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Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship.

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Title: Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship.
Authors: Maher, Michelle A., Timmerman, Briana Crotwell, Feldon, David F., Strickland, Denise
Source: Journal of Higher Education. Jan/Feb2013, Vol. 84 Issue 1, p121-143. 23p. 1 Chart, 1 Graph.
Subjects: Authorship collaboration, Doctoral students, College teacher attitudes, College teacher-student relationships, Intellectual cooperation, Academic discourse, Graduate education, Scholarly publishing, Higher education
Geographic Terms: United States
Abstract: Using faculty narratives, this study identifies factors affecting the occurrence of faculty-doctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. Jan/Feb2013, Vol. 84 Issue 1, p121-143. 23p. 1 Chart, 1 Graph.
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  Data: Using faculty narratives, this study identifies factors affecting the occurrence of faculty-doctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2013.11777280
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        Text: English
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      – SubjectFull: Doctoral students
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      – SubjectFull: College teacher attitudes
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      – SubjectFull: College teacher-student relationships
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              Text: Jan/Feb2013
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