Open AccessToward the building of a cross-disciplinary doctoral research and writing culture
Author(s) -
E. Marcia Johnson
Publication year - 2014
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.11.1.4
Subject(s) - context (archaeology) , discipline , qualitative research , pedagogy , variety (cybernetics) , sociology , demographics , cross disciplinary , psychology , mathematics education , social science , computer science , geography , demography , data science , archaeology , artificial intelligence
Within the New Zealand university context, there has been a dramatic shift in the demographics of doctoral programs. Moving from an elitist educational environment to one that includes a variety of students from different cultures and educational and linguistic backgrounds has meant that “traditional” doctoral study, in which a student works largely alone under the supervision of just one or two more senior research scholars has become increasingly inadequate. This paper describes a qualitative research study of a cross-disciplinary, cohort-based doctoral writing initiative. Findings from the study have changed how doctoral support is conceptualised within our context and have led to the adoption of a student-focused “talk to think: think to write” peer learning environment.