The current literature
further informs collective knowledge of the doctoral process doctoral students’
experience from their transition from dependence to interdependence. The study
used the interdisciplinary framework to get a better understanding of
developmental theory and socio-cultural aspects of learning. Next, Gardner
(2009) aimed to define success in doctoral education given the fact that
approximately fifty percent of the students who join this education complete
the degree. Smith and Hatmaker (2014) investigated the experience of doctoral
students in the public field who were trained researchers. The existing
research concluded that the implementation of the programs and faculty mentors
is crucial to the overall growth of the students’ professional identity
process. Therefore future research should look towards analyzing how peer
relationships have an impact on professional identity growth and development.

The paper intends to
discuss three main themes from the provided articles including academic
success, relationships, and socialization. These themes are significant to
doctoral students as they help in enlightening them on the key issues that
affect their academic as well as professional image.

Doctoral students’
prolificacy in their education and careers is determined by their academic
success which in turn depends on their relationships and socialization within
their faculties.

We will write a custom essay sample on
Reflection learner success, especially in undergraduate education. Developing
Specifically for you for only $16.38 $13.9/page

order now

Theme 1: Academic Success

Academic success is
significant to doctoral students as it helps them attain professional identity.
According to Gardner, the word success is utilized to explain various results
which include models to better understand how learners can succeed, the
activities needed to succeed, the impact of certain variables upon success over
time as well as the relationship that exists between such variables and success
(Gardner, 2009). According to Gardner, only 50 percent of doctoral students who
enrolls in the program are able to complete the degree. There are various
indicators of success used to measure the success of a student including
coursework, assessments and into GPA which is used a mutual variable to examine
learner success, especially in undergraduate education. Developing a
sense of shared meanings across different identities whether those identities
are invoked with a single group or within intersecting groups, may help
doctoral students craft professional identities that integrate their identities
as researcher, teacher, and service provider (Colbeck,
2008). However, when it comes to doctoral education, standards are expected to
remain high.

The study found that
three sectors had very high completion doctoral accomplishment rates:
communication at 76.5%, oceanography at 72.7% and psychology at 70.7% and that
these were reflected both countrywide and disciplinary values (Gardner, 2009).
According to Baker and Pifer key relationships are significant in achieving
academic excellence and identity while negative relationships tend to impact
academic success in a negative way (Baker and Pifer, 2011). On the other hand,
Smith and Hatmaker (2014) explained the benefits of mentorship and
relationships to students who want to develop their identity by acquiring
academic success. Achieving academic success is necessary before one can be
certified for beginning professional practice (Weidman & Stein, 2003). Therefore,
academic success depends on students’ relationship and mentorship during

Theme 2: Relationships

Relationships among
doctoral students are vital in influencing academic success and professional
identity. It is important to know that acquisition of doctoral degree it’s the
initial stage of a faculty career as well as the development of a professional
scholarly identity (Baker and Pifer, 2011). The course is comprised of various
educational experiences like knowing the scope of academic occupation,
understanding the semantic, investigation and teaching abilities related to a
certain discipline. Knowing the relationships between the educational
experience and expected outcomes is of great importance to academic
institutions (Weidman & Stein, 2003). The course is comprised of three main
stages in the U.S.: admission, completion of coursework and dissertation
proposal process. During Stage 2, student experience high levels of segregation
because they were no longer in the classroom. This, in turn, reduces the
interactions with community members.

Among other limited
professions, academic career has acquired the professional status linked to
comparatively high levels of prestige, fiscal rewards, security as well as
autonomy. Many professions share traits including the specialized body of
knowledge that offers support to the skills required to exercise the career,
principles which are sustained by a professional association and an ethical
code for such professions. In addition, they share a well-known authority on
the basis of exclusive expertise as well as an authoritative to serve the public
sensibly (Colbeck, 2008).

