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Rethinking doctoral publication practices : writing from and beyond the thesis

journal contribution
posted on 2008-06-01, 00:00 authored by Barbara Kamler
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.

History

Journal

Studies in higher education

Volume

33

Issue

3

Pagination

283 - 294

Publisher

Routledge

Location

Oxford, England

ISSN

0307-5079

eISSN

1470-174X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2008, Taylor & Francis

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