ERIC Number: EJ789173
Record Type: Journal
Publication Date: 2008
Reference Count: 39
Networking to Develop a Professional Identity: A Look at the First-Semester Experience of Doctoral Students in Business
Sweitzer, Vicki L.
New Directions for Teaching and Learning, n113 p43-56 Spr 2008
In this article, the author describes a study that provides a theoretical lens for examining the doctoral student experience that accounts for the multiple relationships that facilitate or stifle doctoral student development. One important outcome of students' relationships is the development of a professional identity as integrated scholar or fragmented professional. Bringing together mentoring, social networks, and professional identity theories, this study used case study methodology to explore how positive and negative support received from network partners influenced the professional identity development process for business doctoral students. This study captured information about the messages communicated and received between doctoral students and their networks of advisors, peers, friends, and family members to understand how doctoral students begin to see themselves as integrated scholars or fragmented professionals.
Descriptors: Doctoral Programs, Graduate Students, Student Experience, Student Development, Social Networks, Case Studies, Professional Development, Identification, Mentors, Context Effect
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A