Doctoral Writing for Publication at a Leading African University: Publication Patterns and Pedagogies
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| Title: | Doctoral Writing for Publication at a Leading African University: Publication Patterns and Pedagogies |
|---|---|
| Language: | English |
| Authors: | van der Merwe, Mathilde |
| Source: | Perspectives in Education. Sep 2015 33(3):92-106. |
| Availability: | University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://www.perspectives-in-education.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Graduate Students, Doctoral Programs, Writing for Publication, Research Universities, Science Departments, Doctoral Dissertations, Literature Reviews, Interviews, Educational Strategies, Student Research, Statistical Analysis, Incidence, Authors, Collaborative Writing, Seminars, Bibliometrics |
| Geographic Terms: | South Africa |
| ISSN: | 0258-2236 |
| Abstract: | Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities is available in terms of publication patterns and pedagogies. To gain insight into publication pedagogies, a top-publishing science department at a leading African university was studied. A literature search was performed to find journal articles linked to dissertations and the numbers and timing of publication were documented. Supervisors and graduates from the sample were interviewed to uncover educational strategies employed to support doctoral student publication. Results indicate that the majority of the students published. Departmental culture and a pedagogy of collaboration were highlighted as aspects encouraging students to publish. These results indicate that, with appropriate educational strategies, PhD students can be prolific publishers and thereby become integrated into research cultures. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2015 |
| Access URL: | https://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=29 |
| Accession Number: | EJ1082557 |
| Database: | ERIC |
| Abstract: | Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities is available in terms of publication patterns and pedagogies. To gain insight into publication pedagogies, a top-publishing science department at a leading African university was studied. A literature search was performed to find journal articles linked to dissertations and the numbers and timing of publication were documented. Supervisors and graduates from the sample were interviewed to uncover educational strategies employed to support doctoral student publication. Results indicate that the majority of the students published. Departmental culture and a pedagogy of collaboration were highlighted as aspects encouraging students to publish. These results indicate that, with appropriate educational strategies, PhD students can be prolific publishers and thereby become integrated into research cultures. |
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| ISSN: | 0258-2236 |
