The significance of doctoral identity cannot be overstressed. After doctoral education, a student must possess values, habits, and skills that are in conformity with their profession.
Doctoral identity, alternatively known as professional identity, refers to the relatively enduring and stable constellations of experiences, motives, values, and beliefs as standards with which individuals evaluate themselves while in professional roles (Smith & Hatmaker, 2015). In turn, this identity serves as proof to others that a doctoral student possesses a distinct set of abilities and skills. Professional identity is a result of several factors including institutional, interpersonal, and individual factors (Baker & Pifer, 2011; Gardner, 2009). Smith & Hatmaker (2015), Gardner (2009), and (Baker & Pifer (2011) provide acumen on the formation of doctoral identity.
Statement of common themes:
The three article share three common themes namely academic success, individual effort, and relationships.
Academic success, individual effort, and relationships are integral for the formation of doctoral identity
Baker and Pifer (2011):
A significant aspect of the formation of doctoral identity is academic success. As asserted by Baker and Pifer (2011), success refers to a successful shift from dependency to independence. A triumphant doctoral student bears the following characteristics; has completed the dissertation process, completed coursework, and passed candidacy exams. The student, after completing the above tasks possesses comprehensive knowledge of research and language skills.
Academic success, according to Gardner (2009), is an obscure concept. The concept may signify various things. It may mean dissertation completion, retention, achievement in coursework, degree conclusion, high GPAs, becoming a member of the academic community upon graduation, and year-to-year persistence. These facets are essential for the form