Connecting the Dots: Writing a Doctoral Thesis by Publication

Guerin, Cally

doi:10.1163/9789004304338_003

Cited by 27 publications

(8 citation statements)

References 16 publications

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“…Most Australian universities now support the PhD by publication, where candidates include published research papers in their thesis. Interestingly, the number of MRS professionals in Australia and NZ choosing this route is higher than those in the UK, and likely represents a general Australian trend towards this style of doctorate . The reasons for this are unclear, but may be due to the greater acceptance of this award by institutions and related to the higher number of publications encouraged and expected with this route.…”

Section: Discussionmentioning

confidence: 98%

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

et al. 2017

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IntroductionResearch is critical to evidence‐based practice, and the rapid developments in technology provide opportunities to innovate and improve practice. Little is known about the research profile of the medical radiation science (MRS) profession in Australia and New Zealand (NZ). This study provides a baseline of their doctoral activity.MethodsA cross‐sectional survey of MRS professionals in Australia and NZ holding a doctorate or undertaking doctoral studies, was performed using an online tool (Bristol Online Survey®, Bristol, UK). A chain‐referral sampling technique was adopted for data collection. An email invitation with a link to the survey was generated and distributed through email and social media. The survey contained questions related to participant demographics, doctoral status, qualification route, funding and employment.ResultsThere were 63 responses to the survey comprising 50.8% diagnostic radiographers (DRs; n = 32), 23.8% radiation therapists (RTs; n = 15), with the remaining 25.4% (n = 16) equally split between sonographers and nuclear medicine technologists (NMTs). A total of 40 (63.5%) of respondents had completed their doctoral qualification. In NZ, only DRs held a doctoral award constituting 0.3% of DRs and 0.2% of the total registered MRS population. In Australia, there was a greater proportion of doctoral NMTs (n = 8/1098; 0.7%) than RTs (n = 15/2394; 0.6%) and DRs (n = 27/12,001; 0.2%).ConclusionSimilar to other countries, findings show a very small percentage of doctoral MRS professionals in Australia and NZ. Strategies to engage and support individuals in research, up to and beyond doctoral study, need to be embedded in practice.

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Section: Discussionmentioning

confidence: 98%

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

et al. 2017

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“…Whereas Effron, McCall et al, and Winzenried discuss long-standing genres common to academic and workplace writing, Rachael Cayley's chapter, "Using Genre to Teach the Publication-Based Thesis," describes a genre that has long been used in European and Scandinavian universities (Guerin, 2016) but is increasingly common in North America: the publication-based thesis or dissertation (PBT). The PBT, which, according to Cayley, is composed of a number of publishable articles along with linking texts that "articulate how the whole project coheres," responds to the fact that many fields publish articles, not books, and privilege speed in communicating results.…”

Section: Teaching and Learning In The Disciplines: Diversity And Partmentioning

confidence: 99%

Introduction. On Connection, Diversity, and Resilience in Writing Across the Curriculum

Bartlett

Tarabochia

Olinger

et al. 2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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This volume emerged out of a desire to celebrate the twenty-fifth anniversary of the International Writing Across the Curriculum (IWAC) conference and mark this significant moment in time. When the call for proposals to host the 2018 conference came out, Margaret and Lesley were working together in the Office of University Writing (OUW) at Auburn University. IWAC had played a significant role in launching and sustaining the still-young WAC program at Auburn, and both OUW staff and other campus stakeholders agreed that it was time to give back to the community that had been so helpful to Auburn's writing initiative. The OUW staff appreciated the wide range of work represented at IWAC that happens at all levels and in all disciplines, work that supports a broad understanding of literate practices, so they proposed the theme of "Making Connections" and sought to continue the tradition of bringing many people with different types of expertise out of their institutional silos to learn together. When Margaret realized that the 2018 conference would mark its twenty-fifth anniversary, she suggested that Lesley invite other early-career colleagues whose work focused on WAC to co-edit a volume to commemorate this important milestone. Sandra and Andrea accepted Lesley's invitation, and the results of their collaboration are in the pages that follow. Like the IWAC 2018 conference at Auburn University, this volume seeks to connect the diverse ideas, practices, teachers,

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“…A publication-based thesis (PBT) is composed of some number of publishable articles, supplemented with linking texts. This type of thesis, increasingly prevalent in North America, has been common for much longer in European doctoral study (Guerin, 2016). The prevalence of this type of thesis can be generally explained by the need for speed in the communication of scientific results and the fact that many fields do not communicate research findings in book form.…”

Section: University Of Torontomentioning

confidence: 99%

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

Goldsmith

2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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Connecting the Dots: Writing a Doctoral Thesis by Publication

Cited by 27 publications

References 16 publications

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

Introduction. On Connection, Diversity, and Resilience in Writing Across the Curriculum

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

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