Writing for Scholarly Publication as “Tacit Knowledge”: A Qualitative Focus Group Study of Doctoral Students in Education

Expectations for academic writing and publication have intensified in Academia. Doctoral students in colleges of education are advised to publish even before they graduate and evidence of successful publication is influential in hiring, tenure, and promotion decisions. The purpose of this research was to study the process of writing for professional publication from the perspective of a diverse group of 30 doctoral students in colleges of education in the United States, Canada, and Australia. The group ranged in experience from those enrolled in their first doctoral-level courses to students who had very recently defended their dissertations. Interview data from the participants provided strong support for: (1) providing at least one doctoral-level course on writing for professional publication, (2) beginning instruction in scholarly publication earlier and continuing it across all stages of the program, (3) designing class assignments that are better aligned with the expectations for scholarly publication, and (4) providing extensive opportunities for peer and instructor review of manuscripts. From the perspectives of these 30 doctoral students, acquiring the constellation of knowledge, skills, habits, attitudes and values associated with successful publication of scholarly work requires both formal and informal networks of validation and support.

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