This chapter has pedagogical implications for online graduate students to define researcher positionality. It offers graduate-level examples for the articulation of researcher positionality within online graduate-level research including theses, dissertations, and academic writings. This chapter is relevant to current master's thesis or doctoral dissertation writers at American institutions of higher education through distance, blended, or hybrid delivery modes. The authors suggest instructional strategies and a research supervisor agency to guide current master's thesis or doctoral dissertation writers in the articulation of researcher positionality. This fosters self-awareness of an online researcher's stance, subjectivities, proclivities, and standpoint prior to study participant engagement for data collection. This chapter may also be applicable to tenure-track faculty in need of this exposition for current empirical research and/or graduate student instruction.

This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

This chapter critically explores the construct of agency from a dissertation research supervisor perspective. While the literature has expanded in the exploration of student agency, little focus has been given to the construct from a research supervisor agency stance. Current research into doctoral completion has shown the relationship between supervisor and dissertation writer as critical to persistence and completion. However, less investigation has focused on the aspects of dissertation supervisor agency and the evolution to a high mentoring approach, especially for online doctoral students. The conceptual inquiry utilizes the lens of Lave and Wenger's situated learning theory to view how research supervisor agency can foster and guide doctoral scholars to consider researcher positionality and move from the margins of the doctoral learning community to the center of scholarly life and post-doctoral practice-based research and evidence-based decision making.

This chapter examined and presents the results of a heuristic and arts-based research and ongoing critical review of the Lowcountry heirs' property ownership and the recurrent generational challenges, governmental influences, and tourism impact on land dispossession and retention along the Gullah Geechee Cultural Heritage Corridor. In critically investigating this phenomenon of land dispossession, this study relied on Leavy's concept of coherence as it assessed the paucity of contemporaneous narratives of voices of women landowners. Land tenure, voice and land dispossession, freedom as ownership, and the culture of home/place are also explored as the legacy of the African diaspora, specifically among women landowners.

This chapter addresses practitioner researcher agency specific to doctoral education and the post-doctorate research agenda. Perspectives come from both doctoral scholars and doctoral research supervisors of practice-based or practice-led dissertation research for current research insights and examples of dissertation researcher agency specific to U.S. practitioner doctoral programs. Scholar-practitioner agency among the doctoral learning community is defined and discussed as well as the post-doctorate practice-based research agenda.

With the growth of ubiquitous digital technologies, such as artificial intelligence and machine learning, specialized training and preparation are needed to best guide social science researchers for human research protections that involve protections for data with personally identifiable information. Some human research protection (HRP) officers have called for a Belmont 2.0 that offers more aligned guidance for HRP programs and institutional review boards (IRB) to address data ethics in this new era. This chapter presents an analysis of the shifting climate of HRP data ethics, Belmont Principles, and IRB and HRP implications for artificial intelligence, machine learning, data mining/scraping, and other ubiquitous technologies. Request access from your librarian to read this chapter's full text.