Examining Success and Sustainability of Academic Writing: A Case Study of Two Writing-Group Models

Autor/inn/en	Olszewska, Kinga; Lock, Jennifer
Titel	Examining Success and Sustainability of Academic Writing: A Case Study of Two Writing-Group Models
Quelle	In: Canadian Journal of Higher Education, 46 (2016) 4, S.132-145 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Foreign Countries; Academic Discourse; Sustainability; Case Studies; Student Writing Models; Collaborative Writing; Student Journals; Reflection; Interviews; Communities of Practice; Scholarship; Writing Skills; Skill Development; Higher Education; Success; Learner Engagement; Trust (Psychology); Feedback (Response); Group Dynamics; Canada + Suchen Sie Ihr Suchwort? Ausland; Discourse; Diskurs; Nachhaltigkeit; Case study; Fallstudie; Case Study; Studentenzeitung; Interviewing; Interviewtechnik; Community; Scholarships; Stipendium; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erfolg; Gruppendynamik; Kanada
Abstract	In contemporary higher education there is a growing demand for academics to increase their publication output. This requirement raises the question of how institutions can best support a sustainable academic writing culture, which is needed to challenge the assumption that all academics know how to write for publication. This case study examines two models used in a Faculty of Education to support writing groups for academic staff. From the analysis of reflective journals, interviews, and field notes, we identified four factors that influence the success of writing groups, as well as six conditions that support the development of sustainable academic writing. We have learned from the study that the success of a writing group is predicated on a collaborative practice that blends relational, communal, and institutional forms of sustainability in a purposeful, engaged, and reflexive way. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01