Expectations for academic writing and publication
have intensified in Academia. Doctoral students in
colleges of education are advised to publish even before
they graduate and evidence of successful publication is
influential in hiring, tenure, and promotion decisions. The
purpose of this research was to study the process of writing
for professional publication from the perspective of a
diverse group of 30 doctoral students in colleges of education
in the United States, Canada, and Australia. The
group ranged in experience from those enrolled in their first
doctoral-level courses to students who had very recently
defended their dissertations. Interview data from the participants
provided strong support for: (1) providing at least
one doctoral-level course on writing for professional publication,
(2) beginning instruction in scholarly publication
earlier and continuing it across all stages of the program,
(3) designing class assignments that are better aligned with
the expectations for scholarly publication, and (4) providing
extensive opportunities for peer and instructor review
of manuscripts. From the perspectives of these 30 doctoral
students, acquiring the constellation of knowledge, skills,habits, attitudes and values associated with successful
publication of scholarly work requires both formal and
informal networks of validation and support.

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081 MAR w

Perpustakaan FITK Pusat

Tersedia

• Writing for Scholarly Publication as ‘‘Tacit Knowledge’’: A Qualitative Focus Group Study of Doctoral Students in Education

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