How Doctoral Students and Graduates Describe Facilitating Experiences and Strategies for Their Thesis Writing Learning Process: A Qualitative Approach

Autor/inn/en	Odena, Oscar; Burgess, Hilary
Titel	How Doctoral Students and Graduates Describe Facilitating Experiences and Strategies for Their Thesis Writing Learning Process: A Qualitative Approach
Quelle	In: Studies in Higher Education, 42 (2017) 3, S.572-590 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1063598
Schlagwörter	Qualitative Research; Doctoral Programs; Graduate Students; Doctoral Dissertations; Learning Processes; Semi Structured Interviews; Feedback (Response); Academic Discourse; Writing Instruction; Writing (Composition); Supervision; Writing Skills; Supervisors; Learning Strategies; Foreign Countries; Higher Education; United Kingdom + Suchen Sie Ihr Suchwort? Qualitative Forschung; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Learning process; Lernprozess; Discourse; Diskurs; Schreibunterricht; Schreibübung; Writing skill; Schreibfertigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	This study considered the sources of facilitating experiences and strategies for thesis writing from doctoral students and graduates (N = 30). The sample was balanced between science and social science knowledge areas, with equal numbers of English as Second Language (ESL) participants in both groups. Semi-structured in-depth interviews were used to explore issues around feedback, training, cohort experiences and personal strategies for writing. Four hundred pages of transcripts were analysed using thematic analysis with the assistance of specialist software ("NVivo"). A generative model of academic writing development was chosen to frame the analysis. Fifteen themes emerged, three of which are discussed: supervisors' feedback, personal organisation and ESL learning strategies. Results show the perceived benefits of individually tailored supportive feedback and the importance of the students' resilience. Original learning strategies from ESL students that may benefit non-ESL students are also considered. The conclusions outline implications for supervisors and students across knowledge areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01