Faculty perceptions of common challenges encountered by novice doctoral writers

Higher Education Research and Development

Volumn 33, Issue 4, 2014, Pages 699-711

  Maher, Michelle A ^a   Feldon, David F ^b   Timmerman, Briana E ^a   Chao, Jie ^c  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

^b UTAH STATE UNIVERSITY   (United States)

^c UNIVERSITY OF VIRGINIA   (United States)

Author keywords

academic writing; doctoral education; publication; STEM; supervisors

Indexed keywords

EID: 84902798331     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360.2013.863850     Document Type: Article

References (46)

1. Aitchison, C., Catterall, J., Ross, P., & Burgin, S. (2012). 'Tough love and tears': Learning doctoral writing in the sciences. Higher Education Research & Development, 31(4), 435-447. doi: 10.1080/07294360.2011.559195
2. Aitchison, C., Kamler, B., & Lee, A. (Eds.). (2010). Publishing pedagogies for the doctorate and beyond. New York: Routledge.
3. Austin, A.E., & McDaniels, M. (2006). Preparing the professoriate of the future: Graduate student socialization for faculty roles. In J.C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 21, pp. 397-456). Netherlands: Springer.
4. Becher, T., & Trowler, P.R. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. Berkshire: Open University Press.
5. Carnegie Foundation. (2012). Carnegie classifications institutional profiles. Retrieved July 20, 2012, from http://classifications.carnegiefoundation.org/lookup_listings
6. Chaopricha, S. (1997). Coauthoring as learning and enculturation: A study of writing in biochemistry. Unpublished doctoral dissertation, University of Wisconsin, Madison.
7. Cotterall, S. (2011). Doctoral students' writing: Where's the pedagogy? Teaching in Higher Education, 16(4), 413-425. doi: 10.1080/13562517.2011.560381
8. Cumming, J. (2009). The doctoral experience in science: Challenging the current orthodoxy. British Educational Research Journal, 35(6), 877-890. doi: 10.1080/01411920902834191
9. Day, R.A., & Gastel, B. (2011). How to write and publish a scientific paper. Westport, CT: Greenwood Press.
10. Delamont, S., & Atkinson, P. (2001). Doctoring uncertainty: Mastering craft knowledge. Social Studies of Science, 31(1), 87-107. doi: 10.1177/030631201031001005
11. Delamont, S., Atkinson, P., & Parry, O. (1997). Supervising the Ph.D.: A guide to success. Bristol, PA: Open University Press.
12. Elton, L. (2010). Academic writing and tacit knowledge. Teaching in Higher Education, 15(2), 151-160. doi: 10.1080/13562511003619979
13. Emig, J. (1971). The composing processes of twelfth graders (NCATE Research Report No. 13). Urbana, IL.
14. Feldon, D.F., Peugh, J., Timmerman, B.E., Maher, M.A., Hurst, M., Strickland, D., et al. (2011). Graduate students' teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039. doi: 10.1126/science.1204109
15. Florence, M.K., & Yore, L.D. (2004). Learning to write like a scientist: a study of the enculturation of novice scientists into expert discourse communities by co-authoring research reports. Journal of Research in Science Teaching, 41(6), 637-668. doi: 10.1002/tea.20015
16. Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. doi: 10.2307/356600
17. Gardner, S.K. (2009). The development of doctoral students: Phases of challenge and support. San Francisco: Jossey-Bass.
18. Gibson, W.J., & Brown, A. (2009). Working with qualitative data. Thousand Oaks, CA: Sage Publications.
19. Glaser, B.G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445. doi: 10.2307/798843
20. Glasman-Deal, H. (2010). Science research writing for non-native speakers of English. London: Imperial College Press.
21. Golde, C.M. (2010). Entering different worlds: Socialization into disciplinary communities. In S.K. Gardner & P. Mendoza (Eds.), On becoming a scholar: Socialization and development in doctoral education (pp. 79-95). Sterling, VA: Stylus.
