiative, independent thinking, initiative, and collaboration) lead to student success. The study sough to establish the impact of different traits on a student’s academic success. 
Smith and Hatmaker (2014):
Academic success is linked through making connections, informal or formal ways. The students build a positive reputation in the academe and collaboratively seek opportunities to work with professors in ways like conference presentations and excellent coursework. Serendipity and pro activity attests to student’s transition from a dependent scholar to an independent researcher/scholar.
Theme Two: Relationships
Baker and Pifer (2011): Developmental networking and collaboration provide opportunities forsuccess in early career stages; forging connections and establishing relationships increase self-confidence, self-efficacy, and motivation; gets knowledge about faculty career and more professional opportunities; students use strategic approaches in selecting dissertation committee to support and help them in their field of studies.Gardner (2009): Students with these attributes are provided guidance and support in their professional and personal academic relationships. These traits are inherent in their personality. Two disciplines have referred to relationship as part of success. Some referenced words like “self-direction and research dissemination,”  “happy,”  “own initiative,”  “independent,” “productivity,” “family,” “camaraderie,” “sense of wholeness,” were used to what a successful student is. Faculty members mentioned a culture of “cohesion, mutual respect, and care.” 
Smith and Hatmaker (2014):
Mentor-protégé relationships, informal or formal, offer psychological and social support. The student learns from mentors, peers, and faculty members knowledge, skills, and abilities. Organizations formally connect students to the academe for support and help; students make their own initiative. Various social networks provide resources for research. Students mentioned the importance of being assigned to “the right people” to work with which they call “luck”. 
Theme Three: Identity Development
Baker and Pifer (2011): Relationships impact the transition from a doctoral student into independent scholar; positive and negative effects could lead to a smooth transition; learning and identity development are two social processes that are interconnected which occur...