Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity
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Cheung et al. 2016 Academics' ...
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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.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 10.1080/03075079.2016.1264382Publisher
Taylor and FrancisJournal
Studies in Higher EducationDOI
10.1080/03075079.2016.1264382Additional Links
https://www.tandfonline.com/doi/full/10.1080/03075079.2016.1264382Type
ArticleLanguage
enISSN
03075079EISSN
1470174Xae974a485f413a2113503eed53cd6c53
10.1080/03075079.2016.1264382
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