1,148
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Write on! Cultivating social capital in a writing group for doctoral education and beyond

ORCID Icon & ORCID Icon
Received 22 Mar 2022, Accepted 21 Feb 2023, Published online: 27 Mar 2023

References

  • Aarseth, H. (2016). Eros in the field? Bourdieu’s double account of socialized desire. The Sociological Review, 64(1), 93–109. https://doi.org/10.1111/1467-954X.12348
  • Aitchison, C., & Guerin, C. (2014). Writing groups for doctoral education and beyond: Innovations in practice and theory. Routledge.
  • Alston, M., & Bowles, W. (2012). Research for social workers: An introduction to methods (3rd ed.). Allen and Unwin.
  • Apple, M. (2009). Global crises, social justice, and education. Routledge.
  • Barry, K. M., Woods, M., Warnecke, E., Stirling, C., & Martin, A. (2018). Psychological health of doctoral candidates, study-related challenges and perceived performance. Higher Education Research & Development, 37(3), 468–483. https://doi.org/10.1080/07294360.2018.1425979
  • Beasy, K., Emery, S., Dyer, L., Coleman, B., Bywaters, D., Garrad, T., & Jahangiri, S. (2020). Writing together to foster wellbeing: Doctoral writing groups as spaces of wellbeing. Higher Education Research & Development, 39(6), 1091–1105. https://doi.org/10.1080/07294360.2020.1713732
  • Blau, F. D., & Kahn, L. M. (2017). The gender wage gap: Extent, trends, and explanations. Journal of Economic Literature, 55(3), 789–865. https://doi.org/10.1257/jel.20160995
  • Bosanquet, A., Cahir, J., & Huber, E. (2014). An intimate circle: Reflections on writing as women in higher education. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 220–233). Routledge.
  • Bottero, W. (2010). Intersubjectivity and bourdieusian approaches to ‘identity’. Cultural Sociology, 4(1), 3–22. https://doi.org/10.1177/1749975509356750
  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Routledge.
  • Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258).
  • Bourdieu, P. (1990a). The logic of practice. Stanford University Press.
  • Bourdieu, P. (1990b). In other words: Essays towards a reflexive sociology. Polity Press.
  • Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2nd ed.). SAGE Publications.
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
  • Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37–55.
  • Chakraborty, D., Soyoof, A., Moharami, M., Utami, A. D., Zeng, S., Cong-Lem, N., … Pretorius, L. (2021). Feedback as a space for academic social practice in doctoral writing groups. Educational and Developmental Psychologist, 38(2), 238–248.
  • Clarence, S. (2020). Making visible the affective dimensions of scholarship in postgraduate writing development work. Journal of Praxis in Higher Education, 2(1), 46–62.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174–187. https://doi.org/10.1080/07294360.2012.680017
  • Crawford, J., & Probert, D. (2017). Postgraduate experience survey.
  • Cuthbert, D., Spark, C., & Burke, E. (2009). Disciplining writing: The case for multi-disciplinary writing groups to support writing for publication by higher degree by research candidates in the humanities, arts and social sciences. Higher Education Research & Development, 28(2), 137–149. https://doi.org/10.1080/07294360902725025
  • Deschamps, P. (2018). Gender quotas in hiring committees: A boon or a bane for women? Sciences Po LIEPP Working Paper n°82, 2018-11-29.
  • Evans, T., Bira, L., Gastelum, J., Weiss, L., & Vanderford, N. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284. https://doi.org/10.1038/nbt.4089
  • Fegan, S. (2016). When shutting up brings us together: Several affordances of a scholarly writing group. Journal of Academic Language and Learning, 10(2).
  • Fleuret, S., & Atkinson, S. (2007). Wellbeing, health and geography: A critical review and research agenda. New Zealand Geographer, 63(2), 106–118. https://doi.org/10.1111/j.1745-7939.2007.00093.x
  • French, A. (2020). Academic writing as identity-work in higher education: Forming a ‘professional writing in higher education habitus’. Studies in Higher Education, 45(8), 1605–1617. https://doi.org/10.1080/03075079.2019.1572735
  • Gopaul, B. (2011). Distinction in doctoral education: Using bourdieu's tools to assess the socialization of doctoral students. Equity & Excellence in Education, 44(1), 10–21. https://doi.org/10.1080/10665684.2011.539468
  • Grant, B., & Knowles, S. (2000). Flights of imagination: Academic women (be)coming writers. International Journal for Academic Development, 5(1), 6–19. https://doi.org/10.1080/136014400410060
  • Haas, S. (2014). Pick-n-Mix: A typology of writers' groups in use. In C. Aitchison & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 30–48). Routledge.