The relationships which
are established in and out of the academic are vital for assisting students to
deal with the segregation linked to Stage 2. The data found in this study
helped profess the significance of relationships in the analogous process of
learning both the student task and the scholar role. Smith and Hatmaker (2015)
found out that there are a lot of relationships between faculty members,
mentors, and students that helps them achieve their professional identity
advancement. Additionally, Gardner (2009) in his article concluded that
cooperation between various disciplines (oceanography, communication, and
psychology would be key for students to achieve their professional identity development.

Students tend to learn
their selected career’s abstract of professional knowledge and its linked
skills in their lengthy period of degree programs as well as an internship. The
time of doctoral groundwork it is vital since even if the identity is
impervious to change, alterations to one’s nous of personality are more
probable to happen especially when the transitioning to a fresh task Colbeck,

Theme 3: Socialization

Socialization is
important in developing the skills and getting the knowledge related to being
an affiliate of a job. It also involves the adaptation of values, culture, and
norms of such profession or organization (Smith and Hatmaker, 2014).  When
undertaking doctoral education, students need to develop professional socializations
since this will help them learn about and develop the identity in the
profession. There are higher chances of learning factors like mentoring,
training, apprenticeships, orientation and sessions all of which aids
socialization. In relation to doctoral students, the aspect of socialization
into the occupation encompasses the practice of scholarship to be a sovereign
scholar (Smith and Hatmaker, 2014).   

Also, this process of
creating one’s identity includes the shift from being a consumer of awareness
to a maker of knowledge via production of original research papers and this
process is the most unsatisfying to any student. This journals strengths and
advantages could be attributed to the fact that the authors have critically
analyzed the perks of being an independent scholar and the role that
relationships play in the identity development phases. Gardner (2009) explains
the importance of individual and collaborative relations between disciplines as
key to professional identity development. That student needs to engage in
healthy socialization to help them grow in their careers. On the other hand,
Baker and Pifer (2011) in their article explained the importance of
understanding key relationships as well as their impact on the identity
development process. They emphasize the importance of establishing key
relations between students and faculty members and themselves.

Socialization of students
in the doctoral program with faculty members and peers and the time they take
to participate in scholarly activities are vital to their career development,
identity creation, and academic success. Commitment, in turn, is shaped by the
extensiveness or number of social connections or role partners one has in
relation to an identity and the intensiveness or depth of those relationships
with role partners (Colbeck, 2008). Therefore, it is very important for the
students to have productive social interaction with faculty members and fellow
students who offer a supportive climate for doctoral study. This, in turn,
provides a vibrant foundation for subsequent academic as well as research
professions through motivating learner’s research and scholarly productivity
(Weidman & Stein, 2003). Relationships between students and faculty members
should, therefore, be encouraged in higher learning institution so as to ensure
that students get the appropriate support for their studies. The academic
success and identity of the students professionally depend on such factors as
good relations within the faculty and with fellow students.



The studies have revealed
that successful students need to have more relationships that help socialize
them to acquire academic success and develop a professional identity (Baker
& Pifer, 2011). In addition, doctoral students need to acquire appropriate
mentorship which will help their identity through academic success (Smith &
Hatmaker, 2014). Finally, socialization is significant in the development of
appropriate skills and acquiring relevant knowledge as a member of a








Baker, V. L., & Pifer, M. J. (2011). The role of
relationships in the transition from doctoral    student to independent scholar. Studies in
Continuing Education, 33(1), 5-17.   
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
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, Doing, and Becoming:
Professional Identity     Construction among Public Affairs
Doctoral Students. 1-21.   

Colbeck, C. L. (2008). Professional identity development
theory and doctoral education. New
Directions for Teaching & Learning, 2008 (113), 9-16.

Weidman, J. C., & Stein, E. L. (2003). Socialization of
doctoral students to academic  norms. Research
in Higher Education, 44(6), 641-656.






I'm Dora!

Would you like to get a custom essay? How about receiving a customized one?

Click here