Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity

Hdl Handle:
http://hdl.handle.net/10545/621391
Title:
Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity
Authors:
Cheung, Kevin Yet Fong ( 0000-0002-9548-2932 ) ; Elander, James ( 0000-0001-7665-5482 ) ; Stupple, Edward J. N. ( 0000-0001-8545-9504 ) ; Flay, Mike
Abstract:
Research on authorial identity has focused almost exclusively on the attitudes and beliefs of students. This paper explores how academics understand authorial identity in higher education. Semi-structured interviews were conducted with 27 professional academics and analysed using thematic analysis, identifying themes at two levels. At the semantic level was a main theme called ‘the authorial writer’, with five subthemes: ‘authorial confidence’, ‘valuing writing’, ‘ownership and attachment’, ‘authorial thinking’, and ‘authorial goals’. At the latent level were two integrative themes: ‘tacit learning’ and ‘negotiating identities’. The semantic subthemes represent attributes that could be targets for pedagogic interventions. The integrative themes suggest processes in the development of authorial identity, which can inform more effective teaching. By identifying attributes and processes associated with authorial identity, these findings help towards a psychological understanding of authorial identity, informing development of more effective pedagogy to help students improve their academic writing and avoid plagiarism.
Affiliation:
University of Derby
Citation:
Yet Fong Cheung, K. et al (2016) 'Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity', Studies in Higher Education, DOI 10.1080/03075079.2016.1264382
Publisher:
Taylor and Francis
Journal:
Studies in Higher Education
Issue Date:
22-Dec-2016
URI:
http://hdl.handle.net/10545/621391
DOI:
10.1080/03075079.2016.1264382
Additional Links:
https://www.tandfonline.com/doi/full/10.1080/03075079.2016.1264382
Type:
Article
Language:
en
ISSN:
03075079
EISSN:
1470174X
Sponsors:
Postgraduate studentship awarded to Kevin Yet Fong Cheung by the Teaching Informed by Research fund at the University of Derby
Appears in Collections:
Human Sciences Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorCheung, Kevin Yet Fongen
dc.contributor.authorElander, Jamesen
dc.contributor.authorStupple, Edward J. N.en
dc.contributor.authorFlay, Mikeen
dc.date.accessioned2017-02-15T15:38:12Z-
dc.date.available2017-02-15T15:38:12Z-
dc.date.issued2016-12-22-
dc.identifier.citationYet Fong Cheung, K. et al (2016) 'Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity', Studies in Higher Education, DOI 10.1080/03075079.2016.1264382en
dc.identifier.issn03075079-
dc.identifier.doi10.1080/03075079.2016.1264382-
dc.identifier.urihttp://hdl.handle.net/10545/621391-
dc.description.abstractResearch on authorial identity has focused almost exclusively on the attitudes and beliefs of students. This paper explores how academics understand authorial identity in higher education. Semi-structured interviews were conducted with 27 professional academics and analysed using thematic analysis, identifying themes at two levels. At the semantic level was a main theme called ‘the authorial writer’, with five subthemes: ‘authorial confidence’, ‘valuing writing’, ‘ownership and attachment’, ‘authorial thinking’, and ‘authorial goals’. At the latent level were two integrative themes: ‘tacit learning’ and ‘negotiating identities’. The semantic subthemes represent attributes that could be targets for pedagogic interventions. The integrative themes suggest processes in the development of authorial identity, which can inform more effective teaching. By identifying attributes and processes associated with authorial identity, these findings help towards a psychological understanding of authorial identity, informing development of more effective pedagogy to help students improve their academic writing and avoid plagiarism.en
dc.description.sponsorshipPostgraduate studentship awarded to Kevin Yet Fong Cheung by the Teaching Informed by Research fund at the University of Derbyen
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03075079.2016.1264382en
dc.rightsArchived with thanks to Studies in Higher Educationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en
dc.subjectPlagiarismen
dc.subjectAuthorial identityen
dc.subjectAcademic writingen
dc.subjectPedagogyen
dc.subjectThematic analysisen
dc.titleAcademics’ understandings of the authorial academic writer: a qualitative analysis of authorial identityen
dc.typeArticleen
dc.identifier.eissn1470174X-
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalStudies in Higher Educationen
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