In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

Lokhtina, Irina; Löfström, Erika; Cornér, Solveig; Castelló, Montserrat

doi:10.1080/14703297.2020.1799839

Cited by 22 publications

(6 citation statements)

References 51 publications

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“…Apart from the ever-growing project affiliations of the doctoral students, and their necessarily unique experience of scientific production and collaboration, recently there is also an increasing trend of Scandinavian model (article based) doctorates. This has made, as Lokhtina et al [26] state, co-authorship between doctoral students and their supervisors more relevant than ever. Such encouragement by faculties and other research institutions towards article-based doctoral dissertations should lead to a greater student-mentor collaboration, and consequently to more successful careers of young researchers and their institutions' better reputation and positioning, which is also something that should be further explored.…”

Section: Study Limitations and Further Researchmentioning

confidence: 99%

“It’s Dangerous to go Alone!“ Scientific Excellence of PhD Holders and Their Mentors – Network Analysis of Croatian Doctoral Students

Bulian¹,

Ćavar²,

Mance³

2022

Interdisciplinary Description of Complex Systems

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Collaboration between researchers is seen as paramount in advancing science, be it because of its potential to offer novel ideas crossing scientific fields, because of its ability to boost productivity by having researchers who work well together, or by introducing and retaining new scientists to a wider network of peers, allowing them to access knowledge and information otherwise unavailable. This article sets to explore a specific part of scientific collaboration: mentor-protégés collaboration, especially during the formative years of a protégé's scientific career, during the writing of their dissertation and five years after. Gathering data on scientific productivity from the publication repository aggregator Croatian Scientific Bibliography, mentor-protégé collaboration was explored in order to test whether mentor's productivity could affect his or her protégé's productivity. Analysis of variance and linear regression analysis confirm that mentor productivity is positively correlated with protégé productivity, especially in the case where mentors are highly productive (stars) scientists. Additionally, network values such as betweenness and weighted degree centralities are explored in order to test whether mentors' values will affect protégé's position in the network. While mentor-protégé betweenness centrality values are found not to be correlated, weighted degree measures do seem to play an important role in introducing protégés to their mentor's network of peers and co-authors.

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Section: Study Limitations and Further Researchmentioning

confidence: 99%

“It’s Dangerous to go Alone!“ Scientific Excellence of PhD Holders and Their Mentors – Network Analysis of Croatian Doctoral Students

Bulian¹,

Ćavar²,

Mance³

2022

Interdisciplinary Description of Complex Systems

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“…Estas voces son explícitas y evidentes cuando un texto se produce en régimen de coautoría, pero incluso en aquellos textos con un único autor, es posible rastrear las voces, por ejemplo, de los supervisores en el caso de una tesis, o de los revisores y editores cuando un artículo se publica (Fanelli y Larivière, 2016;Parish et al, 2018). Esta multiplicidad de voces permite considerar que, de alguna manera, la escritura de investigación también es colaborativa lo que, a su vez, implica revisar o, al menos, problematizar la construcción social de la noción de autoría en diferentes comunidades disciplinares (Lokhtina et al, 2020).…”

Section: Escritura De Investigaciónunclassified

Escritura e identidad en contextos de investigación: escritura e identidad

Castelló

2023

LyL

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El propósito de este artículo es triple. En primer lugar, compartir algunos avances teóricos en relación con las nociones de escritura de investigación e identidad que permiten analizar los vínculos entre ambas; en segundo lugar, discutir algunas evidencias empíricas recientes que refrendan esos avances; y, por último, analizar las implicaciones que se desprenden de dichas evidencias tanto para la investigación como para la formación de investigadores noveles. Los avances teóricos establecen, por un lado, la naturaleza colaborativa dialógica e híbrida de la escritura de investigación; por otro, la naturaleza unívoca pero también dialógica y situada de la identidad en tanto que corresponde a posiciones del self ante las diferentes situaciones en las que un individuo participa. Convertirse en un investigador tiene que ver con posicionarse como autor al escribir géneros de investigación. Las evidencias empíricas acerca de las relaciones entre la identidad investigadora y el desarrollo de la escritura de investigación provienen de estudios recientes con fundamentos metodológicos compartidos respecto de los diseños mixtos longitudinales con instrumentos multimodales. Dichas evidencias indican la existencia de diferentes perfiles de escritores que median su desarrollo como investigadores. A su vez, los escritores exhiben trayectorias y formas de participación diferenciales en su comunidad, en función de sus perfiles. Es decir, el posicionamiento en su comunidad de investigación se relaciona con sus concepciones acerca de la escritura y de ellos mismos como escritores. El último apartado esboza las implicaciones conceptuales, para la investigación y pedagógicas que deberíamos tener presentes los que nos dedicamos a la enseñanza de la escritura de investigación, si lo que pretendemos no es solo que los estudiantes aumenten su conocimiento, sino que se desarrollen como autores y, en último término, se conviertan en investigadores.

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“…However, our knowledge of what underlies collaborative writing research in different disciplines has not progressed at the same pace. It is urgent for research in the field to discuss what underlies the socially constructed fuzzy notion of authorship in different professional research contexts and to what extent existing practices are ethical and sustainable for students and young researchers (Lokhtina et al, 2020).…”

Section: Characterization Of Research Writingmentioning

confidence: 99%

Fostering Multilingual Academic Writing Knowledge in Interdisciplinary EMI Degree Programs

Machura

2022

Negotiating the Intersections of Writing and Writing Instruction

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Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

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In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

Cited by 22 publications

References 51 publications

“It’s Dangerous to go Alone!“ Scientific Excellence of PhD Holders and Their Mentors – Network Analysis of Croatian Doctoral Students

“It’s Dangerous to go Alone!“ Scientific Excellence of PhD Holders and Their Mentors – Network Analysis of Croatian Doctoral Students

Escritura e identidad en contextos de investigación: escritura e identidad

Fostering Multilingual Academic Writing Knowledge in Interdisciplinary EMI Degree Programs

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