Being a good course‐taker is not enough: a theoretical perspective on the transition to independent research
By Barbara E. Lovitts. 2005
362 citations recorded by the source corpus.
Subfields: General Health Professions, Public Health, Environmental and Occupational Health, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/04bfef6750a40d0dd96f5630160ea5b0a1944142
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In General Health Professions
- J. Keskinen
- K. Pyhältö
- V. Baker
- Meghan J. Pifer
- Susan Mowbray
- Amanda J. Rockinson-Szapkiw
- Emily J. Johnson
- Affero Ismail
In Public Health, Environmental and Occupational Health
- J. Keskinen
- V. Baker
- Meghan J. Pifer
- Susan Mowbray
- Amanda J. Rockinson-Szapkiw
- Emily J. Johnson
- Affero Ismail
- H. Zacher
In Statistics and Probability
- J. Keskinen
- V. Baker
- Meghan J. Pifer
- Susan Mowbray
- Amanda J. Rockinson-Szapkiw
- Emily J. Johnson
- Affero Ismail
- H. Zacher
Citations in the corpus
- Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, background): “Personal attributes such as learning style, intelligence, GRE, GPA, admission interview performance, personality, and level of intrinsic motivation are positively associated with persistence (Lovitts, 2005).”
- Leadership and creativity in higher education (2015, background): “Lovitts (2005) further suggested that several individual but also contextual factors may facilitate and impede the challenging transition from being a successful undergraduate student to an independent, creative PhD researcher.”
- The role of relationships in the transition from doctoral student to independent scholar (2011, methodology): “While prior research has examined Stage 1 (Golde 1998 ; Baker Sweitzer 2007 , 2008 , 2009 ) and Stage 3 (Sternberg 1981 ), little research and practice has focused specifically on Stage 2, the critical transition from ‘dependence to independence’ as described by Lovitts ( 2005 ).”
- Doctoral Students' Sense of Relational Agency in Their Scholarly Communities. (2012, background): “Gardner, 2008, 2010; Pyhältö, Stubb & Lonka, 2009) as well as educational outcomes such as degree completion, time-to-candidacy, employment after the completion and competencies developed while studying (Lovitts, 2005; Wulff & Nerad, 2006; Sainio, 2010; Stubb, Pyhältö & Lonka, 2011).”
- Exploring the Fit between Doctoral Students' and Supervisors' Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey (2012, background): “There is also evidence that doctoral students’ active involvement in the scholarly community contributes to how students experience their doctoral process (Gardner, 2008, 2010; Hopwood, 2010; Pyhältö, Stubb, & Lonka, 2009), competences developed during their studies, time-to-candidacy, and their emp”
- Improving the Development of Postgraduates' Research and Supervision (2011, methodology): “Lovitts (2005) include elements in the macro- and microenvironments, as well as individual resources as influences in graduate completion and creative performance.”
- The purpose of the PhD: theorising the skills acquired by students (2010, background): “…is a disregard for the multidimensionality of the doctorate (Pearson, Evans, & Macauley, 2008) that overlooks the development of capacities such as engagement, motivation, perseverance, resilience, innovation and creative thinking (Barnett, 2007; Dall’Alba & Barnacle, 2007; Lovitts, 2005, 2008).”