Journal
TEACHING IN HIGHER EDUCATION
Volume 13, Issue 5, Pages 511-523Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13562510802334723
Keywords
doctoral pedagogy; doctoral education; writing for publication; writing groups; doctoral supervision
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This article explores the role of publication in taking forward the work of the doctorate. Low publication rates from doctoral degrees have been noted as a problem in the quality of doctoral education for preparing students to participate in research cultures. At the same time there is ambivalence and some resistance among doctoral supervisors and candidates about the place of publication in doctoral work. This article argues that issues of writing and publication need to be systematically addressed within doctoral pedagogy. In a climate of increasing pressure to publish during and after candidature, pedagogies need to take up a more explicitly outward-looking stance, developing a stronger orientation to induction and participation in the world of peer-reviewed publication. These arguments are developed through two case studies that illustrate ways of supporting doctoral researchers to effectively recontextualise their dissertation writing for wider audiences.
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