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

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Abstract

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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Author information

Authors and Affiliations

  1. Professor of Education, Indiana University of Pennsylvania, Indiana, PA, USA

    Mary Renck Jalongo

  2. Educational Psychology, University of Victoria, Victoria, Canada

    Wanda Boyer

  3. Emeritus Professor, University of South Australia, School of Education, Magill Campus, St Bernards Road, Magill, South Australia, 5072, Australia

    Marjory Ebbeck

Authors
  1. Mary Renck Jalongo
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  2. Wanda Boyer
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  3. Marjory Ebbeck
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Corresponding author

Correspondence to Mary Renck Jalongo.

Appendix

Appendix

Interview Questions

  1. (1)

    Where scholarly writing and publication are concerned, what do you consider to be an appropriate emphasis during a doctoral students’ program? Why?

  2. (2)

    Please describe the writing experiences you have acquired thus far in your doctoral studies that have been influential in teaching you the process of scholarly writing and publication.

  3. (3)

    Do you consider writing to be one of your strengths? Why or why not? If English is your second language, what are the challenges you have faced with academic writing and publishing and how have you attempted to overcome these challenges?

  4. (4)

    How does a student go about make the transition from class assignments or writing the dissertation to publishing scholarly work in professional outlets?

  5. (5)

    When you think about submitting your work to anonymous peer review, what prevents you from trying? Conversely, what encourages you to attempt to publish your work?

  6. (6)

    If you could characterize your feelings about writing for publication in the field of education using a symbol, a metaphor, or a single word, what would it be? Why?

  7. (7)

    What is the value of published academic writing for you now, as a doctoral student?

  8. (8)

    After successfully completing your doctoral degree, how do you expect your scholarly writing and publishing to be valued in your future?

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Jalongo, M.R., Boyer, W. & Ebbeck, M. Writing for Scholarly Publication as “Tacit Knowledge”: A Qualitative Focus Group Study of Doctoral Students in Education. Early Childhood Educ J 42, 241–250 (2014). https://doi.org/10.1007/s10643-013-0624-3

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  • DOI: https://doi.org/10.1007/s10643-013-0624-3

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