Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education
Implications from Two Applied Social Science Fields
Bibliographic Data
| ID | 9010073 |
|---|---|
| Authors | Vicki L Baker (0000-0003-1762-7339, corresponding author), Meghan J Pifer (0000-0001-9298-7540), Blair Flemion |
| Year | 2013 |
| Volume | 84 |
| Issue | 4 |
| Pages | 449-476 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2013.11777298 |
| OpenAlex | W4240262553 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
This article reports on an exploratory study that examined the transition to independence in Stage 2 of the doctoral student experience in two applied social science fields. We rely on an interdisciplinary framework that integrates developmental networks and sociocultural perspectives of learning to better understand the connection between the challenges in Stage 2 of the doctoral education process and students' learning-based behavioral responses to such challenges during this critical transition. Results indicate the presence of three types of process challenges in Stage 2: structural, interpersonal, and individual. Results also point to a range of behavioral responses to such challenges and their relative effectiveness in advancing doctoral student learning towards becoming independent scholars. We conclude with directions for future research and practice
Experiential learning · Independence (probability theory · Interpersonal communication · Interpersonal relationship · Learning Sciences · Mathematics education · Pedagogy · Process (computing · Social learning · Sociocultural evolution · Sociology · Career Development and Diversity · Computer Science · Doctoral Education Challenges and Solutions · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
Social Networks and Organizations
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes
Zooming In and Out
Mentoring Relationships in Graduate School
Case Study Research
The PhD in the US
Preparing the Next Generation of Faculty
What's too much and what's too little?”
Towards a Theory of Doctoral Student Professional Identity Development
The Education of Graduate Students
The Transition to Independent Research
Sociocultural and Constructivist Theories of Learning
Fitting the Mold of Graduate School
How are doctoral students supervised? Concepts of doctoral research supervision
Developmental networks and learning
Being a good course-taker is not enough
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2020 - 2020 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |