Anthony Pare, McGill University
-longitudinal study of doctoral writing practices
-exploratory surveys of students, supervisors, and administrators
-motivations for exploring this problem: decreased public funding, increased pressure for research funding and publication record; research now higher stakes, much anxiety and little attention; high attrition rates; long times to complete
-what are practices and demands of doctoral writing?
-what perceptions of doctoral writing exist?
-idea of workplace writing (students seek careers as academic researchers)
-tremendous amount of pressure on doctoral students to publish (now feels like necessity)
-students are now not just eavesdroppers, but expected to join the conversation -- need to position themselves and not just report
-many students are writing in additional languages
-general feeling of being adrift with writing process; insecurity with writing
-students' knowledge of writing is procedural
-when do supervisors need to say keep writing or just keep thinking
-emotional aspect to supervising -- tough love, anger, despair, frustration -- the emotional component needs to be addressed
-majority of supervisors have not received formal training in writing supervision
-a lot of supervisors were just "left on their own" to write
Brian Gearity, University of Southern Mississippi
advisor: Norma Mirks
-autoethnography of dissertation writing process
-"are you being picky because you prefer certain words, or does it need to be changed?"
-article: "From Mentoring to Co-Mentoring"
Allyson Holbrook -- University of Newcastle Australia
-actually 3 papers were written from this study
-"episemic rupture" has to happen for new ideas to emerge; can be very emotional
-good doctoral candidates understand complexity
- immersion (effective critique of your own work and that of others; connect ideas and grow ideas)
- measured uncertainty (independence, open to new ideas, risk-taking, working through challenge, adaptability, managing uncertainty)