Writing across Contexts: Relationships between Doctoral Writing and Workplace Writing beyond the Academy

Autor/inn/en	Inouye, Kelsey; McAlpine, Lynn
Titel	Writing across Contexts: Relationships between Doctoral Writing and Workplace Writing beyond the Academy
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 4, S.534-543 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inouye, Kelsey) ORCID (McAlpine, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2075431
Schlagwörter	Doctoral Programs; Doctoral Degrees; Researchers; Writing Skills; Academic Language; Education Work Relationship; Career Choice; Graduates; Foreign Countries; Transfer of Training; Public Sector; Private Sector; Higher Education; Nonprofit Organizations; United Kingdom + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral degree; Doktorgrad; Researcher; Forscher; Writing skill; Schreibfertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Ausland; Training; Transfer; Ausbildung; Öffentlicher Sektor; Privater Sektor; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nonprofit-Organisation; Großbritannien
Abstract	PhD researchers are increasingly working in non-academic sectors, garnering interest in the extent to which doctoral education is relevant for careers beyond academia. Writing, arguably the most important and challenging activity PhDs must master, is a skill also coveted in the knowledge economy, required of employees across labour sectors. Using the concept of genre knowledge to frame how genres are performed in various situations, this exploratory qualitative study examines the perceptions of UK PhD holders in non-academic posts regarding the similarities and differences between academic and non-academic genres and the relevance of their PhD writing skills to their workplace writing. Findings suggest that PhD researchers' time and investment in academic writing during the degree leads to an understanding of how genres work -- knowledge that allows PhDs to adjust to writing in new situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01