Analysis of writing programmes for academics: application of a transactional and systems approach

Larissa Kempenaar, Rowena Murray

Research output: Contribution to journalArticle

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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.
Original languageEnglish
Pages (from-to)2371-2384
Number of pages14
JournalStudies in Higher Education
Volume43
Issue number12
Early online date22 May 2017
DOIs
Publication statusPublished - 2018

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productivity
performance assessment
performance
education
funding
staff
ability

Keywords

  • academics’ writing
  • transactional model
  • perceived control
  • behaviour
  • systems model

Cite this

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Analysis of writing programmes for academics: application of a transactional and systems approach. / Kempenaar, Larissa; Murray, Rowena.

In: Studies in Higher Education, Vol. 43, No. 12, 2018, p. 2371-2384.

Research output: Contribution to journalArticle

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KW - perceived control

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