Becoming an ‘authorised’ postgraduate research writer

James, Bronwyn

doi:10.1080/14703297.2012.647782

Cited by 3 publications

(1 citation statement)

References 24 publications

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“…No doubt a lot of books and study guides related to research skills exist either in hard copies or in online form in the Internet, but students still facing difficulties to develop these skills. The development of postgraduate students as a researcher raised many issues and interest by many researchers (James, 2012;Starke-Meyerring, 2011;Switzer & Purdue, 2011;Zuber-Skerritt, 1987). These researchers argue for the systematic development and integration of students' research skills in postgraduate program.…”

Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

Rahman¹,

Yasin²,

Salamuddin³

et al. 2014

ASS

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Identifying a research problem is the most challenging aspect in teaching research skills at the postgraduate level. This action research project aimed to identify a suitable intervention to help students identify research problem in education setting and help them to write a sound research problem statement for their project. The study involves 51 postgraduate students in a research methodology course. The intervention was designed based on student-centered activities that include the use of metacognitive strategies through cooperative learning, online learning and interactive learning activities. This paper reported the findings of the first cycle of the study. The findings showed students improvement in identifying research problems in education setting and able to identify important elements in writing a research problem statement. It can be concluded that active learning approach using metacognitive strategies able to improve students' skills in planning, monitoring and evaluating the process of identifying a research problem and writing the problem statement of their research project.

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Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

Rahman¹,

Yasin²,

Salamuddin³

et al. 2014

ASS

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A bibliometric study of identity construction in English writing for academic purposes

Tian,

Liu

2024

Front. Psychol.

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Identity construction is a crucial factor in assessing and enhancing the quality of academic writing. However, identity is elusive and difficult to capture due to its abstract nature. Most existing literature discussed academic writing in a general way, overlooking specific studies on identity construction in articles, theses, and dissertations. This study aims to provide a comprehensive review of studies on identity construction in typical academic writing and assist readers in understanding the development, discoveries, and future trends in this field. It seeks to enlighten scholars and students regarding future research directions and to improve academic writing quality in practice. A bibliometric tool, CiteSpace, was used together with manual close reading. The data were primarily retrieved from the Web of Science database. Keyword co-occurrence and cluster analyses were conducted to describe the current state of research and predict future hotspots. It was found that the literature in this field generally showed an upward trend before 2020. High-frequency keywords primarily relate to literacy, doctoral education, pedagogy, plagiarism, and gender, representing this field’s primary research area. Most clusters exhibit a high level of novelty but have not yet received the attention they deserve because they are situated in the second quadrant of the coordinate diagram as potential clusters. Clusters focusing on socio-cultural identity and the pedagogy of identity construction are more prominent than the other areas. Those focusing on academic (professional) development related to authorial and academic identity are more novel.

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Participatory action research and the construction of academic identity among postgraduate research students

Tshelane

2013

TDSA

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This paper discusses the construction of academic identity among postgraduate research students who emerged from a participatory action research (PAR) project. The article reports on how postgraduate research students constructed their academic identity deliberately, as they pursue their studies in a sustainable learning environment (SuLE) project. The aim is to contribute towards an understanding of the impact PAR has on research work of postgraduate students in the Faculty of Education, at the University of the Free State, in South Africa. This paper draws on the work of Yosso’s community cultural wealth to amplify how a relatively unexplored methodology in postgraduate research studies can change and contribute towards the social justice agenda, and give hope to an unequal society ruptured by apartheid. A critical emancipatory research theory of the Frankfurt school was used as the focal lens through which the literature was reviewed, together with a participatory action research process to generate data. Free attitude interviews were applied to focus groups, workshops, and meetings of Master’s and doctoral research students, as well as individual supervisory dialogues, so as to ensure the in-depth views of the construction of students’ academic identity. Video-tapes as an instrument in the generation of the data, which was transcribed into text and further analysed in line with the objectives of the study were used. Finally, a Critical Discourse Analysis (CDA) technique was used to arrive at the following findings: (i) ingenious commitment to social justice; (ii) genuine commitment to serve communities; and (iii) inter-centricity of humanity in relations.

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Becoming an ‘authorised’ postgraduate research writer

Cited by 3 publications

References 24 publications

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

A bibliometric study of identity construction in English writing for academic purposes

Participatory action research and the construction of academic identity among postgraduate research students

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