how practical research enhances the success of a doctoral student
This paper is focused on enhancing the students’ past synthesis paper to capture the audience and readers through the illustration of the primary challenges that the doctoral students experience as they develop their identity. The paper will involve how practical research enhances the success of a doctoral student. Besides, the paper will demonstrate and investigate data applied in all the three themes including academic success, relationship, and personal initiative
Reflection
When evaluating the comments made from my initial synthesis paper, and also reflecting on revision on my past paper will be based on the instruction provided by my instructor. In doing so, I will concentrate on integrating the three identified themes in my thesis. This appeared as determining the challenges. To attain this, I will be expected to exercise innovation in my paper. Reflecting on the feedback and comments, my paper appears to miss and lack detailed analysis. Readers and audience need to understand deeper, and thus I will be expected to be attentive to details based on the link between the three themes.
Based on the feedback provided by the instructor, the papers appear to discuss the themes in isolation and that the enhanced synthesis paper should focus on interweaving the three articles. Besides, the feedback offers suggest that the paper needs to be more cohesive, especially how the themes coincide. The themes need to include one thought and be comprehensive.[create_order]
In addition, the comments given require the paper to satisfy the rubric requirements. The process of revising the paper will include all comments relating to the synthesis and ensuring that all papers are interweaved. Also, my process of revising will explore the synthesis paper in week five and identify the comment from the instructor as well as integrating them in my enhanced synthesis paper.
Theme one
When backing the evidence provided by the authors, including Smith and Hatmaker (2015), Gardner (2009), and Baker and Pifer (2011), they aimed at analyzing the data to be used in measuring the success level of doctoral students. They made use of distinct data techniques to evaluate the discipline level of doctoral students. In the analysis and investigation of relationship, academic success, and personal initiative, the identified evidence proposes that all the three authors attained the same data findings that demonstrated that transition from academic students to become academic professionals is difficult. This explains why it is essential to ensure that the networking relationship between the faculty staff and students exists. In the event professionals, including college professors, teachers, and the students, work jointly, the doctoral student attains success and also find satisfaction.
The data and research performed in the three studies confirmed that the transition from academic students to become academic professionals was based on how the doctoral students got ready for their doctoral studies. The authors in the three articles applied distinct data techniques and also interviewed numerous persons to obtain their evidence. This evidence from the three articles demonstrates the need for the students to maintain a networking relationship with their professionals and instructors. The evidence also shows what the students should do to realize academic success in their doctoral studies.
The authors were consistent when analyzing the results to demonstrate the challenges expected to be experienced. Therefore, the evidence is considered reliable in that they include peer-reviewed work and that the articles are all scholarly. They can be used when performing research.
Theme two
The research by the authors such as Smith and Hatmaker (2015), Gardner (2009), Baker and Pifer (2011) on how the relationship between doctoral students and faculty was important to their success. Gardner (2009) held an interview involving thirty-one students, the evidence of Baker and Pifer was from research in the critical phase two involving academic students who move from being dependent to independent while Smith and Hatmaker (2015) dependent on professional persons. The evidence from the articles, as well as the study performed by the authors, appears to propose that doctoral students will ultimately benefit from the relationship established between the faculty and students. Besides, the students are expected to benefit where a networking relationship exists with other doctoral students.
As the authors including Smith and Hatmaker (2015), Gardner (2009), Baker and Pifer (2011) explores their evidence from the success of students academically, they appear to propose that the students should heavily depend on help from outside sources especially the community to ensure that they attain excellent academic outcome and performance. The authors made use of the data as evidence that would facilitate the examination of the manner in which the faculty could ensure the students attain self-motivation as well as self-direction. The applied evidence is considered reliable and the evidence analysis, especially for the doctoral students to attain academic success, the authors made use of data gathered from the interviews performed to establish the ways associated with successful network relationship and which dictate academic success. The authors of the three articles relied on credible research because the study that was applied consisted of peer-reviewed sources and also from common academic scholars.
Theme three
The three authors, including Smith and Hatmaker (2015), Gardner (2009), Baker and Pifer (2011), made use of distinct data, although having evidence gathered from the interviews. The researches ultimately realized common findings that included how the doctoral students demonstrated interest in becoming successful academically. At the time of their study, they aimed at identifying how the prospective students would become engaged.
The data obtained was applied in synthesizing and the features applied from the former students as well as prior doctoral students. The review process was rigorous, and it enabled the synthesis and analysis of published qualitative and quantitative studies and the systematic review of the chosen phenomena. All the data gathered was checked and evaluated to ensure that it was credible and reliable. In addition, the data were abstracted applied to examine the relationship between students and faculty members to investigate how the doctoral students were engaged in their doctoral studies. As the authors synthesized relationship, academic success and personal initiative, the research and evidence established that the students pursuing doctoral studies would potentially perform well in the case they had faculty member or a mentor coming from their community. The doctoral students ought to establish a relationship with the faculty member or the mentor. Besides, the mentors should also be within reach to serve the students and focus on ensuring the students succeed academically. The evidence and research that was investigated, as well as the results, demonstrate that it would be essential for the faculty members and mentors to foster socialization that facilitates the student’s academic success. The authors discuss the importance of the departments and students’ journey in the doctoral program. They focus on socialization in an institution that is attained through the provision of coursework and mentoring students. The relationships during the students’ journey of attaining their degree are outlined in the article, where socialization forms the key focus that supports their success. In the event doctoral students relate well and work jointly with their mentors and also provide cultural diversity throughout their studies, it escalates their desire to attain success motivation and depicting eager to attain academic success.
Conclusion
In conclusion, Smith, and Hatmaker (2015), Gardner (2009), Baker and Pifer (2011) when analyzing how the studies examined the evidence in the relationship, academic success as well as personal initiative, the three authors deduced that it requires students pursuing doctoral studies to remain persistent and determined to achieve success. This is especially in line with participants of the study and research. Generally, the overall message deduced from the three studies is the academic success and the factors to consider to attain success. Social relationships are established as the students pursue their degree through partnering with their individuals, such as instructors, the staff, and their peers. To achieve success in a doctoral program, a student should ensure that they manage time well to realize motivation, self-direction, and to be socially affiliated. The next insight from the articles is that students pursuing doctoral studies should embrace the personal initiative and demonstrate high-level discipline when performing their research. This is interpreted that doctoral students should promote self-motivation as well as be self-driven in their studies and research.