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Rethinking doctoral publication practices : writing from and beyond the thesis

Kamler, Barbara 2008, Rethinking doctoral publication practices : writing from and beyond the thesis, Studies in higher education, vol. 33, no. 3, pp. 283-294, doi: 10.1080/03075070802049236.

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Title Rethinking doctoral publication practices : writing from and beyond the thesis
Author(s) Kamler, Barbara
Journal name Studies in higher education
Volume number 33
Issue number 3
Start page 283
End page 294
Publisher Routledge
Place of publication Oxford, England
Publication date 2008-06
ISSN 0307-5079
Summary This article addresses the importance of giving greater pedagogical attention to writing for publication in higher education. It recognizes that, while doctoral research is a major source of new knowledge production in universities, most doctoral students do not receive adequate mentoring or structural support to publish from their research, with poor results. Data from a case study of graduates in science and education are examined to show how the different disciplinary and pedagogic practices of each discourse community impact on student publication. It is argued that co-authorship with supervisors is a significant pedagogic practice that can enhance the robustness and know-how of emergent scholars as well as their publication output. There is a need, however, to rethink co-authorship more explicitly as a pedagogic practice, and create more deliberate structures in subject disciplines to scaffold doctoral publication - as it is these structures that influence whether graduates publish as informed professionals in their chosen fields of practice.
Language eng
DOI 10.1080/03075070802049236
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2008, Taylor & Francis
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Document type: Journal Article
Collection: School of Education
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