The Paradox of Writing in Doctoral Education: Student Experiences

Stärke-Meyerring, Doreen

doi:10.1007/978-94-007-0507-4_5

Cited by 50 publications

(47 citation statements)

References 24 publications

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“…Students can feel left in the dark when there is a lack of exchange and dialogue about writing because this results in writing being 'hidden from plain sight', and treated as normalised and 'common sense' (Starke-Meyerring, 2011).…”

Section: Don't Know If My Literature Review Is Too Broad or Too Namentioning

confidence: 99%

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It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Jeyaraj

2018

GEMA

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Literature in English for academic purposes and postgraduate education suggests that research writing is challenging for students and acts as a barrier to timely completion. In Malaysia, postgraduate numbers are steadily increasing, yet high attrition rates remain a significant problem. Research into thesis writing appears to be an area that is slowly beginning to grow among Malaysian scholars, however most studies focus on public higher education institutions in the country. This study seeks to provide a voice for students from an off-campus university in Malaysia by investigating their writing experiences. The aim was to explore research writing challenges because there seemed to be a lack of any formalised structure which supported the writing process in this institution. Semi-structured interviews were carried out with six full-time postgraduate research students from non-native Englishspeaking backgrounds and data were analysed using a general inductive approach. It was found that academic language demands were challenging, and this affected writing and disciplinary socialisation. Additionally, some students felt there was an absence of clear direction in writing. Finally, isolation was experienced and resulted in a need to reach out to other communities. These findings reveal the diverse needs of students; if addressed, more timely completion rates and greater student learning experiences may be achieved.

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Section: Don't Know If My Literature Review Is Too Broad or Too Namentioning

confidence: 99%

“…In a study among doctoral students, Starke-Meyerring (2011) found that students experienced a sense of being left in the dark, and learning by trial and error. Thevi's supervisor did play a role in the writing process, and she acknowledged his contribution in the following ways:…”

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confidence: 99%

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Jeyaraj

2018

GEMA

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“…The paradox, according to Starke-Meyerring (2011), is that research writing is not universal at all. It is always situated.…”

Section: Why Are These Memes Important?mentioning

confidence: 99%

“…There are several significant consequences of not recognising the invisibility of writing practices and processes (Starke-Meyerring, 2011). First, when the writing is seen as generic, therefore invisible, and the focus stays on subject matter, the epistemic nature of writing remains unacknowledged.…”

Section: Why Are These Memes Important?mentioning

confidence: 99%

Post/Graduate Research Literacies and Writing Pedagogies

Badenhorst¹,

Guerin²

2016

Research Literacies and Writing Pedagogies for Masters and Doctoral Writers

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“…No doubt a lot of books and study guides related to research skills exist either in hard copies or in online form in the Internet, but students still facing difficulties to develop these skills. The development of postgraduate students as a researcher raised many issues and interest by many researchers (James, 2012;Starke-Meyerring, 2011;Switzer & Purdue, 2011;Zuber-Skerritt, 1987). These researchers argue for the systematic development and integration of students' research skills in postgraduate program.…”

Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

Rahman¹,

Yasin²,

Salamuddin³

et al. 2014

ASS

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Identifying a research problem is the most challenging aspect in teaching research skills at the postgraduate level. This action research project aimed to identify a suitable intervention to help students identify research problem in education setting and help them to write a sound research problem statement for their project. The study involves 51 postgraduate students in a research methodology course. The intervention was designed based on student-centered activities that include the use of metacognitive strategies through cooperative learning, online learning and interactive learning activities. This paper reported the findings of the first cycle of the study. The findings showed students improvement in identifying research problems in education setting and able to identify important elements in writing a research problem statement. It can be concluded that active learning approach using metacognitive strategies able to improve students' skills in planning, monitoring and evaluating the process of identifying a research problem and writing the problem statement of their research project.

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The Paradox of Writing in Doctoral Education: Student Experiences

Cited by 50 publications

References 24 publications

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

It’s A Jungle Out There: Challenges In Postgraduate Research Writing

Post/Graduate Research Literacies and Writing Pedagogies

The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

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