Academics' understandings of the authorial academic writer
A Qualitative Analysis of Authorial Identity
Bibliographic Data
| ID | 4098081 |
|---|---|
| Authors | Kevin Yet Fong Cheung (0000-0002-9548-2932, Cambridge English Language Assessment, University of Cambridge, Cambridge, UK, corresponding author), James Elander (0000-0001-7665-5482, University of Derby), Edward J N Stupple (0000-0001-8545-9504, University of Derby), Michael Flay (University of Derby) |
| Year | 2018 |
| Volume | 43 |
| Issue | 8 |
| Pages | 1468-1483 |
| Publication date | 2018-08-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1264382 |
| OpenAlex | W2565209351 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
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 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
Academic writing · Aesthetics · Higher education · Negotiation · Pedagogy · Qualitative research · Social science · Sociology · Thematic analysis · Academic integrity and plagiarism · Psychology
Writing and Identity
Evolving guidelines for publication of qualitative research studies in psychology and related fields
Relationships between subject matter characteristics and the structure and output of university departments.
Colleges as Communities
Factors associated with student plagiarism in a post‐1992 university
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Plagiarism—a complex issue requiring a holistic institutional approach
Discourses of plagiarism
The socially skilled teacher and the development of tacit knowledge
Crime and punishment
Using thematic analysis in psychology
Non-formal learning and tacit knowledge in professional work
Psychometric evaluation of the Student Authorship Questionnaire
Student beliefs and attitudes about authorial identity in academic writing
Authority and invisibility
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2019 - 2023 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |