Faculty perceptions of common challenges encountered by novice doctoral writers |
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| Authors: | Michelle A Maher David F Feldon Briana E Timmerman Jie Chao |
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| Institution: | 1. Department of Educational Leadership and Policies, University of South Carolina, Columbia, SC, USA;2. STE2M Center/Instructional Technology and Learning Sciences, Utah State University, Logan, UT, USA;3. Department of Biological Sciences, University of South Carolina, Columbia, SC, USA;4. Curriculum Instruction and Special Education, University of Virginia, Charlottesville, VA, USA |
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| Abstract: | Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication. |
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| Keywords: | academic writing doctoral education publication STEM supervisors |
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