  • Howells, K., Stafford, K., Guijt, R., & Breadmore, M. (2017). The role of gratitude in enhancing the relationship between doctoral research students and their supervisors. Teaching in Higher Education, 22(6), 621–638. https://doi.org/10.1080/13562517.2016.1273212
  • Hradsky, D., Soyoof, A., Zeng, S., Foomani, E. M., Cong-Lem, N., Maestre, J. L., & Pretorius, L. (2022). Pastoral care in doctoral education: A collaborative autoethnography of belonging and academic identity. International Journal of Doctoral Studies, 17, 1.
  • Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. John Benjamins Publishing Company.
  • Johnson, L., Roitman, S., Morgan, A., & MacLeod, J. (2017). Challenging the productivity mantra: Academic writing with spirit in place. Higher Education Research & Development, 36(6), 1181–1193. https://doi.org/10.1080/07294360.2017.1300140
  • Kamler, B., & Thomson, P. (2014). Helping doctoral students write. Pedagogies for supervision. Routledge.
  • Kent, A., Berry, D. M., Budds, K., Skipper, Y., & Williams, H. L. (2017). Promoting writing amongst peers: Establishing a community of writing practice for early career academics. Higher Education Research & Development, 36(6), 1194–1207. https://doi.org/10.1080/07294360.2017.1300141
  • Kumar, V., & Aitchison, C. (2018). Peer facilitated writing groups: A programmatic approach to doctoral student writing. Teaching in Higher Education, 23(3), 360–373. https://doi.org/10.1080/13562517.2017.1391200
  • Lassig, C. J., Dillon, L. H., & Diezmann, C. M. (2013). Student or scholar? Transforming identities through a research writing group. Studies in Continuing Education, 35(3), 299–314. https://doi.org/10.1080/0158037X.2012.746226
  • Lau, R. W. K., & Pretorius, L. (2019). Intrapersonal wellbeing and the academic mental health crisis. In L. Pretorius, L. Macaulay, & B. Cahusac de Caux (Eds.), Wellbeing in doctoral education. Springer. https://doi.org/10.1007/978-981-13-9302-0_5.
  • Leijen, Ä, Lepp, L., & Remmik, M. (2016). Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies. Studies in Continuing Education, 38(2), 129–144. https://doi.org/10.1080/0158037X.2015.1055463
  • MacLeod, I., Steckley, L., & Murray, R. (2012). Time is not enough: Promoting strategic engagement with writing for publication. Studies in Higher Education, 37(6), 641–654. https://doi.org/10.1080/03075079.2010.527934
  • Maher, D., Seatonb, L., McMullen, C., Fitzgeraldd, T., Otsujid, E., & Leed, L. (2008). ‘Becoming and being writers': The experiences of doctoral students in writing groups. Studies in Continuing Education, 30(3), 263–275. https://doi.org/10.1080/01580370802439870
  • Maher, M., Fallucca, A., & Mulhern Halasz, H. (2013). Write on! through to the Ph. D.: using writing groups to facilitate doctoral degree progress. Studies in Continuing Education, 35(2), 193–208. https://doi.org/10.1080/0158037X.2012.736381
  • Mantai, L. (2017). Feeling like a researcher: Experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636–650. https://doi.org/10.1080/03075079.2015.1067603
  • Marginson, S. (2007). Globalisation, the “idea of a university” and its ethical regimes. Higher Education Management and Policy, 19(1), 1–15. https://doi.org/10.1787/hemp-v19-art2-en
  • Maton, K. (2014). Habitus. In M. Grenfell (Ed.), Pierre Bourdieu: Key concepts (pp. 48–64). Routledge.
  • May, R., Peetz, D., & Strachan, G. (2013). The casual academic workforce and labour market segmentation in Australia. Labour & Industry: A Journal of the Social and Economic Relations of Work, 23(3), 258–275. https://doi.org/10.1080/10301763.2013.839085
  • McGrail, M. R., Rickard, C. M., & Jones, R. (2006). Publish or perish: A systematic review of interventions to increase academic publication rates. Higher Education Research & Development, 25(1), 19–35. https://doi.org/10.1080/07294360500453053
  • Mewburn, I., Osborne, L., & Caldwell, G. (2014). Shut up & write. In C. Aitchison, & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 218–232). Routledge.
  • Morss, K., & Murray, R. (2001). Researching academic writing within a structured programme: Insights and outcomes. Studies in Higher Education, 26(1), 35–52. https://doi.org/10.1080/03075070020030706
  • Monroe, K. R., Ozyurt, S., Wrigley, T. & Alexander, A. (2008). Gender equality in academia: Bad news from the trenches, and some possible solutions. PS: Political Science and Politics 6(2), 215–233. https://doi.org/10.1017/S1537592708080572
  • Odena, O., & Burgess, H. (2015). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572–590. https://doi.org/10.1080/03075079.2015.1063598
  • Oleksiyenko, A., & Tierney, W. G. (2018). Higher education and human vulnerability: Global failures of corporate design. Tertiary Education and Management, 24(3), 187–192. https://doi.org/10.1080/13583883.2018.1439094
  • Owler, K. (2010). A ‘problem’ to be managed?: Completing a PhD in the arts and humanities. Arts and Humanities in Higher Education, 9(3), 289–304. https://doi.org/10.1177/1474022209356330
  • Papen, U., & Thériault, V. (2018). Writing retreats as a milestone in the development of PhD students’ sense of self as academic writers. Studies in Continuing Education, 40(2), 166–180.
