A Structured Writing Programme for Staff: Facilitating Knowledge, Skills, Confidence and Publishing Outcomes

Autor/inn/en	Devlin, Marcia; Radloff, Alex
Titel	A Structured Writing Programme for Staff: Facilitating Knowledge, Skills, Confidence and Publishing Outcomes
Quelle	In: Journal of Further and Higher Education, 38 (2014) 2, S.230-248 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2012.722194
Schlagwörter	Foreign Countries; Higher Education; Educational Research; Faculty Development; Teacher Researchers; Facilitators (Individuals); Peer Relationship; Professional Continuing Education; Writing Instruction; College Faculty; Faculty Publishing; Context Effect; Program Evaluation; Questionnaires; Demography; Student Characteristics; Student Attitudes; Satisfaction; Self Esteem; Program Effectiveness; Writing Skills; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Peer-Beziehungen; Berufsfeldbezogener Unterricht; Weiterbildung; Schreibunterricht; Fakultät; Programme evaluation; Programmevaluation; Fragebogen; Demografie; Schülerverhalten; Zufriedenheit; Self-esteem; Selbstaufmerksamkeit; Writing skill; Schreibfertigkeit; Australien
Abstract	The growing interest in the higher education sector in publishing pedagogical research has led to a focus on professional development for staff who wish to engage in this endeavour. This paper describes and evaluates a specific programme designed to help university staff to prepare and submit a high-quality paper to a peer-reviewed journal. Features of the programme that contributed to outcomes include the systematic, structured support provided by the programme and facilitator and the opportunity to work with a peer support group, as well as the use of technology to allow participation across campuses. The positive outcomes of the programme in terms of publications and professional and personal benefits for participants are outlined. The programme resulted in peer-reviewed and other publications, as well as increasing the participants' knowledge and confidence related to academic writing and publishing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10