Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice

Caux, Basil Cahusac de; Lam, Cho Kwong Charlie; Lau, Ricky W. K.; Hoang, Cuong Huu; Pretorius, Lynette

doi:10.1080/14623943.2017.1307725

Cited by 56 publications

(34 citation statements)

References 40 publications

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“…Doctoral writing groups offer a safe and low-risk environment where students can build their academic writing skills in a peer learning environment (Aitchison and Guerin 2014;Cahusac de Caux et al 2017). It has been shown that the peer feedback component of these types of writing groups helps students to build their writing confidence, foster greater reflective practice, and encourage them to take ownership of their writing style (Cahusac de Caux et al 2017;Lam et al 2019). Encouraging doctoral students to join, or indeed set up their own, learning communities could, therefore, significantly improve students overall learning experience during their candidature.…”

Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

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Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

Self Cite

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“…Recent research into the writing strategies of doctoral candidates has moved beyond the individual academic writer and concentrates on writing groups as an effective strategy for improving the quality and quantity of writing (Aitchison, 2009;Aitchison & Guerin, 2014;Cahusac de Caux et al, 2017;Ferguson, 2009;Johnson et al, 2017;Li & Vandermensbrugghe, 2011). Writing groups provide doctoral students with opportunities to participate in a community of practice that fosters the development of scholarly identity (Guerin, 2013;Lassig et al, 2013).…”

Section: Writing Strategies Move Beyond the Individualmentioning

confidence: 99%

Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis

Caux

2021

IJDS

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Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.

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“…However, the benefit of university-provided groups is the level of support that might be offered by a staff member being responsible for the groups' implementation and the knowledge and advice that might be offered in conjunction. In both styles, participation enables novice writers an opportunity to understand the learning process involved in understanding the writing conventions for academic prose (Cahusac de Caux et al, 2017). As such, this research explores novice academics' experiences of both styles of writing events.…”

Section: Methodsologymentioning

confidence: 99%

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

Wilson

Cutri

2021

IJDS

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Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

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Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice

Cited by 56 publications

References 40 publications

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

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