Re-imagining Doctoral Writing [Paperback]

What imaginings of the doctoral writer circulate in the talk of doctoral researchers and their supervisors? How do institutional policies and the conventions of particular disciplines shape the ways in which doctoral writing is imagined? Why, and in what ways, has doctoral writing been re-imagined in the twenty-first century? What future imaginings of doctoral writing may be hovering on the horizon? This edited collection has gathered a diverse group of authors—from Aotearoa New Zealand, Australia, Bangladesh, Japan, South Africa, the UK, Denmark, Canada, and the US—to consider these challenging questions during a time in which doctoral education is undergoing enormous transformation. Together, the contributors to this collection explore how the practice of doctoral writing is entangled with broader concerns within doctoral education, including attrition, timeliness, the quality of supervision, the transferability of knowledge and skills to industry settings, research impact, research integrity, and the decolonization of the doctorate.

Cecile Badenhorstis a Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University, Newfoundland, Canada. She teaches courses in the post-secondary undergraduate and graduate programs on university teaching and learning, as well as courses in the faculty's doctoral program. As a researcher, she has conducted research and published in the areas of doctoral education, doctoral writing, graduate writing, thesis/publication writing pedagogies, academic literacies and faculty writing. She has a YouTube channel on writing for Masters and doctoral students. She has also written three books in the area of graduate student writing:Research Writing,Dissertation Writing  andProductive Writing. She is a coeditor ofResearch Literacies and Writing Pedagogies for Masters and Doctoral Writers. In 2018, she co-edited with, Brittany Amell, a special l“r