Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Abstract

Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

Når kunstig intelligens bliver en del af vejledningsrummet

“…I en skandinavisk vejledningstradition vaegtes den relationelle og interpersonelle dimension af vejledningen højt (Nordentoft et al, 2020;Ankersborg & Pogner, 2022). Den udspiller sig og vedligeholdes også (men selvfølgelig ikke kun) gennem skriftlig kommunikation.…”

Specialevejledning fra studenterselvstændighed til vejlederdiktat: En vejledningsmatrix

“…Min forståelseshorisont bygger bla. på resultaterne af Ankersborg & Pogner (2022) som skitseret i indledningen.…”

“…Som mangeårig specialeprocesvejleder har jeg ofte vejledt studerende, der ikke kunne forstå specialevejleders ageren i vejledningsrummet, fordi denne ageren ikke passer til de studerendes forståelse af projektvejledning baserede på hidtidige erfaringer. For at forstå de bagvedliggende årsager til dette faenomen har jeg i et tidligere studie undersøgt specialestuderendes udbytte af specialevejledning (Ankersborg & Pogner, 2022).…”

“…Undersøgelsen viser, at forskellige vejledningsmodeller giver specialevejledere forskellige mulighedsrum for at agere i forskellige vejlederroller, samt at specialestuderendes laeringsudbytte er afhaengig af vejledernes brug af dette mulighedsrum. På baggrund af dette spaend i mulighedsrum har Ankersborg & Pogner (2022) udviklet en vejledningsmatrix bestående af vejledningsmodeller og vejlederroller. Vejledningsmodellerne udtrykker grundlaeggende syn på specialevejledning, og vejlederrollerne står for konkret ageren.…”

Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies

“…In Scandinavian higher education settings, the ideal approach to completing a Master's thesis involves a dialogue-based partnership model of supervision. Within this model, Master's thesis students are viewed as independent learners responsible for their own project (Wichmann-Hansen & Jensen, 2015;Ankersborg & Pogner, 2022;Dyste & Samara, 2006). This is partly because, in a Scandinavian context, the Master's thesis is historically linked to a discourse that values autonomy, independence and Bildung 1 (Jensen, 2018).…”