Doctoral writing through a trajectorial lens: an exploratory study on challenges, strategies and relationships

Gimenez, Julio; Paterson, Richard; Specht, Doug

doi:10.1007/s10734-023-01019-7

Cited by 5 publications

(1 citation statement)

References 33 publications

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“…Arab academic, having been awarde d a doctoral degree and a scientific title. After 2018 publication requirements for doctoral degrees and scientific titles included publications only in Arab journals but in 2022 articles in foreign journals or Arab journals indexed in international databases were introduced into doctoral publication requirements (Gimenez;Paterson;Specht, 2024). In 2019 publications in the Scopus-and WoS-indexed journals became compulsory for the scientific titles of associate professor and professor (Cabinet of Ministers of Saudi Arabia, 2021).…”

Section: Introductionmentioning

confidence: 99%

Implications of Publication Requirements for the Research Output of Arab Academics of Library and Information Science in Scopus in 2011– 2022 (Bibliometric Study)

Ibrahim Khader

2024

EPI

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The Arab can be considered as a new emergent region in the world by using advanced bibliometric methods, the development of science and technology in Unsure is explored. Purpose: This article explores the implications of publication requirements for the research output of Arab academics of library and information science in Scopus, and reviews (12) years of Library and information science research in the Arab World affiliated with the (22) countries of the Arab League: a bibliometric study 2011–2022. As such it contributes to the existing body of knowledge on quantitative and qualitative effects of research evaluation policies. Design/methodology/approach: Three metrics were chosen to analyses the implications of publication requirements for the quality of research output: publications in predatory journals, publications in local journals and publications per SNIP quartile from the disciplinary perspective. Findings: Study results highlight, that: Firstly: publications of Arab academics of library and information science in predatory journals rose to (12.162 % in 2011-2013) – (39.190 in 2020-2022). Secondly: the share of publications in local journals reached the Peak of fourth period 44.595% in 2020-2022. Thirdly: though the total number of publications has risen dramatically since 2011, but the share of Q3+Q4 has exceeded the share of Q1+Q2. Summaries: the study findings highlight, that research evaluation policies are required to contain not only quantitative but also qualitative criteria. Research limitation: The study does not explore in detail the effects of a particular type of publication requirements. Practical implications: The findings of the study have practical implications for policymakers and university managers aimed to develop research evaluation policies. Originality/value: This paper gains insights into the effects of publication requirements on the research output of Arab academics of library and information science in Scopus & local journals.

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Section: Introductionmentioning

confidence: 99%

Implications of Publication Requirements for the Research Output of Arab Academics of Library and Information Science in Scopus in 2011– 2022 (Bibliometric Study)

Ibrahim Khader

2024

EPI

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Doctoral pathways to imagined futures in higher education: two Hong Kong cases

Sun

2023

Teaching in Higher Education

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“We can work on this”: exploring supervisor approaches to feedback in the context of writing for a professional doctorate

Tuck

2024

SGPE

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Purpose This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of supervisors’ written feedback and on student and supervisor perspectives on feedback throughout Year 1 (Y1). Design/methodology/approach Firstly, written feedback summaries on formative assessments across two Y1 cohorts on a UK PD programme were analysed thematically to identify patterns in feedback practices. Secondly, two longitudinal, detailed student/supervisor case studies were developed, drawing on multiple data sources. Findings Supervisors’ written feedback enacted an encouraging dialogue around assessed writing, discursively constructing a sense of solidarity on the doctoral journey, focusing on the “long view”. Case study analysis, however, revealed tensions centred around jarring discontinuities in students’ feedback experience as they transitioned from formative to summative assessment at the end of Y1. Research limitations/implications The paper demonstrates that an Academic Literacies approach can offer valuable insights into the specific, situated context of writing for a distance learning PD and makes the case for greater attention to writing in contexts of partly taught doctorates. Practical implications Findings suggest that PD programmes should work towards providing continuity of feedback experience, through supervisor and examiner training and through assessment arrangements which support students to navigate challenging transitions between formative and summative phases of assessment. Originality/value This paper reports on an innovative research design which combined a textual “snapshot” of supervisory feedback, paying close attention to language, with detailed longitudinal case studies exploring perspectives on feedback over time. It contributes to doctoral writing research by throwing light on the relatively underexplored domain of writing in the taught phase of the PD. It contributes to doctoral education studies by highlighting the central role of feedback on writing in shaping the experience of PD researchers.

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Doctoral writing through a trajectorial lens: an exploratory study on challenges, strategies and relationships

Cited by 5 publications

References 33 publications

Implications of Publication Requirements for the Research Output of Arab Academics of Library and Information Science in Scopus in 2011– 2022 (Bibliometric Study)

Implications of Publication Requirements for the Research Output of Arab Academics of Library and Information Science in Scopus in 2011– 2022 (Bibliometric Study)

Doctoral pathways to imagined futures in higher education: two Hong Kong cases

“We can work on this”: exploring supervisor approaches to feedback in the context of writing for a professional doctorate

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