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Comparison Matrix: Doctoral Identity

All three articles in essence are asking the same question: Are students be adequately being prepared for the rigors involved in education, which is important when determining our identity as doctoral learners. We are shaped through preparation or lack thereof by current and past academic support groups. .
             Comparison of Literature Reviews.
             All three studies start by either giving a definition or explanation regarding the main theme discussed in the research. The next section begins to delve deeper into the research by addressing research questions mentioned above. The underlying theme appears to be student preparation. All three studies appear to indirectly or directly address student's preparation. As a result of preparation an individual can either meet or fail to meet the expectations of the university or profession. Article 1 and 2 suggest socialization amongst academic support groups such as professors, advisors, and academic departments and students should be encouraged so that students can adjust to the academic norms. .
             Comparison of Sample Population.
             Article 1 Wiedman and Stein uses a sample group of 83 Ph.D. students enrolled from two departments at major research institutions across America. Of those, 83 students 40 came from the Department of Sociology and 43 from Education Foundation programs. The two department were chosen because each department required courses in the other to allow for cross comparison. 70% of the students' survey were males and 58% were foreigners. Articles 2 and 3 did include surveys in their studies. Baker and Lattuca study focuses on doctoral learners and the importance of networks and sociocultural perspective in developing self-identity. Visser et al study bring attention external factors that contribute to lack of critical thinking skills amongst students. Visser et al also shows the opportunities and inadequacies of both distance and traditional education.


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