A1 Journal article (refereed)
Väitöskirjatutkijoiden tieteellisen kirjoittamisen osaaminen ja tuki suomalaisissa yliopistoissa (2023)

Aarnikoivu, M., Mertala, P., Paldanius, H., & Tuhkala, A. (2023). Väitöskirjatutkijoiden tieteellisen kirjoittamisen osaaminen ja tuki suomalaisissa yliopistoissa. Yliopistopedagogiikka, 30(2). https://lehti.yliopistopedagogiikka.fi/2023/12/22/vaitoskirjatutkijoiden-tieteellisen-kirjoittamisen-osaaminen-ja-tuki-suomalaisissa-yliopistoissa/

JYU authors or editors

Publication details

All authors or editors: Aarnikoivu, Melina; Mertala, Pekka; Paldanius, Hilkka; Tuhkala, Ari

Journal or series: Yliopistopedagogiikka

eISSN: 2242-8070

Publication year: 2023

Publication date: 22/12/2023

Volume: 30

Issue number: 2

Publisher: Yliopistopedagogiikan asiantuntija- ja yhteistyöverkosto Peda-forum

Publication country: Finland

Publication language: Finnish

Persistent website address: https://lehti.yliopistopedagogiikka.fi/2023/12/22/vaitoskirjatutkijoiden-tieteellisen-kirjoittamisen-osaaminen-ja-tuki-suomalaisissa-yliopistoissa/

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92663

Abstract

In this article we examine the perceived academic writing competence of Finland-based doctoral researchers, along with how their writing is supported. We generated the data with an online survey (n = 397), which included both multiple choice and open questions. Relationships between multiple choice variables were examined with exploratory factor analysis, resulting in two factors, and the answers to each question were reported using Likert graphs. The open questions were analysed by using content analysis. Observations based on the open questions complement the results of the multiple choice questions. The results show that doctoral researchers perceive that they master the technical aspects of academic writing well, but writing process-related aspects were considered more challenging. Minor differences were found between the participants based on their background and the format of the dissertation. Generally, doctoral researchers reported that they received versatile support for academic writing. However, based on the answers to the open questions, differences between individual doctoral researchers could be substantial. With these results, we want to encourage doctoral programme coordinators and developers as well as teachers of language centres to consider how doctoral researchers with different kinds of life and work circumstances could be better supported as writers of academic texts.

Keywords: doctoral education; research training; academic writing; direction (instruction and guidance); pedagogy of higher education

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 1