scholarly journals Doctoral Students’ Identity Development as Scholars in the Education Sciences: Literature Review and Implications

10.28945/4687 ◽  
2021 ◽  
Vol 16 ◽  
pp. 089-125
Author(s):  
Yoon Ha Choi ◽  
Jana Bouwma-Gearhart ◽  
Grant Ermis
Keyword(s):  
Systematic Review ◽  
Identity Development ◽  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Future Generations ◽  
Future Research ◽  
Student Identity ◽  
Diverse Group

Aim/Purpose: The purpose of this paper is to offer a systematic review of empirical literature examining doctoral students’ identity development as scholars in the education sciences. We frame our analysis through a constructivist sociocultural perspective to organize our findings and discuss implications for multiple actors and components that constitute the system of doctoral education, with doctoral students as the central actors of the system. Background: Despite increasing interest in the professional identity development of postsecondary students via their experiences in educational programs, relatively little is known about how doctoral students develop their identity as professionals who engage in scholarship. We focus specifically on the experiences of education sciences doctoral students, given their unique experiences (e.g., typically older in age, more professional experiences prior to starting doctoral program) and the potential of education sciences doctoral programs contributing to the diversification of academia and future generations of students and scholars. Methodology: Our systematic literature search process entailed reviewing the titles, abstracts, and methods sections of the first 1,000 records yielded via a Google Scholar search. This process, combined with backwards and forwards citation snowballing, yielded a total of 62 articles, which were read in their entirety. These 62 articles were further reduced to 36 final articles, which were coded according to an inductively created codebook. Based on themes derived from our coding process, we organized our findings according to a framework that illuminates individual identity development in relation to a larger activity system. Contribution: This systematic review presents the current body of scholarship regarding the identity development of education sciences doctoral students via a constructivist sociocultural framework. We contribute to the study of doctoral education and education research more broadly by focusing on an area that has received relatively little attention. A focus on the identity development of doctoral students pursuing the education sciences is warranted given the field’s promise for preparing a diverse group of future educators and education scholars. Furthermore, this analysis broadens the conversation regarding scholarship on this topic as we present doctoral student identity development as occurring at the intersection of student, faculty, program, disciplinary, institutional, and larger sociocultural contexts, rather than as individualized and local endeavors. Findings: Looking across our reviewed articles, identity as scholar emerged as recognition by self and others of possessing and exhibiting adequate levels of competence, confidence, autonomy, and agency with respect to scholarly activities, products, and communities. Students often experience tensions on their journey towards becoming and being scholars, in contending with multiple identities (e.g., student, professional) and due to the perceived mismatch between students’ idealized notion of scholar and what is attainable for them. Tensions may serve as catalysts for development of identity as scholar for students, especially when student agency is supported via formal and less ubiquitous subsidiary experiences of students’ doctoral programs. Recommendations for Practitioners: We recommend that actors within the broader system of doctoral student identity development (e.g., doctoral students, faculty, organizational/institutional leaders) explicitly acknowledge students’ identity development and intentionally incorporate opportunities for reflection and growth as part of the doctoral curriculum, rather than assume that identity development occurs “naturally.” In this paper, we provide specific recommendations for different stakeholders. Recommendation for Researchers: Our literature review focused on studies that examined the identity development of doctoral students in the education sciences. We recommend further discipline-specific research and synthesis of such research to uncover similarities and differences across various disciplines and contexts. Impact on Society: Doctoral students have the potential to become and lead future generations of educators and scholars. Taking a sociocultural and system-level approach regarding the successful identity development of doctoral students is necessary to better support and cultivate a diverse group of future scholars who are well-equipped to lead innovations and solve problems both within and outside academia. Future Research: Possible areas of future research include focusing on the experiences of students who leave their programs prior to completion (and thus not developing their identity as scholars), investigating specific knowledge, skills, and attitudes associated with activities that studies have claimed contribute to identity development, and examining phenomena or traits that are seen as more biologically determined and less modifiable (e.g., attention-deficit/hyperactivity disorder, dyslexia, and mental health differences) in relation to doctoral students’ identity development. Finally, we recommend that future research should look into the underlying norms and nuances of ontological, epistemological, and methodological roots of programs and disciplines as part of the “story” of developing identity as scholar. Norms, and related philosophical underpinnings of typical doctoral education (and the tasks these translate into) were not explored in the reviewed literature.

