Writing groups, change and academic identity: research development as local practice

Lee,A and Boud,D 2003, Writing groups, change and academic identity: research development as local practice, Studies in higher education, vol. 28, no. 2, pp. 187-200, doi: 10.1080/0307507032000058109.

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Title Writing groups, change and academic identity: research development as local practice
Author(s) Lee,A
Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Journal name Studies in higher education
Volume number 28
Issue number 2
Start page 187
End page 200
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2003
ISSN 0307-5079
Summary The development of the research potential of university staff has been given less attention than many other aspects of professional development, particularly teaching development. Yet there is an important need for the development of staff in the research role in the light of growth of higher education and changes to the organisation of the sector in many countries. This article examines one strategy for research development: the use of writing groups. It argues that writing is best seen as a starting point, rather than an endpoint, of the research process and hence that fostering academic writing is a useful place to do research development work. The article provides details of the use of a number of writing groups over three years in a particular faculty and explores the responses of leaders and participants. It identifies factors important in the use of this strategy and focuses on the contextual conditions required for initiatives of this kind to be effectively implemented.
Language eng
DOI 10.1080/0307507032000058109
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071887

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