22. Halic, O., Greenberg, K., & Paulus, T. (2009). Language and academic identity: A study of the experiences of non-native English speaking international students. International Education, 38(2), 73-93.
23. Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering and mathematics. Sponsored by the American Association of University Women. Retrieved November 25, 2012, from http://www.aauw.org/learn/research/upload/whysofew.pdf
24. Hunter, A.-B., Laursen, S.L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74. doi: 10.1002/sce.20173
25. Kamler, B. (2008). Rethinking doctoral publication practices: Writing from and beyond the thesis. Studies in Higher Education, 33(3), 284-294. doi: 10.1080/03075070802049236
26. Kamler, B. (2010). Revise and resubmit: The role of publication brokers. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 64-82). New York: Routledge.
27. Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. New York: Routledge.
28. Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281. doi: 10.1080/03075070802049202
29. Lee, A. (2010). When the article is the dissertation: Pedagogies for a PhD by publication. In C. Aitchison, B. Kamler, & A. Lee (Eds.), Publishing pedagogies for the doctorate and beyond (pp. 12-29). New York: Routledge.
30. Lee, A., & Aitchison, C. (2009). Writing for the doctorate and beyond. In D. Boud & A. Lee (Eds.), Changing practices of doctoral education (pp. 87-99). New York: Routledge.
31. Lee, A., & Kamler, B. (2008). Bringing pedagogy to doctoral publishing. Teaching in Higher Education, 13(5), 511-523. doi: 10.1080/13562510802334723
32. Lovitts, B.E. (2007). Making the implicit explicit: Creating performance expectations for the dissertation. Sterling, VA: Stylus.
33. Maher, M., Timmerman, B., Feldon, D., & Strickland, D. (2013). Factors affecting the occurrence of faculty-doctoral student coauthorship. Journal of Higher Education, 84(1), 121-143. doi: 10.1353/jhe.2013.0004
34. Manathunga, C. (2011). Moments of transculturation and assimilation: Post-colonial explorations of supervision and culture. Innovations in Education and Teaching International, 48(4), 367-376. doi: 10.1080/14703297.2011.617089
35. Maxwell, J.A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.
36. Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70(2), 151-167. doi: 10.1080/00335638409383686
37. National Science Board. (2012). Science and engineering indicators 2012 (NSB 12-01). Arlington, VA: National Science Foundation. Retrieved November 25, 2012, from http://www.nsf.gov/statistics/seind12/
38. Nettles, M.T., & Millett, C.M. (2006). Three magic letters: Getting to Ph.D. Baltimore: John Hopkins University Press.
39. Norris, S.P., & Phillips, L.M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240. doi: 10.1002/sce.10066
40. Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In L. McAlpine & C. Amundsen (Eds.), Supporting the doctoral process: Research-based strategies (pp. 59-74). New York: Springer.
41. Parry, S. (1998). Disciplinary discourse in doctoral theses. Higher Education, 36(3), 273-299. doi: 10.1023/A:1003216613001
42. Pole, C.J., Sprokkereef, A., Burgess, R.G., & Lakin, E. (1997). Supervision of doctoral students in the natural sciences: Expectations and experiences. Assessment and Evaluation in Higher Education, 22(1), 49-63. doi: 10.1080/0260293970220104
43. Rose, M., & McClafferty, K.A. (2001). A call for the teaching of writing in graduate education. Educational Researcher, 30(2), 27-22. doi: 10.3102/0013189X030002027
44. Spack, R. (1997). The rhetorical construction of multilingual students. TESOL Quarterly, 31(4), 765-774. doi: 10.2307/3587759
45. Starke-Meyerring, D., & Paré, A. (2011, April). Perceptions and Practices of Writing in Doctoral Education: Consequences for Students and Supervisors. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
46. Weidman, J.C., Twale, D.J., & Stein, E.L. (2001). Socialization of graduate and professional students: A perilous passage? (ASHE-ERIC Higher Education Report 28, no. 3). Washington, DC: Association of the Study of Higher Education.