scholarly journals Defining Doctorateness: A Concept Analysis

10.28945/3939 ◽  
2018 ◽  
Vol 13 ◽  
pp. 031-148
Author(s):  
Shahram Yazdani ◽  
Foroozan Shokooh
Keyword(s):  
Conceptual Model ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Concept Analysis ◽  
Future Research ◽  
Step Method ◽  
Doctoral Studies ◽  
Academic Degree ◽  
New Concepts

Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.

scholarly journals Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory

10.28945/4484 ◽  
2020 ◽  
Vol 15 ◽  
pp. 089-110
Author(s):  
Rebecca G. Mirick ◽  
Stephanie P Wladkowski
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Future Research ◽  
Career Trajectory ◽  
Student Mothers ◽  
Subsidized Childcare ◽  
The Impact ◽  
Women Doctoral Students

Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.

scholarly journals KNOWLEDGE WASTE IN ORGANIZATIONS: A REVIEW OF PREVIOUS STUDIES

2015 ◽  
Vol 12 (1) ◽  
pp. 160 ◽  
Author(s):  
Helio Aisenberg Ferenhof ◽  
Susanne Durst ◽  
Paulo Mauricio Selig
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Knowledge Base ◽  
Systematic Literature Review ◽  
Business Environment ◽  
Future Research ◽  
Competitive Pressure ◽  
Knowledge Conversion ◽  
Intensive Research ◽  
Body Of Knowledge

In this paper, we are interested in the knowledge that is “wasted” in organizations, that is existing relevant knowledge that is overlooked in the process of knowledge conversion. Given the competitive pressure firms are facing in today´s business environment, a waste of knowledge is not only costly but also dangerous. This means that we consider knowledge from a knowledge at risk perspective. Having this in mind, the purpose of this paper is to review research on knowledge waste in organizations to establish our current body of knowledge regarding this topic. The study consists of a systematic review of 51 peer-reviewed articles addressing knowledge waste in organizations. To the best of the authors’ knowledge, no systematic literature review on this topic has previously been published or presented. The topic seems to be a promising field for intensive research and offers a variety of future research avenues. In view of practitioners, the study´s finding may enable an increased awareness towards the areas where existing knowledge is at the mercy of “waste”. This can assist practitioners to better cope with risks related to this waste and, therefore, better exploit the (limited) knowledge base available.

scholarly journals Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

10.28945/2347 ◽  
2016 ◽  
Vol 11 ◽  
pp. 015-034 ◽  
Author(s):  
Meghan J. Pifer ◽  
Vicki L. Baker
Keyword(s):  
Literature Review ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Multiple Stakeholders ◽  
Program Administrators ◽  
The Past ◽  
Theory To Practice ◽  
Apply Theory ◽  
Recommendations For Practice

Studies of doctoral education have included an interest not only in processes, structures, and outcomes, but also in students’ experiences. There are often useful recommendations for practice within individual examinations of the doctoral experience, yet there remains a need to strengthen the application of lessons from research to the behaviors of students and others engaged in the doctoral process. This paper is the first to synthesize research about doctoral education with the particular aim of informing practical strategies for multiple stakeholders. In this article, we summarize findings from a literature review of the scholarship about doctoral education from the past 15 years in a stage-based overview of the challenges of doctoral education. Our aim is to apply theory to practice through the systematic consideration of how research about doctoral education can best inform students and those who support them in the doctoral journey. We first present an overview of the major stages of doctoral education and related challenges identified in the research. We then consider key findings of that research to offer recommendations for doctoral students, faculty members, and administrators within and across stages.

scholarly journals Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?

10.28945/4665 ◽  
2020 ◽  
Vol 15 ◽  
pp. 685-704
Author(s):  
Patrícia Silva Santos ◽  
Maria Teresa Patrício
Keyword(s):  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Well Being ◽  
Academic Trajectories ◽  
The Future ◽  
Hybrid Trajectories

Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.

Sport in business studies: a state-of-the-art literature review

2018 ◽  
Vol 8 (5) ◽  
pp. 529-546
Author(s):  
Christofer Laurell ◽  
Sten Soderman
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Marketing Strategy ◽  
Design Methodology ◽  
State Of The Art ◽  
Future Research ◽  
Content Type ◽  
Business Studies ◽  
Current State ◽  
State Of Research

PurposeThe purpose of this paper is to provide a systematic review of articles on sport published in leading business studies journals within marketing, organisational studies and strategy.Design/methodology/approachBased on a review of 38 identified articles within the subfields of marketing, strategy and organisation studies published between 2000 and 2015, the articles’ topical, theoretical and methodological orientation within the studied subfields were analysed followed by a cross-subfield analysis.FindingsThe authors identify considerable differences in topical, theoretical and methodological orientation among the studied subfields’ associated articles. Overall, the authors also find that articles across all subfields tend to be focussed on contributing to mature theory, even though the subfield of marketing in particular exhibits contributions to nascent theory in contrast to organisation studies and strategy.Originality/valueThis paper contributes by illustrating the current state of research that is devoted or related to the phenomenon of sport within three subfields in business studies. Furthermore, the authors discuss the role played by leading business studies journalsvis-à-vissport sector-specific journals and offer avenues for future research.

