Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

Abstract

This article reports on an exploratory study that examined the transition to independence in Stage 2 of the doctoral student experience in two applied social science fields. We rely on an interdisciplinary framework that integrates developmental networks and sociocultural perspectives of learning to better understand the connection between the challenges in Stage 2 of the doctoral education process and students' learning-based behavioral responses to such challenges during this critical transition. Results indicate the presence of three types of process challenges in Stage 2: structural, interpersonal, and individual. Results also point to a range of behavioral responses to such challenges and their relative effectiveness in advancing doctoral student learning towards becoming independent scholars. We conclude with directions for future research and practice.

Additional information

Notes on contributors

Vicki L. Baker

Vicki L. Baker is an Associate Professor of Economics & Management at Albion College; [email protected].

Meghan J. Pifer

Meghan J. Pifer is an Assistant Professor of Higher Education at Widener University.

Blair Flemion

Blair Flemion is a Certified Professional Accountant at PricewaterhouseCoopers.