Bringing pedagogy to doctoral publishing

Lee, Alison and Kamler, B. 2008, Bringing pedagogy to doctoral publishing, Teaching in higher education, vol. 13, no. 5, pp. 511-523, doi: 10.1080/13562510802334723.

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Title Bringing pedagogy to doctoral publishing
Author(s) Lee, Alison
Kamler, B.
Journal name Teaching in higher education
Volume number 13
Issue number 5
Start page 511
End page 523
Publisher Routledge
Place of publication Oxfordshire, U.K.
Publication date 2008-10
ISSN 1356-2517
Keyword(s) doctoral pedagogy; doctoral education
writing groups
doctoral supervision
writing for publication
Summary This article explores the role of publication in taking forward the work of the doctorate. Low publication rates from doctoral degrees have been noted as a problem in the quality of doctoral education for preparing students to participate in research cultures. At the same time there is ambivalence and some resistance among doctoral supervisors and candidates about the place of publication in doctoral work. This article argues that issues of writing and publication need to be systematically addressed within doctoral pedagogy. In a climate of increasing pressure to publish during and after candidature, pedagogies need to take up a more explicitly outward-looking stance, developing a stronger orientation to induction and participation in the world of peer-reviewed publication. These arguments are developed through two case studies that illustrate ways of supporting doctoral researchers to effectively recontextualise their dissertation writing for wider audiences.
Language eng
DOI 10.1080/13562510802334723
Field of Research 139999 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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School of Education
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