scholarly journals Doctoral Candidacy Examination Scores and Time to Degree Completion

10.28945/4529 ◽  
2020 ◽  
Vol 15 ◽  
pp. 181-198
Author(s):  
Juliann S McBrayer ◽  
Steven Tolman ◽  
Katherine Fallon
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Academic Writing ◽  
Doctoral Programs ◽  
Practitioner Research ◽  
Future Research ◽  
Time To Degree ◽  
Time To Degree Completion ◽  
One Year ◽  
Candidacy Examination

Aim/Purpose: The purpose of this study was to determine if there was a relationship between doctoral students’ candidacy examination scores and estimated time to degree completion, measured by dissertation progression. Background: Time to degree completion in doctoral programs continues to be an issue and reasons for high attrition rates for doctoral students are broad and include varied core components of the academic pathway such as challenges with critical thinking during coursework, stress about passing comprehensive examinations, poor academic writing, and lack of knowledge around scholarly practitioner research. Methodology: An ex post facto, correlational research design utilized quantitative data to determine whether a relationship existed between candidacy examination scores and time to doctoral degree completion. Contribution: If student’s ability to score higher on the candidacy examination increases their likelihood of dissertation activity, completion of specified benchmarks such as a pre-prospectus, prospectus, and final dissertation defenses, one year following the candidacy examination, programs have evidence-based support to retain a comprehensive examination. Findings: The findings denoted a weak to moderate relationship between candidacy examination score and dissertation progression (defending pre-prospectus and/or prospectus) within one year from taking the candidacy examination. Thus, the researchers believe this identification of this relationship warrants further research to continue to examine how candidacy examination scores impact progress to degree completion with a focus on academic writing and scholarly practitioner research. Recommendations for Practitioners: We recommend for practitioners the continued implementation of the candidacy examination for students to aid in addressing any issues or misunderstandings students may have prior to the bulk of their data collection and analysis by assessing students’ abilities in academic writing and scholarly practitioner research and in turn, improve time to degree completion. Recommendation for Researchers: We recommend that future research is conducted to gather a longitudinal understanding of the implications of administering a comprehensive examination followed by a pre-prospectus and prospectus defense will positively impact student’s progression through their research and result in the dissertation being completed in a more timely manner. Impact on Society: Doctoral programs need to provide support to avoid students who are progressing through a doctoral program and successfully completing coursework, being halted at the All But Dissertation (ABD) stage and as a result fail to complete these programs due to poor academic writing and lack of knowledge around scholarly practitioner research. Future Research: A longer analysis timeline and larger sample size would help in further understanding the true beneficial or potentially harmful implications this continued implementation of the candidacy examination has on individual students’ progression through to degree completion.

scholarly journals The Correlation between Self-Efficacy and Time to Degree Completion of Educational Leadership Doctoral Students

10.28945/4138 ◽  
2018 ◽  
Vol 13 ◽  
pp. 413-439 ◽  
Author(s):  
Juliann S McBrayer ◽  
Teri Denlea Melton ◽  
Daniel W Calhoun ◽  
Matthew Dunbar ◽  
Steven Tolman
Keyword(s):  
Educational Leadership ◽  
Doctoral Students ◽  
Degree Completion ◽  
Self Efficacy ◽  
Doctoral Programs ◽  
Future Research ◽  
Time To Degree ◽  
Significant Difference ◽  
Time To Degree Completion ◽  
Program Redesign

Aim/Purpose: This study examined an Ed.D. program redesign to address time to degree completion. The aim was to emphasize the need to improve students’ academic writing and embody a scholarly practitioner approach to research. Background: Doctoral programs have the highest attrition of graduate programs, with almost half of the students taking six to seven years to complete. Methodology: An ex-post-facto correlational research design examined self-efficacy and educational leadership doctoral students perceived versus actual program progression. This was statistically determined through Pearson’s correlation coefficients and a t-test analysis. Contribution: This study provides other doctoral programs who are struggling with time to degree completion a model to consider as they contemplate a program redesign. Findings: Ed.D. students in the 2014 and 2015 cohorts reported high self-efficacy (3.62 and 3.57 respectively, out of 4.00). There was a statistically significant difference in the number of defenses completed per semester based on the program redesign. Recommendations for Practitioners: Ed.D. programs should consider using a scholarly practitioner approach. This focus may lead to faster rates of degree completion and better prepare students to solve problems of practice in their practitioner setting. Recommendation for Researchers: While the results are promising as to expediting time to degree completion, like most doctoral programs it does not seem to impact overall completion rates of the program as a whole, thus, warranting further research. Impact on Society: Expediting time-to-completion enables students to graduate sooner. This will yield cost savings to the student, free up faculty resources, and most importantly prepare students to sooner serve as scholarly practitioners. Future Research: Future research should continue to examine time to degree completion, as well as students’ lived experiences and examine how those shape doctoral students’ efforts and abilities in their Ed.D. work from start to program completion.

