Developing Sustainable Research Networks in Graduate Education

Eyman, Douglas; Sheffield, Stephanie; DeVoss, Dànielle Nicole

doi:10.1016/j.compcom.2008.11.001

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…A doctoral candidate's use of web 2.0 technologies is both supported by and understood through institutional context and discipline culture (Pscheida et al 2013). Those have a particular need for being involved in one or more academic communities on a national or international level in order to share and develop practice successfully, usually realised through web 2.0 services (Veletsianos and Kimmons 2012;Eyman et al 2009;Illeris 2004;Gillet et al 2009;Lam 2011).…”

Section: Support For Technology Use In Contextmentioning

confidence: 99%

The Fish Model: When Do Researchers Collaborate Online?

Mohamed

Köhler

2021

Progress in IS

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The questions of whether and how doctoral students are motivated for enhanced research collaboration deserve thorough consideration. Even though collaboration in general and its mediated forms, such as computer-supported cooperative work and collaborative learning (CSCW and CSCL), are prominent research topics, only a little is known about the methods necessary to design various activities to support research collaboration. With the upcoming generation of tools such as Mendeley, Conference Chair, ResearchGate, or Communote, scholars suspect that web 2.0 services play a decisive role in enabling and enhancing research collaboration. However, there is almost no data available on the extent to which researchers adopt these technologies, and how they do so. Therefore, the authors first present an overview of the current usage of web 2.0 among doctoral researchers in their daily academic routines, based on a survey (n = 140) conducted in the German Federal State of Saxony. It confirms a wide and often specified usage of web 2.0 services for research collaboration. For theoretical analysis, the authors propose a conceptual framework that reflects the requirements of scientific participation and scholarly collaboration within an average international doctoral programme adopting current digital technologies. The aim of this framework is to understand, support, and enhance research collaboration among doctoral researchers. Our fish model highlights the mutual relationship between the following dichotomous factors: (a) tasks/time factors; (b) beliefs/activities; (c) support/context; and (d) incentives/ethical issues. Our results indicate a significant relationship in terms of research collaboration. This relationship has particularly been identified between two dichotomous factors: beliefs/activities and incentives/ethics.

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Section: Support For Technology Use In Contextmentioning

confidence: 99%

The Fish Model: When Do Researchers Collaborate Online?

Mohamed

Köhler

2021

Progress in IS

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“…One large focus for graduate-related research has been on English graduate program curricula. Some scholars have discussed the importance of incorporating new media instruction and courses focused on digital literacy in Rhetoric and Composition graduate programs (Blair;Eyman et al;Knievel and Sheridan;Yancey 2009), as well as have discussed the importance of the role of the foreign language requirement (Patty).…”

Section: English Graduate Program Curricula Designmentioning

confidence: 99%

New genres and new challenges : five interdisciplinary case studies of master's student writers.

Hancock¹

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In the area of graduate writing research, Rhetoric and Composition scholarship has focused mainly on students of English and their experiences as novice writing teachers, or on students who are nearing the end of their graduate experience and are in the writing stage of their culminating projects, like dissertations. Few case studies in Rhetoric and Composition have been conducted on graduate student writers, particularly graduate students from multiple disciplines. This dissertation sets out to address this gap in conducting five interdisciplinary case studies of new master's student writers as they navigate their first semester of graduate school and learn how to adapt, transform or disregard their previous undergraduate writing practices to meet the demands of the new genres they encounter at the graduate level. Chapter one provides an overview of scholarship that has been conducted in Rhetoric and Composition and the sub-field of Applied Linguistics on graduate students as writers, teachers, and scholars, and argues that my study addresses the need for more interdisciplinary case studies of how new graduate students describe their experiences as writers in their first semester of graduate school. Chapter two describes the study's v methodology, which draws from case study theory and Julie Lindquist's notion of slow research. Chapter three includes two analyses of graduate genres-the Physiology seminar Report and the Seminar Paper (from an English seminar), and how both faculty and students understand the conventions and goals of these genres. Chapter four describes the experiences of two students from English and Social work who attempt to transfer writing knowledge from their undergraduate writing experiences to their new graduate-level writing contexts. I interpret one student's experience as reflecting what Rebecca Nowacek terms "frustrated transfer," and the other student's experience as "successful integration." In Chapter five, I argue for writing instruction in disciplinary introductory graduate writing courses that thoroughly scaffolds classroom genres, incorporates discussions of how such genres compare to genres at work in the discipline, and makes room for students to reflect upon past writing experiences in comparison to present graduate-level writing tasks in order to provide new graduate students with the writing support they need in the first semester. vi

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Using Networked Technologies to Connect Composition Studies’ Stakeholders

Conner¹,

Webb²

2021

Computers and Composition

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Developing Sustainable Research Networks in Graduate Education

Cited by 4 publications

References 2 publications

The Fish Model: When Do Researchers Collaborate Online?

The Fish Model: When Do Researchers Collaborate Online?

New genres and new challenges : five interdisciplinary case studies of master's student writers.

Using Networked Technologies to Connect Composition Studies’ Stakeholders

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