Analysis of writing programmes for academics: application of a transactional and systems approach. Issue 12 (2nd December 2018)

• Record Type: Journal Article
• Authors: Kempenaar, Larissa; Murray, Rowena
• Is Part Of: Studies in higher education. Volume 43:Issue 12(2018)
• Page Start: 2371
• Page End: 2384
• Publication Date: 2018-12-02
• Subjects: Academics' writing -- transactional model -- systems model -- behaviour -- perceived control; Education, Higher -- Periodicals; 378.005
• DOI: 10.1080/03075079.2017.1329817
• Languages: English
• ISSNs: 0307-5079

Abstract

ABSTRACT: In an international culture of performance-based funding systems for higher education institutions (HEIs), research productivity and output are essential for the ability of HEIs to continue. While many institutions have performance targets for the next performance assessment, few institutions have an operational strategy for how staff are to produce research publications. A transactional and systems approach to academic writing may be helpful in identifying how academics' structures and beliefs influence their writing productivity. This paper aims to provide an overview and analysis, using a transactional and systems approach, of a selection of theory-based writing programmes available for academics. The authors summarise the strengths and weaknesses of each these programmes and demonstrate the gap in academic writing programmes which currently exists, based on the transactional and systems approach. The paper provides recommendations in terms of strategic development to support academic to increase their research and scholarly output.