Professional Dispositions And Strategies For Doctoral Relati
Professional Dispositions and Strategies for Doctoral Relationships
Return to the Discussion, and review your colleagues’ posts. Respond to at least two classmates with a substantive, positive comment that is supported from literature or the class readings. Provide at least 2 substantive paragraphs for each response.
Part 1: To complete: · Reflect on the readings and your work in this course, as well as your own interpersonal skills. · Address these topics in your Discussion post (Topics that were discussed in course are below - under part 2) · Share 2 or 3 paragraphs to describe your plan to develop and maintain a great relationship with your chair and second committee member of your doctoral degree program. · Explain the steps that you would take if your efforts do not seem to be creating a relationship that is working.
Paper For Above instruction
Developing and maintaining a strong, professional relationship with doctoral committee members, especially the chair and second committee members, is fundamental to academic success in doctoral studies. Such relationships hinge on interpersonal skills like effective communication, mutual respect, transparency, and professionalism, which are supported by the literature on academic mentorship and professional disposition (Tinto, 1997; McAlpine & Amundsen, 2019). To foster a productive relationship with my chair, I plan to adopt proactive communication strategies that include regular updates on my research progress, clear articulation of questions or concerns, and ongoing expressions of appreciation for their guidance (Ducharme & Lappi, 2016). Additionally, I will prioritize understanding their expectations and adhere strictly to deadlines and protocol, which demonstrates my respect for their time and expertise. Engagement in dialogue that reflects openness to feedback, coupled with a positive attitude, will also help to build trust and mutual respect, facilitating a sustainable professional rapport (Baker & Pifer, 2011).
In developing a relationship with my second committee member, I will employ similar strategies while being mindful of their unique expertise and perspective. I will seek their insights regularly, especially regarding areas of their specialization, to respect their contribution and foster a sense of collaboration. If my efforts do not seem effective initially, I would first seek feedback directly and politely from the chair or committee member on how I can improve our communication or collaboration. According to Cohen (2018), open dialogue about challenges can reveal misunderstandings or misalignments early, allowing for adjustments. If necessary, I would also consider reaching out to a mentor or peer who has successfully navigated similar relationships for advice. Further, I will reflect on my interpersonal approach and adapt my style if needed, maintaining professionalism and flexibility. Should persistent issues remain, I would consult the program coordinator or faculty advisor to mediate or provide guidance in resolving these conflicts professionally.
References
- Baker, V. L., & Pifer, M. J. (2011). The role of faculty-student interactions in doctoral students' perceptions of university support for their professional development. International Journal of Doctoral Studies, 6, 195-214.
- Cohen, A. (2018). Navigating faculty relationships during doctoral studies. Journal of Higher Education Outreach and Engagement, 22(3), 105-122.
- Ducharme, M., & Lappi, V. (2016). Building rapport with dissertation committees: Strategies for success. Educational Leadership Review, 31(4), 49-55.
- McAlpine, L., & Amundsen, S. (2019). Mentoring as a professional disposition: An analysis. Studies in Higher Education, 44(7), 1238-1254.
- Tinto, V. (1997). Classroom community and student persistence. The Journal of Higher Education, 68(6), 599-623.