RES-811 Annotated Bibliography

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Grand Canyon University *

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811

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Communications

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Feb 20, 2024

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docx

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4

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1 Running head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography: Doctoral Identity RES-811: Introduction to Advanced Graduate Studies and Scholarship Grand Canyon University Week 2 Assignment Due: June 24, 2020
ANNOTATED BIBLIOGRAPHY 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. doi: 10.1080/0158037X.2010.515569 Baker & Pifer (2011) provides insight on the experience that relationships play in a scholar’s transition from doctoral student into independency. This transition is ultimately a critical one from dependency into independence, breaking down the nature of a doctoral student’s educational experience and academic career into three distinct stages. Stage 1 encompasses the admissions process well into and through the academic’s first year of actual coursework. Stage 2 presents the completion of all coursework, the passing of examinations for candidacy, and the commencement of the process of the proposal of a dissertation. Stage 3, the final stage, is the emphasis of the student completing and defending their dissertation. All three transitional stages are important for the development to transition from student to scholar. The importance of this study shows how necessary the procurement of new skills is for the alteration of existing relationships and the development of new ones. The population that was studied included 31 business and higher education doctoral students from one of the nation’s top- rated research institutions. Each student chosen was either currently in the midst of Stage 2 or had recently completed that stage. The goal was to understand the subjects and the influence that key relationships had on their identity development. Ultimately, the research concluded that many students make a successful transition because they have benefited from advice, support, and guidance that students in higher stages than their own provided to them. There was a network of support, linked to what was called the “family tree effect,” providing understanding on both beneficial and negative navigation through the doctoral academic process and the subsequent stages. 2
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