scholarly journals Examining Educational Leadership Doctoral Students’ Self-Efficacy as Related to Their Role as a Scholarly Practitioner Researcher

10.28945/4811 ◽  
2021 ◽  
Vol 16 ◽  
pp. 487-512
Author(s):  
Juliann S McBrayer ◽  
Katherine Fallon ◽  
Steven Tolman ◽  
Daniel W Calhoun ◽  
Emily Ballesteros ◽  
...  
Keyword(s):  
Educational Leadership ◽  
Doctoral Students ◽  
Degree Completion ◽  
Self Efficacy ◽  
Doctoral Programs ◽  
Program Completion ◽  
Practitioner Research ◽  
Future Research ◽  
Evidence Based Practices ◽  
Doctoral Preparation

Aim/Purpose: This study examined an educational leadership doctoral preparation program to better understand how students’ self-efficacy evolves from the lens of a scholarly practitioner researcher as they progress through specified checkpoints to degree completion. The aim was to identify what factors contributed to building scholarly practitioner researcher skills and what factors hindered the development of doctoral students as they progressed through their educational leadership preparation program. Background: Doctoral programs have the highest attrition of graduate programs, with almost half of the successful students taking six to seven years to complete. Thus, educational leadership doctoral preparation programs must find ways to enhance students’ perceived capability in an effort to facilitate their progress through the program in a timely manner. The researchers believe having high research self-efficacy coupled with evidence-based practices to strengthen scholarly practitioner research skills may be a contributor to effective program progression if viewed from the lens of a scholarly practitioner researcher. Methodology: A mixed-methods study utilizing an ex-post-facto research design based on descriptive statistics coupled with an analysis of qualitative data examined students’ perceived self-efficacy of educational leadership doctoral students in relation to their rate of progression. Contribution: This study provides other doctoral programs a lens into the importance of maintaining students’ high self-efficacy, specifically in the area of scholarly practitioner research to ensure efficient progression through the program to completion in a timely manner. Findings: Educational leadership doctoral students in the specified cohorts reported high self-efficacy at the pre-, mid-, and post-assessment checkpoints in the program during their coursework tier, and findings revealed this high self-efficacy was sustained throughout this progression to the dissertation tier. Four overarching narrative themes influencing students self-efficacy in scholarly practitioner research were identified as Social Support, Academic Challenges, Discipline, Effort, and Motivation, and Personal Challenges. Recommendations for Practitioners: Educational leadership and related doctoral programs should consider using a scholarly practitioner researcher approach. This focus may lead to faster rates of degree completion and better prepared students to solve problems of practice in their practitioner settings. Recommendation for Researchers: While the results are promising in support of evidence-based practices to prepare scholarly practitioner researchers, in turn sustaining or supporting high levels of self-efficacy may prove impactful, thus warranting further research. Impact on Society: Ensuring high levels of self-efficacy may help students to complete their doctoral degree in a timelier manner due to the perception they are capable of program completion and may also, better prepare students to serve as scholarly practitioner researchers in their educational settings. Future Research: Future research should continue longitudinally to examine self-efficacy from the lens of a scholarly practitioner researcher to better understand how this shapes doctoral students’ efforts and capabilities in their doctoral work from admit to program completion. Additionally, future research can quantitively assess a model identifying the relationship between self-efficacy and the four identified themes for the development of doctoral students’ research skills as scholarly practitioners.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

2020 ◽  
pp. 105256292095319
Author(s):  
Adam Pervez ◽  
Lisa L. Brady ◽  
Ken Mullane ◽  
Kevin D. Lo ◽  
Andrew A. Bennett ◽  
...  
Keyword(s):  
Social Support ◽  
Mental Illness ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Mental Illnesses ◽  
Future Research ◽  
Depression And Anxiety ◽  
Structured Interviews ◽  
Symptoms Of Depression ◽  
Impostor Syndrome

Scholars in multiple cross-disciplinary studies have found rates of mental illness among graduate students exceed the reported averages. Yet mental illness among management doctoral students remains largely unexplored. In this study, we surveyed 113 management doctoral students to ascertain the prevalence of symptoms for two common mental illnesses, depression and anxiety, as well as experiences of impostor syndrome and perceived sources of social support. Empirical findings from the first phase of our research suggest that management doctoral students are at greater risk than the general population of experiencing symptoms of depression, anxiety, and feelings of being an impostor. However, social support from a supervisor and from friends was negatively related to symptoms of depression and anxiety, indicating that these sources can be helpful. In phase two of our research, a thematic analysis of data from structured interviews with nine management doctoral students revealed themes linking impostor syndrome with social support, highlighting that the type of social support may be as beneficial as the source of social support. Recommendations for future research, as well as for students, supervisors, and administrators, are provided.

scholarly journals Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

10.28945/4148 ◽  
2018 ◽  
Vol 13 ◽  
pp. 471-495 ◽  
Author(s):  
Rachel L Geesa ◽  
Kendra Lowery ◽  
Kat McConnell
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Peer Mentoring ◽  
Single Case ◽  
Degree Program ◽  
Mentoring Programs ◽  
Future Research ◽  
First Year ◽  
Mentoring Program ◽  
Program Support

Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

scholarly journals The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness

10.28945/4475 ◽  
2020 ◽  
Vol 15 ◽  
pp. 029-056
Author(s):  
Laura Roberts
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Graduation Rates ◽  
Research Methods ◽  
Content Validity ◽  
Doctoral Programs ◽  
The United States ◽  
Assessment Tools ◽  
Future Research ◽  
Safe Haven

Aim/Purpose: The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background: This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology: A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution: This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings: Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners: The researcher discussed the practical implications for mentors’ professional development in trustworthiness and integrity. The researcher also provided the Right Angle Research Alignment table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: Researchers should continue to explore MIT theory with experimental methods to attempt to improve the internal validity of the theory. Impact on Society: The researcher encourages scholars to test the MIT theory in mentoring relationships that go beyond doctoral studies such as mentoring in business and in the arts. The researcher also encourages scholars to test whether the MIT theory is relevant in other kinds of teaching relationships such as coaching and tutoring. Future Research: Further research questions that arise from this study are as follows: What can mentors do to improve their integrity? What can mentors do to improve their feelings of trustworthiness? How can the MIT and MPPI instruments be refined and improved?

scholarly journals Preparing Doctoral Students for the Professoriate through a Formal Preparatory Course

10.28945/4174 ◽  
2019 ◽  
Vol 14 ◽  
pp. 033-067
Author(s):  
Mohammed S Alkathiri ◽  
Myrna R Olson
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Well Being ◽  
Student Experiences ◽  
Future Research ◽  
Study Approach ◽  
Graduate Preparation ◽  
Multiple Data ◽  
The Impact

Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: Eleven doctoral students (one withdrew from the study) were enrolled in a formal course that was designed to prepare them for the professoriate. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, interviews, member checking, and examination of related documents. Contribution: Acquainted with critical realist ontology, the researchers argued that it was necessary to investigate the concerns and preparation of doctoral students in order to better clarify the complex experiences that underlie their practices of making meaning and maintaining balance and well-being in the professoriate. Findings: Three prominent themes emerged that pointed out the experience of doctoral students with regard to their preparation for the professoriate: (1) Perceived concerns with regard to working in the professoriate; (2) Students’ preparatory practices and preparatory opportunities available to them; and (3) Students’ perspectives about “The Professoriate” course and its value. Recommendations for Practitioners: The findings highlighted that educators in doctoral programs need to address and evaluate students’ concerns and preparatory activities in order to make adjustments for students that enhance their success in the program as well as in the professoriate in future. Recommendation for Researchers: The findings suggest further research into the formal preparatory opportunities available for students within doctoral programs and the barriers affecting students’ ability to participate in informal preparatory activities. Impact on Society: The findings supported the importance of providing formal preparatory courses as part of doctoral programs. Formal courses within doctoral programs allow students to devote their time for preparation which will help them to better understand the professoriate and plan for their careers. Future Research: Future research may continue the study of formal opportunities to prepare for the professoriate that are available for doctoral students from different disciplines, the experiences of doctoral students taking part in such opportunities, and the impact on doctoral student readiness for the professoriate.

scholarly journals An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

10.28945/4195 ◽  
2019 ◽  
Vol 14 ◽  
pp. 133-159 ◽  
Author(s):  
Laura R. Roberts ◽  
Christa M Tinari ◽  
Raymond Bandlow
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Time Management ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Future Research ◽  
Structured Interviews

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

Transformation of the Dissertation

2020 ◽  
pp. 41-66
Author(s):  
Tiffany J. Cresswell-Yeager ◽  
Raymond J. Bandlow
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Evidence Based ◽  
Dissertation Completion ◽  
Doctoral Degree Completion ◽  
Time Frames ◽  
Embedded Process

To increase success and graduation rates, research shows that doctoral programs must adapt to changes in how instruction is managed and delivered, and must include options that recognize and facilitate discipline mastery without compromising their integrity or the quality of their degrees. This chapter explains a new path to doctoral degree completion, one that minimizes arbitrary time-frames and emphasizes discipline mastery through rigorous coursework and graduate-level research. The authors recommend a new model for successful completion of the dissertation within the Doctorate of Education (Ed.D.) through evidence-based practice. This model implements structured mentoring and the transformation of dissertation research from an end-of-program destination to a program-embedded process. This chapter will provide a discussion of four evidence-based strategies for improved success for doctoral students following this type of pathway to dissertation completion.

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

10.28945/4700 ◽  
2021 ◽  
Vol 16 ◽  
pp. 149-170
Author(s):  
Sue Wilson ◽  
Jennifer Cutri
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Initial Period ◽  
Doctoral Degree ◽  
Early Career ◽  
Support Network ◽  
Future Research ◽  
Full Time ◽  
Research Dissemination ◽  
The Impact

Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

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