How does collaborative authoring in doctoral programs socially shape practices of academic excellence

Julkaisun otsikon käännös: Kuinka yhteisöllinen julkaisu tohtoriohjelmissa sosiaalisesti muovaa akateemista huippuosaamista

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

The purpose of the present investigation was to examine the social shaping of practices of collaborative authoring in doctoral programs which have led to the achievement of academic excellence in the natural sciences and in education. Toward that end, we interviewed 9 leaders of Finnish national centers of excellence doing science research and 12 Finnish and European leaders of educational research communities both of whom were engaged in supervising article-based doctoral dissertations consisting of international refereed articles co-authored by students and their supervisors. Qualitative analyses of the interviews revealed various ways that supervisors socially facilitate academic activity of their students. Their methods, which are expanding from natural to such social sciences as education, included guiding students in structuring articles, selecting publication forums, framing their investigations according to journal-specific requirements, and addressing review feedback collectively. Despite receiving a great deal of support, doctoral students were usually first authors of their articles. While doctoral students needed much support in the first article, their contribution became increasingly central in subsequent ones. Because of rising academic standards, however, senior researchers’ support continued to be important in later articles. Intellectual socialization to shared academic knowledge practices effectively boosts the development of academic competence allowing doctoral students gradually to make more productive contributions to joint knowledge-creation efforts.
Alkuperäiskielienglanti
LehtiTalent Development & Excellence
Vuosikerta6
Numero1
Sivut11-29
Sivumäärä19
ISSN1869-0459
TilaJulkaistu - 2014
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 516 Kasvatustieteet
  • doctoral education
  • coauthoring
  • collective creativity
  • academic excellence
  • article-based dissertation

Lainaa tätä

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abstract = "The purpose of the present investigation was to examine the social shaping of practices of collaborative authoring in doctoral programs which have led to the achievement of academic excellence in the natural sciences and in education. Toward that end, we interviewed 9 leaders of Finnish national centers of excellence doing science research and 12 Finnish and European leaders of educational research communities both of whom were engaged in supervising article-based doctoral dissertations consisting of international refereed articles co-authored by students and their supervisors. Qualitative analyses of the interviews revealed various ways that supervisors socially facilitate academic activity of their students. Their methods, which are expanding from natural to such social sciences as education, included guiding students in structuring articles, selecting publication forums, framing their investigations according to journal-specific requirements, and addressing review feedback collectively. Despite receiving a great deal of support, doctoral students were usually first authors of their articles. While doctoral students needed much support in the first article, their contribution became increasingly central in subsequent ones. Because of rising academic standards, however, senior researchers’ support continued to be important in later articles. Intellectual socialization to shared academic knowledge practices effectively boosts the development of academic competence allowing doctoral students gradually to make more productive contributions to joint knowledge-creation efforts.",
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How does collaborative authoring in doctoral programs socially shape practices of academic excellence. / Hakkarainen, Kai; Hytönen, Kaisa; Lonka, Kirsti; Makkonen, Juho.

julkaisussa: Talent Development & Excellence, Vuosikerta 6, Nro 1, 2014, s. 11-29.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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AU - Makkonen, Juho

PY - 2014

Y1 - 2014

N2 - The purpose of the present investigation was to examine the social shaping of practices of collaborative authoring in doctoral programs which have led to the achievement of academic excellence in the natural sciences and in education. Toward that end, we interviewed 9 leaders of Finnish national centers of excellence doing science research and 12 Finnish and European leaders of educational research communities both of whom were engaged in supervising article-based doctoral dissertations consisting of international refereed articles co-authored by students and their supervisors. Qualitative analyses of the interviews revealed various ways that supervisors socially facilitate academic activity of their students. Their methods, which are expanding from natural to such social sciences as education, included guiding students in structuring articles, selecting publication forums, framing their investigations according to journal-specific requirements, and addressing review feedback collectively. Despite receiving a great deal of support, doctoral students were usually first authors of their articles. While doctoral students needed much support in the first article, their contribution became increasingly central in subsequent ones. Because of rising academic standards, however, senior researchers’ support continued to be important in later articles. Intellectual socialization to shared academic knowledge practices effectively boosts the development of academic competence allowing doctoral students gradually to make more productive contributions to joint knowledge-creation efforts.

AB - The purpose of the present investigation was to examine the social shaping of practices of collaborative authoring in doctoral programs which have led to the achievement of academic excellence in the natural sciences and in education. Toward that end, we interviewed 9 leaders of Finnish national centers of excellence doing science research and 12 Finnish and European leaders of educational research communities both of whom were engaged in supervising article-based doctoral dissertations consisting of international refereed articles co-authored by students and their supervisors. Qualitative analyses of the interviews revealed various ways that supervisors socially facilitate academic activity of their students. Their methods, which are expanding from natural to such social sciences as education, included guiding students in structuring articles, selecting publication forums, framing their investigations according to journal-specific requirements, and addressing review feedback collectively. Despite receiving a great deal of support, doctoral students were usually first authors of their articles. While doctoral students needed much support in the first article, their contribution became increasingly central in subsequent ones. Because of rising academic standards, however, senior researchers’ support continued to be important in later articles. Intellectual socialization to shared academic knowledge practices effectively boosts the development of academic competence allowing doctoral students gradually to make more productive contributions to joint knowledge-creation efforts.

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