Facilitating Novice Researchers in Project Publishing during the Doctoral Years and Beyond: A Hong Kong-Based Study

Autor/in	Kwan, Becky Siu Chu
Titel	Facilitating Novice Researchers in Project Publishing during the Doctoral Years and Beyond: A Hong Kong-Based Study
Quelle	In: Studies in Higher Education, 38 (2013) 2, S.207-225 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.576755
Schlagwörter	Foreign Countries; Doctoral Programs; Interviews; Supervisors; College Faculty; Graduate Students; Doctoral Dissertations; Writing for Publication; Time Management; Writing Processes; Qualitative Research; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Interviewing; Interviewtechnik; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Zeitmanagement; Qualitative Forschung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	This article examines the existing training that a group of supervisors in Hong Kong provide for their PhD students in helping them publish during their doctoral studies, and preparing them for the publishing demands in the early phase of their academic careers. The supervisors were interviewed about the types of training they provided for their students in handling project publishing. The types of training they described were examined in terms of five domains of competence: (1) in conceiving publishable projects, (2) in project/output management, (3) in research communication, (4) in handling reviewers' comments, and (5) in thesis-publication alignment/transfers. Findings reveal that training was heavily weighted towards research communication and mostly directed at manuscripts-in-progress. Advice on how to handle reviewers' comments was also reported in some of the interviews, making it the second most frequent type of coaching described. Pedagogical implications for the universities in the context under investigation will be discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10