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Advances in Social Sciences Research Journal – Vol. 11, No. 5
Publication Date: May 25, 2024
DOI:10.14738/assrj.115.17027.
Holmes, B., Parker, D., Mitchell, C., Fillman, S., & Hurt, S. (2024). Retaining Scholarly Voices for The Profession: Doctoral Graduates
as Agentic Constructors of Scholarship. Advances in Social Sciences Research Journal, 11(5). 335-345.
Services for Science and Education – United Kingdom
Retaining Scholarly Voices for The Profession: Doctoral
Graduates as Agentic Constructors of Scholarship
Barbara Holmes
DeJuanna Parker
Charles Mitchell
Scott Fillman
Sonya Hurt
ABSTRACT
This qualitative study explored the exercise of academic identity and agency of five
doctoral graduates. Each participant received a doctorate from programs that focus
on the production of new knowledge after the degree is attained. The study yielded
four emerging themes: Importance of Academic Community to Scholarly
Engagement, Challenges of Post-Doctoral Life, Challenges to the Exercise of
Scholarly Agency, and Need for Collaboration and Mentorship Opportunities, which
precipitated the development of a new paradigm, Fillman’s Hierarchy of Agentic
Construction.
Keywords: Agency, Identity Trajectory, Scholarly Identity, Academic Engagement,
Post-doctorate Challenges, Agentic Construction
INTRODUCTION
One of the major aims of doctoral study is supporting the development of independent
researchers and attainment of academic agency. Doctoral student researcher identity
development is at the core of doctoral study (Caskey, Stevens, Yeo, 2020). Consequently,
engaging in academic writing experiences is essential to scholarly growth. As doctoral students
master academic writing, scaffolding into serious academic writers and scholars occurs.
O’Meara (2013) attests that doctoral experiences help students see themselves as researchers
able to advance academic goals and career aspirations. Agency is acquired as students connect
embedded writing experiences with meeting doctoral program milestones. O’Meara (2013)
further concludes that by the end of the doctoral program, students’ perspectives changes and
they are able to achieve professional goals by identifying the academic actions needed to
achieve success as independent scholars. The acquisition of researcher identity influences
current behavior as doctoral students, but also holds the potential to influence future behavior
as students begin post-graduate activities (Jazvac-Martek, 2009)
Transitioning to post-graduate independent researcher is one of many transitions associated
with the doctoral journey. Harrison (2008) warned that engaging in a life of post-graduate
scholarship may be fraught with anxiety for doctoral students upon completion of the doctoral
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 5, May-2024
Services for Science and Education – United Kingdom
journey. Jazvac-Martek (2009) asserted that the relationship between doctoral students’
program experiences and emerging identities as scholars and researchers has not been “a
central focus in research on the doctorate” (p. 253). Therefore, understanding the transition
from doctoral graduate to post-graduate researcher may inform understanding of the decline
in academic agency and lack of participation in the generation of new knowledge. Identity
development is lifelong, and it is important to explore what happens when identity as an
academic researcher is no longer valued. Sinclair, Barnacle, and Cuthbert (2014) concluded that
doctoral students’ identity as researchers results in more active participation in academic
scholarship. If academic agency remains vibrant, perhaps post-graduate doctoral students will
become more active contributors of new knowledge as well.
Researchers posit that the agentic construction process of doctoral students begins with the
dissertation research supervisor (Throne, 2021). With appropriate research supervision,
doctoral students develop understanding of the responsibilities associated with creating new
knowledge postgraduate (Sweat, et al, 2021). This is particularly evident in practice-based
doctoral programs. Throne (2021) concluded that the end result of producing terminally
degreed doctoral graduates is to prepare them for the return to educational practice to improve
practice, and address the multitude of complex problems of practice that still exist in education.
BACKGROUND OF THE PROBLEM
The active role of candidates becoming agentic constructors of their academic career has been
widely neglected in research literature. The Survey of Earned Doctorates (SED) reports the
number of doctoral degrees awarded in the United States has increased by 3.1% annually from
1958 to 2022, increasing from 8,773 earned to 55,283 in 2022). Of all doctoral recipients in
2023, 46% were earned by women and the majority (54%) were earned by men. Despite the
increase in degrees, a decrease exists in the number of earned doctorates that transition to
research -based careers, with the SED continuing that 33% of doctoral degree recipients chose
careers in academia in 2023. Consequently, most recipients refrain from academic agency post- graduation.
