Kamler B. Rethinking doctoral publication practices: writing from and beyond the thesis. Studies in Higher Education 2008;33(3):283-294
This article is focused on the importance of giving greater pedagogical attention to writing for publication in higher education. Results of a case study of graduates in science and education show how the different disciplinary and pedagogic practices of each discourse community affect student publication. The author argues that co-authorship with supervisors is a significant pedagogic practice that can enhance the know-how of emergent scholars as well as their publication output. Rethinking co-authorship more explicitly as a pedagogic practice is however needed.
This article is focused on the importance of giving greater pedagogical attention to writing for publication in higher education. Results of a case study of graduates in science and education show how the different disciplinary and pedagogic practices of each discourse community affect student publication. The author argues that co-authorship with supervisors is a significant pedagogic practice that can enhance the know-how of emergent scholars as well as their publication output. Rethinking co-authorship more explicitly as a pedagogic practice is however needed.
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