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Bringing pedagogy to doctoral publishing
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.
History
Journal
Teaching in higher educationVolume
13Issue
5Pagination
511 - 523Publisher
RoutledgeLocation
Oxfordshire, U.K.Publisher DOI
ISSN
1356-2517eISSN
1470-1294Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2008, Taylor & FrancisUsage metrics
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