Citations (57)
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Sofia Jusslin & Anna Widlund. (2024) Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach. Teaching in Higher Education 29:1, pages 233-250.
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Montserrat Castelló, Marina García-Morante, Laura Díaz, Anna Sala-Bubaré & Crista Weise. (2023) Doctoral trends development in Spain: From academic to professional paths. Innovations in Education and Teaching International 60:5, pages 736-747.
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Lina Calle-Arango & Natalia Ávila Reyes. (2023) Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education 45:2, pages 133-151.
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Jan Ketil Rød & Marte Nubdal. (2022) Double-blind multiple peer reviews to change students’ reading behaviour and help them develop their writing skills. Journal of Geography in Higher Education 46:2, pages 284-303.
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Catherine Hastings, Angela Davenport & Karen Sheppard. (2022) The loneliness of a long-distance critical realist student: the story of a doctoral writing group. Journal of Critical Realism 21:1, pages 65-82.
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Chin-Wen Chien. (2021) Electronic notes as a tool in emergent researchers’ communities of practice. Technology, Pedagogy and Education 30:3, pages 365-379.
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L. Colombo & E. L. Rodas. (2021) Interdisciplinarity as an opportunity in Argentinian and Ecuadorian writing groups. Higher Education Research & Development 40:2, pages 207-219.
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Emilie Tremblay-Wragg, Sara Mathieu Chartier, Elise Labonté-Lemoyne, Catherine Déri & Marie-Eve Gadbois. (2021) Writing more, better, together: how writing retreats support graduate students through their journey. Journal of Further and Higher Education 45:1, pages 95-106.
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Kathleen Vacek, William J. Donohue, Amanda Gates, Alice Shu-Ju Lee & Shelah Simpson. (2021) Seeking balance within personal writing ecologies: a collaborative autoethnography of a doctoral student writing group. Studies in Continuing Education 43:1, pages 104-118.
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Tshilidzi Netshitangani & Petunia R Machaisa. (2021) Supervision experiences of postgraduate students at an ODL institution in South Africa. Cogent Social Sciences 7:1.
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Bjørn Sletto, Kristine Stiphany, Jane Futrell Winslow, Andrea Roberts, Marla Torrado, Alejandra Reyes, Ariadna Reyes, Juan Yunda, Christina Wirsching, Kwangyul Choi & Kristina Tajchman. (2020) Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities. Planning Practice & Research 35:3, pages 349-362.
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Murad Abdu Saeed & Kamila Ghazali. (2019) Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges. Teaching in Higher Education 24:2, pages 180-196.
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Cho Kwong Charlie Lam, Cuong Huu Hoang, Ricky Wai Kiu Lau, Basil Cahusac de Caux, Yang Chen, Qiao Qian Tan & Lynette Pretorius. (2019) Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration. Studies in Continuing Education 41:1, pages 111-128.
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Uta Papen & Virginie Thériault. (2018) Writing retreats as a milestone in the development of PhD students’ sense of self as academic writers. Studies in Continuing Education 40:2, pages 166-180.
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David R. Jones. (2018) A proposed systems model for socializing the graduate writer. Studies in Higher Education 43:1, pages 173-189.
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E. Marcia Johnson. (2018) The doctoral writing conversation: establishing a generic doctoral writing programme. Open Review of Educational Research 5:1, pages 16-27.
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Basil Khalifa Costas Derek Cahusac de Caux, Cho Kwong Charlie Lam, Ricky Lau, Cuong Huu Hoang & Lynette Pretorius. (2017) Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Reflective Practice 18:4, pages 463-473.
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Daniel Bos, Robin Finlay, Peter Hopkins, Jenny Lloyd & Michael Richardson. (2017) Reflections on the ESRC internship scheme for postgraduates. Journal of Geography in Higher Education 41:1, pages 106-118.
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Seung Won Park & Niem Tu Huynh. (2015) How are non-geography majors motivated in a large introductory world geography course?. Journal of Geography in Higher Education 39:3, pages 386-406.
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Olga Kozar & Juliet F. Lum. (2015) Online doctoral writing groups: do facilitators or communication modes make a difference?. Quality in Higher Education 21:1, pages 38-51.
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Shelley Murphy, Monica McGlynn-Stewart & Farveh Ghafouri. (2014) Constructing Our Identities through a Writing Support Group: Bridging from Doctoral Students to Teacher Educator Researchers. Studying Teacher Education 10:3, pages 239-254.
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Elke Stracke & Vijay Kumar. (2014) Realising graduate attributes in the research degree: the role of peer support groups. Teaching in Higher Education 19:6, pages 616-629.
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Carly J. Lassig, Lisette H. Dillon & Carmel M. Diezmann. (2013) Student or scholar? Transforming identities through a research writing group. Studies in Continuing Education 35:3, pages 299-314.
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Cally Guerin, Vicki Xafis, DianaV. Doda, MarianneH. Gillam, AllisonJ. Larg, Helene Luckner, Nasreen Jahan, Aris Widayati & Chuangzhou Xu. (2013) Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health. Studies in Continuing Education 35:1, pages 65-81.
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Martin Haigh. (2013) Writing successfully for the Journal of Geography in Higher Education
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Nari Carter. (2012) Action research: improving graduate-level writing. Educational Action Research 20:3, pages 407-421.
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Robyn Dowling, Andrew Gorman-Murray, Emma Power & Karina Luzia. (2012) Critical Reflections on Doctoral Research and Supervision in Human Geography: The ‘PhD by Publication’. Journal of Geography in Higher Education 36:2, pages 293-305.
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Jennifer Boddy, Michelle Daly & Shari Munch. (2012) The Writing Series Project: A Model for Supporting Social Work Clinicians in Health Settings to Disseminate Practice Knowledge. Social Work in Health Care 51:3, pages 246-270.
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Natascha Klocker. (2012) Doing Participatory Action Research and Doing a PhD: Words of Encouragement for Prospective Students. Journal of Geography in Higher Education 36:1, pages 149-163.
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Jørgen Ole Bærenholdt, Nicky Gregson, Jonathan Everts, Brynhild Granås & Ruth L. Healey. (2010) Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences. Journal of Geography in Higher Education 34:2, pages 283-298.
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Lizane Wilson & Jessica Pool. Barriers to and enablers for the success of postgraduate students in social work. Social Work Education 0:0, pages 1-18.
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