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Writing for professional recognition in higher education: understanding genre and expertise

Heron, Marion and Corradini, Erika (2019) Writing for professional recognition in higher education: understanding genre and expertise Higher Education Research & Development.

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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.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Heron, Marionm.heron@surrey.ac.uk
Corradini, Erika
Date : 27 December 2019
DOI : 10.1080/07294360.2019.1705256
Copyright Disclaimer : © 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 27 December 2019, available online: http://www.tandfonline.com/10.1080/07294360.2019.1705256
Uncontrolled Keywords : Professional academic writing; Writing expertise; Genre theory; Empowerment; Academic development
Related URLs :
Depositing User : Clive Harris
Date Deposited : 15 Nov 2019 09:59
Last Modified : 28 Jan 2020 17:26
URI: http://epubs.surrey.ac.uk/id/eprint/853142

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