Development of the Scholar-Practitioner: Article Analysis Resubmission

One difference between the scholar-practitioner and the practitioner-scholar seems to be in the “premium” in which doctoral studies place on research and theory (and publications) rather than research and practice. In general, understanding that basic difference did not deter me from noticing the vast similarities and support between the two models. Still, the differences seem to be that the scholar-practitioner is potentially more concerned with (or faced with the issue of) “status” than the practitioner-scholar. When pointing out the political aspects of scholar-practitioners, McClintock (2004), in “Scholar Practitioner Model” asserts that “the more determinate the knowledge base—as in the physical and life sciences—the greater the prestige and power of the field (p. 3). Conversely, it seems that the practitioner-scholar is looking to the published research projects of the scholar-practitioner in order to synthesize that information with an emphasis on application (Capella, 2003).

The realization that I was unequivocally now a graduate student occured to me when I was sitting across from the counselor that I was interviewing for this project. The feelings I experienced beforehand were both excitement and anxiety. I felt nervous about being a guest at a high school and interviewing a seasoned counselor. However, I was thrilled about learning from a veteran in the field and having the freedom to ask the questions that I wanted to know.

I will shortly be receiving my Bachelor's Degree in Multidisciplinary Studies with a concentration on business. I will soon leave the world of studies and enter what is commonly referred to as "the real world." While this thought is someone frightening, especially given the current economic situation the nation faces, it is also exciting as well. I believe that crossing this threshold will change the way I view my role in the community, as well as the impact I will have on the community when I graduate. No longer will I see myself as a "child" in society, taking what society has to offer but never thinking of giving back. Instead, I am soon to become a fully fledged member of the community, with responsibilities to the community as a whole.

DQ #1: Reflect upon the personal journey that led you to this program. Share a transformational event that drove you into this doctorate program. Who, in your life, was the most influential in leading you to advance you to this level of study? How would you expect this program to change your life? What is your personal vision for your future work?  Within these questions, please review and incorporate one peer-reviewed journal article relating to the potential impact of doctoral studies. The intent is to begin to develop your skills in scholarly research and writing.

Within this section, the responses from the four questionnaires returned will be shared and discussed. This is a small sample and all are based within one establishment so it is important to remember that the findings may only be applicable to this establishment and are not intended to be a generalisation or evidence about the development of professional identity in all schools.

The successful completion of the doctoral program requires one to make significant sacrifices and accommodations. Majority of the doctoral students are usually motivated and eager to complete their program as soon as possible. However, many students often enroll for doctoral programs without a complete understanding of the heavy demands of such a program. The doctoral program is unique and bears little resemblance to many previous degree courses and so without the necessary accommodations one can find completing it an uphill task. Each student brings to the program his/her own set of academic strengths and weaknesses (Wisdom, & Leavitt, 2015). The attitude and abilities of each and every doctoral student is unique and so is their management of the program. Therefore, the most important ingredient to doctoral success is the capability to leverage such inherent strengths and find effective ways

Gardner, S. (2009). Conceptualizing Success in Doctoral Education: Perspectives of Faculty in Seven Disciplines. The Review of Higher Education, 32(3), 383-406.

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

This essay is a reflective essay on my learning development from a young age through to my current position as a University Student. I will be relating my learning development back to two theories of human development, Vygotstsky’s socio-cultural theory and Marcia’s version of Erikson’s theory of identity development. I will identify and discuss the challenge I have faced with my identity and how this has impacted on my development.

The following paper will discuss possible obstacles to completing a dissertation; strategies used to avoid or overcome them; and generally, how to take care of ones-self throughout the career as a doctoral student.

Through the changing times scholars trusted that Emerson upheld the genuine free autonomous man that ought to run with his very own intuition as well as quit listening to Europe's convictions being not all that free and restricted. (Emmerson claims "Regardless of what sort of individual/man you possibly, any man can accomplish and in addition overcome whatever arrangements they have set in their psyche to do.) Free has a large roll in the meaning of opportunity, "with no deterrent that does not emerge out of his own constitution." Courageous; for apprehension is a thing, which a researcher by his exceptional work puts behind him as fear will dependably springs from a lack of awareness. However, another indication of our times, likewise has been set apart by a comparison of political

What does today’s society expect from students? A question that can either end with a positive or negative answer. With any kind of education there comes responsibility, commitment, and consequences. As a student, one must develop qualities in him or her to enable him or her to lead a successful life. The older one gets the higher people’s expectations seem to be. Many of the expectations set for students may be the same, but the repercussions of the actions one choses to take are what differs the most.

The purpose of this study, were to increase to an existing body of knowledge. The study focused on public affairs doctoral students and expanded by examining socialization and the socialization construction process. A doctoral student’s identity is shaped by these through the relationships established with peers that extend beyond single mentor relationships. It further adds that a successful research identity development is embedded in the ability to build and foster these student and faculty interactions. The interactions shape a scholar’s identity in ways that doctoral students begin to emulate behaviors of faculty or mentors. Doctoral students from varied discipline were a part to this study with all students in public affairs or conducting

Scholars Wu and Beaunae (2014) suggests, the process of finishing a doctoral dissertation is a process that requires the researcher to have dedication, make many life altering sacrifices as they engage in multiple theoretical, practical, supervisory and committee team challenges. As I embark on this daunting journey there have been several professors that have positively impacted my ability to stay the course and committee to this process. A special thanks goes to professor Lin, Jameson and Hickman. All three have been influential in my research development as they have fostered an ethical learning environment that has strengthened my desire and dedication to complete this doctoral dissertation journey.

The purpose of this paper is to analyze, compare, and synthesize themes from three articles. Article one Weidman, J. C., & Stein, E. L. (2003) Socialization of doctoral students to academic norms was a study addressing research methodology by looking at the relationships between faculty and doctoral students. Article two Baker & Lattuca (2010) Developmental networks and learning toward an interdisciplinary perspective on identity development during the doctoral study discusses two theories. This study looks at the development of the character of the doctoral student. Article three Visser, Visser & Schlosser (2003) Critical thinking distance education and traditional education implies that critical thinking has no different role than in traditional education. A synthesis of common themes identified in the analysis suggests that faculty plays an important role the process of socialization, identity, and critical thinking development.