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

DOCTORAL programs; DOCTORAL students; SOCIAL sciences education in universities & colleges; LEARNING; SOCIOCULTURAL factors; BEHAVIORAL research; INDEPENDENT study; INTERPERSONAL relations; PSYCHOLOGY; UNIVERSITIES & colleges

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. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)