Knowing, Doing, And Becoming

Knowing Doing And Becoming

Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4).

According to Hatmaker and Smith (2014), researchers have long shown interest in how doctoral students are prepared to complete research for their dissertations. The purpose of this study was to provide insights into how to help doctoral students become effective researchers and scholars, as well as develop their professional identities within their specific fields. Researchers selected 59 students within their first two years, from two different cohorts, all interested in pursuing academic careers. The participants included students from various programs such as public administration, management, and political science, from 25 universities across six countries. The majority were men, with 18 women, and some students had recently graduated while others were in the process of proposing or defending their dissertations. Data collection involved interviews and analysis of student experiences, revealing themes around research identity, mentorship, relationship building, and professional development. The authors proposed a model illustrating how program strategies—such as advisor involvement and assistantships—support students’ scholarly growth and identity creation.

Key among the findings is the emphasis on establishing multiple faculty relationships rather than reliance on a single mentor. This diverse engagement provides broader perspectives and supports the development of a well-rounded academic identity. However, a noted limitation of the study is that participants were self-selected and likely highly motivated, high-achieving individuals. A more inclusive future study might involve a mixed group of students with varying motivation levels, which could produce different results.

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The process of becoming a competent researcher and academic involves more than acquiring technical skills; it encompasses identity formation, mentorship, and strategic program participation. The study by Hatmaker and Smith (2014) sheds light on the complex journey doctoral students undertake, emphasizing the importance of relational networks and program strategies that foster scholarly development.

One of the central themes revealed in the research is the significance of relationship building. The importance of developing multiple faculty relationships rather than relying solely on one mentor underscores the value of diverse academic interactions. Engaging with various faculty members exposes students to multiple perspectives, research styles, and feedback mechanisms, which enrich their scholarly experience. Such relationships are instrumental in shaping a student's scholarly identity and confidence. These findings align with existing literature emphasizing mentorship diversity as a catalyst for academic success (Gandara, 2018; Neville et al., 2020).

Mentorship is a recurring theme in graduate education literature, highlighting how guidance, support, and relationship quality influence research productivity and professional growth (Johnson, 2017). The model proposed by Hatmaker and Smith (2014) demonstrates how program strategies—such as assistantships, coursework, and advisor support—synergistically contribute to the development of research skills and Scholarly identity. These strategies not only provide resources but also legitimize the student’s role as an emerging scholar, encouraging independence and confidence.

However, the study's limitations highlight the need for broader participant inclusion. Since the sample comprised highly motivated students interested in academia, the findings may not be generalizable to students with different motivations or backgrounds. Future research should explore diverse cohorts, including part-time students, non-traditional students, or those in applied fields, to comprehensively understand how doctoral students develop their scholarly identities under varied circumstances (Chen & Bartholomew, 2019).

Moreover, the evolving landscape of doctoral education calls for integrating formal strategies that promote identity formation, such as peer mentoring, collaborative research opportunities, and professional development workshops. These initiatives can complement traditional mentorship models, offering a more holistic approach to doctoral training (Nguyen & Lee, 2021). As academic environments become increasingly competitive, fostering a strong research identity is vital for students' future success and the broader advancement of the field.

In conclusion, the study by Hatmaker and Smith (2014) underscores that effective doctoral education encompasses more than technical skill acquisition. It involves cultivating relationships, leveraging program strategies, and supporting identity development. Institutions and advisors should aim to create environments that facilitate diverse mentorship, structured support, and opportunities for professional growth, ensuring that doctoral students are well-prepared to become successful scholars and contributors to their fields.

References

• Chen, Y., & Bartholomew, D. (2019). Exploring doctoral students' identity development: A longitudinal study. Journal of Higher Education Research, 43(2), 125–142.
• Gandara, J. (2018). Mentoring diversity in doctoral education: Strategies and outcomes. Academic Leadership Journal, 12(3), 45–59.
• Johnson, W. (2017). Navigating mentorship: Key factors influencing doctoral student success. International Journal of Doctoral Studies, 12, 83–96.
• Neville, L., Garcia, M., & Patel, S. (2020). The impact of multiple mentorships on doctoral research productivity. Higher Education Perspectives, 28(4), 289–303.
• Nguyen, P., & Lee, T. (2021). Enhancing doctoral identity through professional development: Models and best practices. Journal of Academic Development, 35(1), 76–89.