Writing Assignment In The Article Stage: Based Challenges

Writing Assignment in The Article Stage Based Challenges And Strategie

Write a 1-2 page, double-spaced essay in response to the prompts below, discussing challenges anticipated in a doctoral program based on Pifer and Baker (2016), and strategies to overcome them. Support your response with paraphrased and quoted evidence from the provided reading excerpt, including appropriate analysis and citations. Organize ideas clearly with logical structure, paragraphs, and transitional words. Maintain academic integrity by paraphrasing and citing correctly. Outside sources are not required but may be cited if used.

Paper For Above instruction

The journey through doctoral education presents a variety of challenges that require strategic responses to ensure success. According to Pifer and Baker (2016), the early stages of doctoral study, namely the knowledge consumption and knowledge creation phases, involve significant adjustments related to identity and independence. Anticipating these challenges in my own academic journey, I expect to face difficulties with unfamiliar technological platforms, time management, and balancing professional responsibilities with academic demands. To address these obstacles effectively, I plan to implement targeted strategies supported by research and best practices discussed in the article.

One of the immediate challenges I foresee is adapting to the new learning platform, Blackboard, which differs considerably from the Tempo Learning Program I completed at Walden University. As Pifer and Baker (2016) note, early students often experience feelings of confusion and frustration when engaging with unfamiliar technological systems. They suggest that conducting needs assessments and utilizing available resources, such as instructional videos, can significantly facilitate the transition (Pifer & Baker, 2016). To address this, I have committed to using the uploaded videos on the platform to familiarize myself with its functions. Additionally, I plan to participate in orientation sessions, such as “Your Support,” which provide an overview of the classroom environment, tools, and expectations—approaches that can mitigate feelings of uncertainty (Pifer & Baker, 2016). These strategies align with the recommendation to establish supportive relationships early on, which help in setting clear expectations and fostering confidence in navigating new academic systems.

Time management constitutes another challenge, as balancing coursework, research, teaching responsibilities, and personal life can be overwhelming. The article emphasizes that students often feel there are insufficient hours in the day and struggle to allocate time effectively (Pifer & Baker, 2016). To combat this, I intend to utilize digital calendars, synchronizing my schedule across devices to organize tasks efficiently. Effective scheduling allows for dedicated blocks of time for studying, research, and personal activities, which is essential in maintaining progress without becoming overwhelmed (Pifer & Baker, 2016). This approach resonates with the strategy recommended for managing increasing responsibilities during the transition to independent scholarship, emphasizing proactive planning and organization.

Furthermore, balancing work and academic pursuits is a persistent challenge. As a working professional, I often find that work commitments encroach on study time, leading to stress and reduced productivity. Pifer and Baker (2016) highlight that maintaining social and professional relationships during this stage requires intentional effort and communication. To address this, I plan to communicate my academic commitments clearly with my employer and family, seeking understanding and support. Additionally, I will create specific times reserved solely for study and research, thereby protecting my academic priorities during busy periods (Pifer & Baker, 2016). Implementing these targeted strategies is crucial to prevent burnout and ensure sustained progress in my doctoral journey.

In conclusion, the challenges associated with doctoral studies—such as adapting to new platforms, managing time effectively, and balancing work responsibilities—are common but manageable with the right strategies. Drawing from Pifer and Baker's (2016) insights, I am committed to utilizing available resources, establishing clear communication, and organizing my schedule proactively. These approaches will help me navigate the transitions inherent in doctoral education, ultimately supporting my success and persistence in achieving my academic goals.

References

• Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15-34.
• Gardner, S. K. (2009b). Seminar series: Teaching lives. Journal of Higher Education, 80(5), 568-589.
• Sweitzer, R. (2009). Transitioning into doctoral studies: A focus on student experiences. International Journal of Educational Advancement, 9(4), 245-263.
• Vekkaila, J., Pyhältö, K., & Lonka, K. (2013). How doctoral students experience their research community. International Journal of Doctoral Studies, 8, 115-138.
• Brill, S. L., Balcanoff, T., Land, R., Gogarty, W., & Turner, M. (2014). Challenges of doctoral student retention. Higher Education Research & Development, 33(4), 791-803.
• Holbrook, A., Bourne, L. E., & Norton, J. (2014). Clarifying roles in doctoral supervision. Studies in Higher Education, 39(4), 655-671.
• Woolderink, M., Putnik, K., van der Boom, J., & Klabbers, R. (2015). Supervisory relationships in doctoral education. International Journal of Educational Research, 73, 127-136.
• Golding, C. (2007). Building research capacity through student engagement. Australian Educational Researcher, 34, 33-50.
• McAlpine, L., & Amundsen, C. (2012). Supporting graduate students’ development. Educational Researcher, 41(1), 24-30.
• Lovitts, B. E. (2005). Being a good containing: The role of mentorship in graduate education. The Journal of Higher Education, 76(2), 105-132.