Facilitating Graduate Student and Faculty Member Writing Groups: Experiences from a University in Japan

Autor/in	Allen, Todd James
Titel	Facilitating Graduate Student and Faculty Member Writing Groups: Experiences from a University in Japan
Quelle	In: Higher Education Research and Development, 38 (2019) 3, S.435-449 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Todd James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1574721
Schlagwörter	Graduate Students; College Faculty; Foreign Countries; Productivity; Writing (Composition); Groups; Teacher Attitudes; Student Attitudes; Collegiality; Comparative Analysis; Time Management; Motivation; Writing Skills; Cultural Context; Academic Language; Researchers; Faculty Publishing; Reputation; Universities; Writing for Publication; Self Efficacy; Japan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Ausland; Produktivität; Schreibübung; Lehrerverhalten; Schülerverhalten; Kollegialität; Zeitmanagement; psychologische; Motivation (psychologisch); Writing skill; Schreibfertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Researcher; Forscher; University; Universität; Self-efficacy; Selbstwirksamkeit
Abstract	Writing groups have been implemented in higher education institutions in the US, UK and Australia as a means of supporting a writer's productivity (e.g., journal articles or book chapters) as well as developing their soft academic skills (e.g., collegiality). However, writing groups are seldom discussed in the Japanese context. Therefore, this study describes the development, facilitation and implications of writing groups at a Japanese university (i.e., graduate and faculty level groups who met on a weekly basis for eight to ten weeks). The ways in which the facilitator managed each group using structured and unstructured approaches are discussed focusing on a description of the social, theoretical and practical activities of each group. In order to analyze the efficacy of the writing groups, participant experiences were explored in terms of their initial assumptions, expectations and successes. Finally, the characteristics of the two writing groups are compared to previous research findings. The comparison demonstrates that both groups are similar to those in other contexts. Group members are faced with universal issues such as time pressures, motivation, and varying writing abilities. Overall, this study draws attention to the characteristics of two types of writing groups at this particular university, and begins the conversation regarding the development, facilitation and efficacy of these groups in the Japanese context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01