  • Pretorius, L., & Macaulay, L. (2021). Notions of human capital and academic identity in the PhD: Narratives of the disempowered. The Journal of Higher Education, 92(4), 623–647.
  • Rodas, E. L., Colombo, L., Calle, M. D., & Cordero, G. (2021). Looking at faculty writing groups from within: Some insights for their sustainability and future implementations. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2021.1976189
  • Ruming, K., & Dowling, R. (2017). Phd students’ housing experiences in suburban Sydney, Australia. Journal of Housing and the Built Environment, 32(4), 805–825. https://doi.org/10.1007/s10901-017-9548-3
  • Sampson, K. A., & Comer, K. (2010). When the governmental tail wags the disciplinary dog: Some consequences of national funding policy on doctoral research in New Zealand. Higher Education Research & Development, 29(3), 275–289. https://doi.org/10.1080/07294360903277372
  • Sato, S., Gygax, P. M., Randall, J., & Schmid Mast, M. (2021). The leaky pipeline in research grant peer review and funding decisions: Challenges and future directions. Higher Education, 82(1), 145–162.
  • Smyth, J. (2017). The toxic university: Zombie leadership, academic rock stars and neoliberal ideology. Palgrave Macmillan.
  • Stracke, E., & Kumar, V. (2014). Realising graduate attributes in the research degree: The role of peer support groups. Teaching in Higher Education, 19(6), 616–629. https://doi.org/10.1080/13562517.2014.901955
  • Starke-Meyerring, D. (2014). Writing groups as critical spaces for engaging normalized institutional cultures of writing in doctoral education. In C. Aitchison & C. Guerin (Eds.), Writing groups for doctoral education and beyond (pp. 65–81). Routledge.
  • Threadgold, S. (2018). Bourdieu is not a determinist: Illusio, aspiration, reflexivity and affect. In G. Stahl, D. Wallace, C. Burke, & S. Threadgold (Eds.), International perspectives on theorizing aspirations: Applying Bourdieu’s tools (pp. 36–50). Bloomsbury Publishing.
  • Tülübaş, T., & Göktürk, Ş. (2022). A meta-synthesis on academic identity in the neoliberal context of academy. Higher Education. Advance online publication. https://doi.org/10.1007/s10734-022-00906-9
  • Tyndall, D. E., Forbes, I. I. I., Avery, T. H., Powell, J. J., & Baker Powell, S. (2019). Fostering scholarship in doctoral education: Using a social capital framework to support PhD student writing groups. Journal of Professional Nursing, 35(4), 300–304.
  • Verlie, B., Emery, S., Osborn, M., Beasy, K., Coleman, B., Kezabu, K., & Nicholls, J. (2017). Becoming researchers: Making academic kin in the Chthulucene. Australian Journal of Environmental Education, 33(3), 145–159. https://doi.org/10.1017/aee.2017.24
  • Waight, E., & Giordano, A. (2018). Doctoral students’ access to non-academic support for mental health. Journal of Higher Education Policy and Management, 40(4), 390–412. https://doi.org/10.1080/1360080X.2018.1478613
  • Wegener, C., Meier, N., & Ingerslev, K. (2016). Borrowing brainpower - sharing insecurities. Lessons learned from a doctoral peer writing group. Studies in Higher Education, 41(6), 1092–1105. https://doi.org/10.1080/03075079.2014.966671
  • Wilmot, K., & McKenna, S. (2018). Writing groups as transformative spaces. Higher Education Research & Development, 37(4), 868–882. https://doi.org/10.1080/07294360.2018.1450361
  • Wilson, S., & Cutri, J. (2019). Negating isolation and imposter syndrome through writing as product and as process: The impact of collegiate writing networks during a doctoral programme. In L. Pretorius, L. Macaulay, & B. Cahusac de Caux (Eds.), Wellbeing in doctoral education. Springer. https://doi.org/10.1007/978-981-13-9302-0_7.
  • Wilson, S., & Cutri, J. (2021). Novice academic roles: The value of collegiate, attendee-driven writing networks. International Journal of Doctoral Studies, 16, 149.
  • Woelert, P., & Yates, L. (2015). Too little and too much trust: Performance measurement in Australian higher education. Critical Studies in Education, 56(2), 175–189. https://doi.org/10.1080/17508487.2014.943776