Green Marketing Mix

2019 ◽  
pp. 1611-1629
Author(s):  
Prashant Kumar ◽  
Bhimrao Ghodeswar
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Marketing Mix ◽  
Marketing Strategies ◽  
Green Marketing ◽  
Future Research ◽  
Marketing Practice ◽  
Marketing Orientation ◽  
Environmental Actions ◽  
Business Response

The purpose of this paper is to report the findings of a systematic review of literature in green marketing domain and to propose directions for future research. Green marketing issues are delineated from literature extending marketing orientation and marketing mix frameworks. As society becomes more concerned with the natural environment, businesses modify their behaviour in an attempt to address society's concerns. Based on the literature review, the conceptual review and direction for future research have been delineated and discussed. The paper concludes with the evidences of integration between sustainability and marketing in forms of corporate environmental actions and green marketing practices in businesses. The paper deals with the concept of 4-Ps and the green marketing practice as business response to the increasing environmental consciousness of consumers in the market. The discussion highlights future research avenues and consequent implications for marketers of green products in designing their marketing strategies.

scholarly journals A Systematic Review of the Influence of Internal Marketing on Service Innovation

2020 ◽  
Vol 13 (9) ◽  
pp. 207
Author(s):  
Soheila Raeisi ◽  
Nur Suhaili Ramli ◽  
Meng Lingjie
Keyword(s):  
Systematic Review ◽  
Organizational Learning ◽  
Literature Review ◽  
Thematic Analysis ◽  
Service Innovation ◽  
Internal Marketing ◽  
Future Research ◽  
Research Questions ◽  
The Relationship ◽  
Practical Implications

This paper aims aimed to present the trends of the literature review in internal marketing and service innovation between 1990 and 2016. The significant reason to conduct this research is that significant variables of internal marketing to link with service innovation are not clearly defined. This research yielded 22 systematic reviews of articles in the Scopus library and adopted a thematic analysis to analyze the data collected. This study provides provided answers to research questions by elaborating on overall trends, objectives, theoretical framework, methodologies, and potential variables that strongly connect between internal marketing and service innovation. While sample sizes are limited to this paper, it suggests suggested fruitful recommendations for future research to overcome this limitation. This research has had two practical implications for managers to redefine their roles and the relationship between members of the organization and to help managers and the firms to consider internal marketing efforts towards motivation, organizational culture, and organizational learning.

scholarly journals Reconceptualizing and Redirecting Research on Guanxi: ‘Guan-Xi’ Interaction to Form a Multicolored Chinese Knot

2019 ◽  
Vol 15 (03) ◽  
pp. 643-677 ◽  
Author(s):  
Peter Ping Li ◽  
Steven Shijin Zhou ◽  
Abby Jingzi Zhou ◽  
Zhangbo Yang
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Current Literature ◽  
Social Ties ◽  
Dynamic Interaction ◽  
Two Dimensions ◽  
Future Research ◽  
Western Scholarship

ABSTRACTGuanxiis one of the most popular topics in Chinese and Western scholarship concerning social ties in China. However, several problems in research onguanxipersist, and multiple debates are still ongoing without much consensus in sight. This study has two goals. First, we offer a systematic review of the current literature onguanxi, especially by differentiatingguandyads fromxinetworks. This reconceptualization ofguanxienables us to clarify the concept ofguanxiby differentiating its two dimensions. Second, based on this literature review, we propose a redirection of future research onguanxisuch thatguandyads andxinetworks are not examined in isolation; rather, their holistic and dynamic interaction is the most fruitful avenue for future research, especially the four mechanisms of their interaction. The proposed reconceptualization and redirection are our two contributions to the literature.

Identity Development and Mentoring in Doctoral Education

2009 ◽  
Vol 79 (1) ◽  
pp. 49-70 ◽  
Author(s):  
Leigh Hall ◽  
Leslie Burns
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Mentoring Relationships ◽  
Formal Curriculum ◽  
Faculty Mentors ◽  
Diverse Groups

In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.

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