Synthesis Paper Rosaline Nixon Grand Canyon University RES

Synthesis Paper Rosaline Nixon Grand Canyon University: RES-811 September 5, 2020

This assignment requires a reflection section addressing your revision process and how you incorporated your instructor’s feedback into the revised version. It will be located after the title page and before the introduction. The introduction should include a brief description of each article and its purpose, identify three emerging themes from your reading, and explain how these themes will be discussed in the paper. The introduction should conclude with a clear thesis statement.

The body of the paper should be organized around three themes identified from the articles. For each theme, support your analysis with evidence from each article, including citations, and provide critical analysis to strengthen your narrative. The themes should be thoroughly explored, showing how they relate across the articles and contribute to an overall understanding of the research topics discussed.

Conclude the paper by synthesizing the findings, discussing what overarching insights can be drawn when considering all three articles together. Summarize the overall message or significance of the group of articles as a collective, highlighting their implications for doctoral students’ success, research skills, and professional development.

The references section should list all sources cited in the paper, formatted in APA style. Each source cited in the text must appear here, and each entry should be complete and correctly formatted, providing the necessary information for retrieval.

Paper For Above instruction

The landscape of doctoral education is complex, encompassing various factors that influence student success and professional development. The three articles discussed in this synthesis shed light on essential themes such as academic success, relationships, and self-drive, which are critical to guiding doctoral students through their educational journeys and into their careers. Analyzing these themes collectively provides a comprehensive understanding of how doctoral students can be supported and motivated to achieve their academic and professional objectives.

The first theme, academic success, emphasizes the importance of equipping doctoral students with the necessary skills to excel academically. Baker and Pifer (2011) highlight that students need experiential learning opportunities, such as tutorials and online platforms, to develop research competencies and navigate their coursework effectively. These tools can bridge gaps when faculty are unavailable physically, ensuring continual progress. Additionally, Gardner (2009) stresses the importance of goal setting, perseverance, and consistency, which are vital for maintaining momentum. Students are encouraged to set clear targets for their grades and research milestones, making their progress measurable and motivating. The evidence suggests that academic success is not solely about intelligence or capability but also about strategic engagement with resources and disciplined effort.

The second theme, relationships, focuses on the social and professional networks pivotal for doctoral students’ success. Smith and Hatmaker (2014) argue that cultivating positive relationships with faculty and peers fosters mentorship opportunities and research collaborations. Gardner (2009) adds that establishing rapport with faculty members can lead to valuable guidance, which may influence research quality and career trajectories. Furthermore, the article emphasizes that peer relationships enable sharing of challenges and solutions, which mitigates feelings of isolation common in rigorous academic environments. Building strong communication skills and understanding organizational dynamics are essential components of this theme, as they ensure students can effectively lead, collaborate, and influence—skills necessary beyond academia in professional settings.

The third theme, self-drive, underscores the motivation and agency essential for completing doctoral studies. Baker and Pifer (2011) assert that intrinsic motivation propels students to persist despite obstacles. Gardner (2009) and Smith and Hatmaker (2014) observe that self-driven students are more likely to proactively seek additional training, manage their time effectively, and develop creative research ideas. The importance of goal-setting is underscored here; having specific, time-bound goals fosters focus and discipline, preventing procrastination and low-quality submissions. Students driven by internal motivation tend to exhibit resilience and adaptability, which are crucial in the unpredictable nature of research and academic life.

When integrating these themes, it becomes evident that doctoral success hinges on a synergistic relationship between academic competence, supportive networks, and personal motivation. The articles collectively advocate for a holistic approach to doctoral education—one that combines skill-building, relationship development, and fostering self-motivation. This approach not only enhances research outputs but also prepares students for leadership roles and lifelong learning. The shared message is that institutional support and personal drive are fundamental in transforming doctoral students into competent scholars and professionals.

In conclusion, these articles collectively highlight that doctoral success depends on strategic skill development, nurturing relationships, and intrinsic motivation. Academic success is facilitated by accessible resources and clear goal-setting; relationships are the foundation for mentorship and collaboration; and self-drive sustains motivation throughout the challenging doctoral journey. Taken together, they advocate for a comprehensive support system and proactive mindset to maximize student achievement and professional growth in doctoral education.

References

  • Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17. https://doi.org/10.1080/X.2010.515569
  • Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3). https://doi.org/10.1353/rhe.0.0075
  • Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4).
  • Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching & Learning, 2008(114), 9-16.
  • Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Corwin Press.
  • Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24(2). https://doi.org/10.1037/.24.2.225
  • U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. ). Retrieved from health/prof/asthma/asth_sch.pdf
  • Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using activity theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 251-269.
  • Bieber, J. P. (2006). Conceptualizing the academic life: Graduate students' perspectives. The Journal of Higher Education, 77(6), 935-962.
  • Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 587-608.

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