Doctoral recipients often transition to new roles with new responsibilities, which may leave
minimal time for scholarly activities. Additionally, many doctoral graduates pursue careers
outside of academia where less emphasis on publishing is standard practice (McAlpine, 2016).
Moreover, doctoral recipients struggle with burnout and lack confidence to continue scholarly
writing post-degree. Wildgaard and Wildgaard (2016) assert the demanding nature of the
dissertation process forces some to desire a break from scholarly pursuits and a return to focus
on activities unrelated to scholarship. Lastly, a major factor related to the decrease in academic
activity is the emergence and progression of imposter syndrome.
The paradigm shift from doctoral study to “normal” life may also be elemental in decreasing the
exercise of academic agency. During doctoral candidacy, students are immersed in the culture
of academic life. After graduation, institutional support, mentorship, and access to resources no
longer exist. This context may present a deterrence for academic writing (Castelló, Sala-Bubaré,
& Pardo, 2021). Furthermore, graduates may struggle with the complex challenges of
publishing including manuscript creation, and the process of preparing a paper for publication.
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Holmes, B., Parker, D., Mitchell, C., Fillman, S., & Hurt, S. (2024). Retaining Scholarly Voices for The Profession: Doctoral Graduates as Agentic
Constructors of Scholarship. Advances in Social Sciences Research Journal, 11(5). 335-345.
URL: http://dx.doi.org/10.14738/assrj.115.17027
THEORETICAL PERSPECTIVE
Originally developed for undergraduate Engineering students, the Identity-Trajectory
Framework by McAlpine and Amundsen (2014) provides valuable insights into the
development of graduate student and professional identities. This framework views
professional identity development as a complex process that integrates past experiences,
present circumstances, and future aspirations. It identifies three interconnected strands of
experience—intellectual, institutional, and networking, that together contribute to identity
development within an educational context. Moreover, the Identity-Trajectory Theory extends
this perspective by suggesting that students' positions within chosen disciplinary fields and
institutional systems dynamically shape their identity trajectories over time. Essentially, this
implies that the nature of a doctoral program significantly influences a doctoral graduate’s
personal and professional agency.
REVIEW OF LITERATURE
Competing Identities
The construction of scholar identity represents a significant and critical process for doctoral
students. Castelló et al. (2013) concluded that doctoral students are challenged to construct
academic identities as disciplined writers. Consequently, participation in postdoctoral
academic writing may be considered a traumatizing experience.
The requirements of doctoral study place a heavy academic burden on students to develop
research writing skills, as such, anticipating a postdoctoral life of additional scholarship may
not be a positive experience after program completion (McAlpine & Amundsen, 2009).
For most post-doctoral students, becoming a research writer is viewed as a choice and not an
obligation (Sfard & Prusak, 2005). However, most post-doctorate students struggle with the
process of achieving the objective of becoming future research writers, even when they desire
to do so. Golde and Dore (2001) found that 35% of third-year graduate students did not believe
graduate coursework provided the groundwork needed to transition from post-doctorate
student to future writer. In the last ten years, this phenomenon is more significant as many
doctoral graduates are not contributing new knowledge to the profession through scholarly
writing contributions.
Supporting research confirms that post-doctorate students have difficulties transitioning from
student to an independent researcher due to isolation, anxiety, and higher level of depression,
and the growing tension on the student and faculty relationship (Baker & Pifer, 2011; Lovitts,
2005). In a quantitative study of mental health among PhD students in Belgium, researchers
found 32% of PhD students are at risk significantly higher than a comparable control group of
developing depression or other psychiatric disorders (Levecque et al., 2017). Results revealed
escalating pressure doctoral graduates feel was associated with increased job demands,
organizational policies, and perceptions of a career outside academia (Levecque et al., 2017,
Mackie & Bates, 2019).
Contributing New Knowledge in a Technology-Driven World
Despite limited research about how private employers appraise employees with doctoral
degrees, terminal degree holders are known as valuable change agents in academic and
professional settings (Jaeger et al., 2019; Lynn & Inouye, 2022). A supportive professional