Writing for professional recognition in higher education: understanding genre and expertise
Writing for professional recognition in higher education: understanding genre and expertise
This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship.
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Heron, Marion
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Corradini, Erika
5e88df3e-f1b0-40ef-9d11-a6c165dccaa1
Heron, Marion
5ac913a6-3724-456e-9136-27c7088d34e8
Corradini, Erika
5e88df3e-f1b0-40ef-9d11-a6c165dccaa1
Heron, Marion and Corradini, Erika
(2019)
Writing for professional recognition in higher education: understanding genre and expertise.
Higher Education Research & Development, .
(doi:10.1080/07294360.2019.1705256).
Abstract
This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship.
Text
HERD paper revised 31 July
- Accepted Manuscript
More information
Accepted/In Press date: 6 November 2019
e-pub ahead of print date: 27 December 2019
Identifiers
Local EPrints ID: 438115
URI: http://eprints.soton.ac.uk/id/eprint/438115
ISSN: 0729-4360
PURE UUID: a72e03d8-7473-4e30-bbb0-abceb08278e6
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Date deposited: 28 Feb 2020 17:32
Last modified: 17 Mar 2024 05:19
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Author:
Marion Heron
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