How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378092%3A_____%2F21%3A00546166" target="_blank" >RIV/68378092:_____/21:00546166 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61989100:27350/21:10248490

Výsledek na webu

<a href="https://ojs.mau.se/index.php/educare/article/view/537/530" target="_blank" >https://ojs.mau.se/index.php/educare/article/view/537/530</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24834/educare.2021.1.6" target="_blank" >10.24834/educare.2021.1.6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?

Popis výsledku v původním jazyce

Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.

Název v anglickém jazyce

How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?

Popis výsledku anglicky

Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

<a href="/cs/project/TL01000274" target="_blank" >TL01000274: Publish and Flourish: Podpora publikační činnosti doktorandů a školitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educare

ISSN

1653-1868

e-ISSN

1653-1868

Svazek periodika

—

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SE - Švédské království

Počet stran výsledku

28

Strana od-do

70-97

Kód UT WoS článku

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EID výsledku v databázi Scopus

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