Promoting writing amongst peers: establishing a community of writing practice for early career academics

Kent, A., Berry, D. M., Budds, K., Skipper, Y. and Williams, H. L. (2017) Promoting writing amongst peers: establishing a community of writing practice for early career academics. Higher Education Research and Development, 36(6), pp. 1194-1207. (doi: 10.1080/07294360.2017.1300141)

Abstract

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Skipper, Dr Yvonne
• Authors: Kent, A., Berry, D. M., Budds, K., Skipper, Y., and Williams, H. L.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Higher Education Research and Development
• Publisher: Taylor & Francis
• ISSN: 0729-4360
• ISSN (Online): 1469-8366
• Published Online: 13 March 2017
• Copyright Holders: Copyright © 2017 HERDSA
• First Published: First published in Higher Education Research and Development 36(6): 1194-1207
• Publisher Policy: Reproduced in accordance with the publisher copyright policy